Good morning. Welcome. The time is now 9:08 a.m. on June 16th, 2026. Welcome to the regular meeting of the Los Angeles Unified School District Board of Education. I am going to take role.
All right. Miss Newell >> present. >> Dr. Rivas. Mr. Meline >> here. >> Miss Grigo. >> I see Miss Grigo is right here. >> Here. >> All right. Board President Schmurson >> present. >> Okay. We have a quorum. We're missing a couple board members who assure me they
are almost here. All right. Let's do the pledge of allegiance. I believe we have a video that we can cue up for that >> from board district 4. >> The seal right student council will be leading you in the pledge of allegiance. Please face the flag. Put your right
hand over your heart. Ready? Begin. I pledge 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, thank you. Now we will ceue up 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 Tatavian peoples who have stewarded this land for generations. We recognize these indigenous communities ongoing presence and contributions and honor their connection to this region. We recognize Gabeno
people as the original stewards of the Los Angeles basin and the nearby coastal lands and the Fernando Tavium as protectors of the northern valleys. These lands have and continue to hold deep cultural and spiritual significance to their people and have shaped the
community we live in today. We pay our respects to the 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. Good morning everyone. We're going to start our meeting today with our labor
partners. Who would like to be first? Labor partners. Okay, next we'll go to our committee chair reports and that would be Mr. Melvoyne. Thank you, Mr. Merlson. Um, and on May 19th, we held our final facilities and
procurement committee meeting of the year. We heard again from the facilities team about the new shade projects that were approved last week and asked questions about how the team will speed up and reduce costs to get more for our money in our shade program. Some of those strategies were incorporated into
last week's board item like the bundling of projects to save money. We then heard from Jorge Biardo about ways the facilities team is working to expand the number of biders and be a better partner in the facilities procurement process. We received an update similar to what the whole board heard a few weeks ago
regarding leasing uh and questions were asked about prioritization and how we charge our youth sports partners. And then finally, we discussed the recommendations that I've passed out to the board and asked Mr. McClean to include in the materials um right here. Thank you, Mr. McClean. Um there was
consensus among the committee uh that these recommendations will help guide questions that the district team can answer before the committee reconvenes in the fall and for further exploration in the coming year. Um the overarching goal of the recommendations is to explore how the district can do more for
kids more quickly and more transparent transparently with the trust that voters have instilled in us through the approval of our bond program. They include piloting the use of pre-engineered structures, increasing the pace of our housing initiative, clarifying and strengthening our bench process for partner providers, and
deeper dives on the way to speed up projects and more. Um, so I'm happy to answer any questions from my colleagues uh about these eight recommendations, but uh we had a productive year for this committee and look forward to reconvening in the fall. Thank you, Scott. >> And thank you, Mr. Melvoyne. Now, I'd
like to turn it over to our superintendent to introduce our advisory committee reports. We'll take labor partners. Who would like to be first? Me. Thank you. Cesley Meyer Cruz, United Teachers Los
Angeles President. I'm standing here today um with our colleagues and um I'm really trying to pull it together because um the conversation around the FSP
the conversation about uh cutting BAP I've speak spoken to folks here on this dis superintendent, board members in regards to BAP
and I feel like um all those conversations have been in vain and they have been absolutely performative when we've talked about how important
um BAP is to our students. to the educators that work in BAP schools and so forth. Uh we've spoken about the importance that this district actually gets it
right after decades and decades of disinvestments in the black community for black students and to black educators.
When we talk about BAP, I am always thinking about liberation for all. Because if you start with the most marginalized groups and you fix it for them, then you
fixed it for everyone. But we're not fixing. We are here to actually discuss cutting and cutting it off. cutting to the bone and so forth.
Now, that is happening in Oakland with their Black Thriving Schools program and at the hands of their Alama County Office of Education.
There is always an austerity mindset that is brought about. Oh, there's this fiscal cliff. It always comes in the third year, but it's like never comes. We have booming reserves
that are out of whack. And yes, you guys have started to look at those reserves in a way because I think that UTLA and SEIU Local 99 have always said spend
those reserves down. But here today, we are tying conversations around contracting and tying those conversations to BAP
that cannot stand. It just really cannot. We owe our babies. We owe them. We owe them.
This district has done a lot of things under the former superintendent. I can list a whole bunch of things. All of the subcontracting stuff. We have all kinds of things happening, lawsuits and
whatnot. All that subcontracting things, all the AI stuff. But when it comes to the people that are closest to the pain, we cut. Now, like I said, Oakland is doing that
because of Alama County Office of Ed. And I am going to take a personal shot to say the dude that was here, David Hart, that's over there at LA County Office of Ed, he's pissed
with LA USD because he didn't get a cushy promotion. And so now he's being petty Betty and doing all of the things and laughing because now y'all are stuck with it
because his best friend is at superintendent jail at home. So I had to just speak the truth because this is going to be one of my last ones as the president. But you'll continue to see me. I am a fed up and I was trying
to really keep it together because really when we talk about our babies and all of those kids who graduated who have said that BSAP has saved their lives, there are folks in here right now that are working tooth and nail with those
folks and you're uh pushing them out to other places. But that's something for another time. I am tired of this district DOING PERFORMATIVE STUFF BY saying that BAP, oh yes, BAP is important, but then when I look at the
steering committee and then you move all of the people and THEN WE GOT TO START FROM FRESH FROM ground zero, it's ridiculous. I said I was going to try to keep it together because I'm filled with anger. >> You got it together.
>> I'mma get people together because this cannot stand. So I will then tell you removing BAP from the FSP, you need to do that. you need to remove that from the FSP
because it should not be a marker there. If there's a will, there's a way. For some reason, this district can find a whole bunch of ways to do this, do that, do this. But when it comes to the folks closest to the pain, we cannot find a
way. That's BS. Baloney sandwiches. As the board knows, the OPAB trust has grown by hundreds of millions of dollars in recent years without significant contributions by the district. And we
know that that OPAB is going to continue this growth. At the same time, the OPED liability has gone down over 7 million $700 million. The board created the trust for no other
purpose than paying OPEB benefits. So when we're looking at credit rating agencies, they don't care about our black students and they definitely don't care about equity. They care about a
bottom line, but it is your job to care. The district's budget and finance policy states that the OPED trust will be used to minimize encroachment on the district's operating budget.
That means support for black students and equity in our schools should not be cut while a billion dollars sits in the trust created for this very purpose. investment income from the trust could
be redirected towards paying current OPED benefits without significantly drawing down the principal fund balance. In addition, the district has agreed to our UTLA contract,
but it still hasn't been signed. >> And you're going to put a hanging chad to balance this thing, cut this stuff, and then we'll sign it. Hell no. 39,000 members along with SEIU, Local 99, along
with AALA Teamsters will be marching in the streets. Y'all need to do what is right and do that now. There was a commitment to bring subcontracted work inhouse. Y'all said
it yourselves. Subcontracts have gone out of the roof. Bring it in. That is a commitment y'all made across the table in the dark of night. >> And a commitment to add school psychologists, counselors, PSYCHIATRIC
SOCIAL WORKERS. Y'ALL PROMISED THAT TO our babies. Currently, the district is spending hundreds of million dollars in re and restricted dollars for subcontract
agreements for sped services. Yeah, that's shameful. That could be done by UTLA members at a savings. We know that this insourcing this work will save substantial funds and that will improve
our schools because those folks actually know our babies, not the SUBCONTRACTED PEOPLE THAT DON'T care about our students. But yet and still, the district has a budget that counts both the cost of our
CBA and the cost of continued outsourcing at a premium. That is called double counting. You're counting that and that. Check your math because the math is not mathing.
>> We can afford We can afford BAP. We've said it over and over. YOU CAN AFFORD TO DO THAT. YOU TALK a really good game people about how BAP is so important, HOW EQUITY IS SO IMPORTANT. SO DO THE
RIGHT THING. remove BAP from the FSP and you should do it now. All our folks are counting on you. Our babies are counting on you to do the right thing. The students are going to be here today and they're going to tell you the same
thing. We need you to do the right thing. Dr. Martin Luther King always says it's always the time to do what is right. We are watching you. If you decide to cut the BAP today,
y'all should not sleep at a wink. And the reason why IS BECAUSE YOU'RE GOING TO HAVE STUDENTS, YOU'RE GOING TO HAVE EDUCATORS, and you're going to have folks, community folks telling you that you do not care about black students.
I'd like to think that you would do the right thing and do what is right for this district. Make sure that YOU FUND BAP. DO NOT CUT BAP. DO NOT CUT BAP. DO NOT cut BAP. Any other labor partners wish to speak?
Okay, we'll continue uh Mr. Chait with our reports. Thank you, board president. Uh, good morning everyone. Thank you for joining us uh, for this very important meeting. Before we do move on to the business at hand, though, I would not I would be remiss if I did not recognize that we
just closed our school year last week. I I want to thank our students, our obviously our staff, our families, uh, for their ongoing commitment, for the support that they provide our school communities. I want to really celebrate our students for their achievements. I had a chance to attend a number of
graduations and culminations over the last two or three weeks and that is the ultimate outcome of all the work that we do is making sure that our students are ready for the world, are ready for careers, are ready for college. So again, kudos to all of our students, kudos to our communities. Uh we know
that summer school begins next Monday uh for those of us that are participating in that program and of course our next school year begins August 12th. So I just wanted to mark that. Uh that said, we're we're going to begin our agenda today with a couple of very important advisory committee presentations. Uh the
community advisory committee, the CAC, and the district English learner advisory committee, the DAC. And so I just want to very briefly thank uh both of those bodies for their important work that they'll be sharing with us today. I know it's it's a significant commitment of time by folks to come in and work
with district staff to put together these presentations and and even more so the recommendations that inform our LCAP. So sincerely on behalf of district staff and I'm sure on behalf of the board, we thank you uh for your time and service. Uh with that, I would like to invite our representatives from CAC from
the community advisory committee to join us at the podium. So, for those of you in the audience who do not speak Spanish, we're going to have Spanish speaking at the podium. And if you'd like to experience simultaneous translation, please put your hands up and we'll get you the translation headsets. You just put them on and
they'll automatically be on the channel that you need in order to hear the English translation. So, put your hands up and we'll get you translation headsets if you'd like. Please. Okay. Is that uh just a couple more? There's one way in
the back, Bert. Thank you, Kit. Everybody good? We got one more. Okay, we're ready. Thank you. >> Community advisory committee. Um, we want to thank you for being here and for hearing us. We want to thank you for
this 30 minutes of your time. We realize that the extended time is not just time, but it is a show of respect for the work that we do. So, we want to thank you for that as well. I also want to say thank you to the board. um I presented to you last year and in reviewing last year's report in preparation, I did see that
while there are some asks that we're going to be repeating here today, there are several asks that we have seen implemented throughout the district this year. So, thank you for your partnership and we hope that moves forward. On the screen right now are all of the officers for the 2025 2026 CAC uh school
year uh with our LUSD emails. We appreciate that as well. They are all here uh today. Uh many of them are here today and you will hear from them throughout the report. I'll allow them to introduce themselves as they come to the microphone. My name is Christy Lacy
and I am this year's chair person. We wanted to start by listing off some of our accomplishments from this year to share with you. Um I will highlight a few of those. Uh what I would like to start with is highlighting that a few years ago we asked Sface and DSSE to
have more opportunities to get out into the community and connect with parents. That has grown over the years and I'd like to report that this year at the time of making the slide we had participated in 32 community outreach opportunities. We had um a lot of
chances to speak with parents. One thing I'll highlight is this year's regional resource fairs where special education families were able to come and see all of the resources that were there. I know many board members were there. It was an amazing event. I'd also like to say that
this number has gone up by several events as we've been invited to um be at events over the summer as well. So, we'd like to thank SFACE and DSSE for their partnership in that. We also sent three representatives to legislation day in the capital. We went there with the
division of special education where we were able to advocate for the needs and rights of our students in special education. We also launched a certificate of appreciation initiative in partnership with DSSE. The purpose of this was to
acknowledge administration and staff who go above and beyond for students with special for in special education. We hope that this acts as an incentive for those to acknowledge these students and to do the work that needs to be done. We also established and permanently
adopted the English learner duly identified students with disabilities subcommittee to strengthen advocacy and focus on the needs of multilingual learners with disabilities. You'll hear more about that later in our presentation as well. We also initiated
efforts to expand CAC membership. We went from appointments to regional-based elections in the second half of our year. We were not able to fully seat um at any of our meetings because of this switch and not having enough membership. So that has been uh initiated and
hopefully will be done by next year. Uh we also developed anformational inclusion resource through the IEP and training subcommittee for distribution to principles and school administration to support stronger inclusive practices
across their school sites. Um that will also be shared more. It's being reviewed by the division of special education for possible endorsement next year. And also, I'm very excited. If you've been on the board for a while, you have
heard the CAC repeatedly ask for special education affinity groups at the school site level. This is something parents want. This is something the CAC has advocated for for years. Uh, a few years ago, board member Schmelson said, "Start the groups at your school site. See how
it goes. Collect some data." And that is what we did. At my son's school site, we started one of these groups. We were lucky enough to have an APIs, a principal and a special education teacher who was on board and they started this group. One of the major
things we focused on was our field day which was not inclusive. Even though our school has 25% IEPs, many of the students had to sit in their classrooms and not participate in that day or stand on the sidelines and not participate with their peers. Over the last three
years, we worked through this affinity group and working in tandem with the PTA on this particular uh event. And I'd like to report that this year, 100% of the students were able to participate and not just be outside with their peers. Thank you. and not just be
outside with their peers, but they had inclusive uh practices within all of the activities where they were actually able to be on the field and complete every task and be a part of families were crying watching their students participate in this way for the very
first time. For some of them, these affinity groups are important. They are needed for our families. So what I am telling you today is that the division of special education this year has agreed to partner with us to
launch a working group focused on developing a district-wide toolkit for creating special education affinity groups across the district. We thank DSSE for their partnership in that. We hope this is the first step in establishing these groups. Gonzalez.
>> Good morning to all. My name is Norma Gonzalez. I'm the vice chair of this committee. Thank you for all and giving us the opportunity to present each member and each part of this presentation. >> One of the areas of identification of from the CAC is the need's access to
clear and detailed special education budget information at the beginning of the each school year. Now when parents understand how resources are utilized, they can participate in a very informative way and the conversations within the
resources prioritizing the needs and for the students. uh CIC um also identifies the the ways of strengthening and the needs of consistent accessibility information for the CIC
parents rights resources presentations and what limits the participation. The families also need access or contact constant access or resources rights and opportunities to get involved in their
child's education. Now to better this communication, the CAC has strategies like newsletters, established school special education groups at the schools and support representative support instruction to
coaches at parent centers and school staff and present APIs for the families. And another stronger communication is where we have a stronger uh communication with families and schools. Thank you.
We don't we all know how damaging bottlenecks can be to the flow of success and how blind spots are byproducts to the of those bottlenecks. Strengthening CAC communication and parent outreach is critical to
alleviating one of those bottlenecks. At Friday's board meeting, we spoke about the blind spot, preventing parents from even knowing of the existence of parent committees. But that same planetarysized blind spot eclipses the positive changes
being made and the quality programs currently offered at school sites and by the district. Board member Newil, I believe you commented on this when we were discussing teacher retention and development last week. Narrowing our gaze to focus specifically
on special education. Solving the communication bottleneck means that more parents will be exposed to the programs and services available, equipped to better advocate for their children. But that shifts the flow of success downstream to a new and dare I say much
more dangerous bottleneck. the lack of equity, access, and consistency, EAC, across the district. And that lack of EAC means a complete lack of accountability. As board member Graco
touched on last week, that a word again. The CAC remains committed to partnering with the district not only to strengthen special education outcomes, but to improve the consistency of those outcomes. Families shouldn't have to rely on
individual school culture or worse dumb luck to receive highquality special education experience. Every student and family deserves equitable access to services. But because these issues aren't merely
abstract in nature, I would like to take a moment to share with you just one story, but one story that's echoed in school communities all across the district. A kindergartener in region North who's autistic, non-verbal, and
requires significant support, and his family having to go through a situation no one should have to. With an original placement in an SLD program, one that was not appropriate for the child's level of support needs, the family spent
the year not simply advocating or supporting their child, but having to fight for their child. Inconsistent communication from school staff. Lack of collaborative problem solving with administrators and support staff.
Opinion-based rather than databased placement. Lack of knowing who to reach out to when additional support was required. And worse, an allout failure to protect the child. A child who had to suffer repeated head injuries.
Ultimately, the only option for this family was to pull their child from their school site and move him to a virtual academy. The family was gracious enough to share their story. And what I've shared today only scratches the surface of the ordeal
they endured. But I ask you, where is where was their equity? Where was their access? Where was their consistency? And where is the accountability? More importantly, what is being done to
immediately remove this dangerous bottleneck and to restore our famil family's ability to successfully obtain the education our children legally deserve. Because when that bottleneck is removed,
the outcomes are amazing and the sky is the limit. Good morning members. My name is Maria Duran and I come from public relations. One of the recommendations from CAC is add U training for for the teachers,
special ed teachers. about 80 18% of LAUSD students have IEPs and this is why is it is essential that all teachers count uh for the for the correct training to be able to support the
students. This training should include instru inclusive instructional practice practices, behavior support and accommodations, social emotional learning, collaboration with special education staff and dis disability
awareness and student dignity. We um we also like to add more to this training and we'd like to recognize participation of the teachers and professional development. When teachers are prepared, the the students receive
more appropriate support, teachers feel more prepared and families gain confident that their children are understood within the district. Thank you. Good morning to all. It is a pleasure to be here. Thank you for the opportunity. My name is Janet Ramirez. I am uh sec
the secretary and trans the transition from high school to adult school is one of the most critical periods for students with disabilities. It is necessary to support the transition during a continuous plan that takes them more
than the requirements of IEP. preparing students and their families for the independence uh superior education and to be able to support the community. The objective is to guarantee that the students can grow with tools with
knowledge and opportunities so that they can have a successful future. The CAC recommends the training for the personnel and the planet planning including post-secondary education options,
workforce development, independent living supports, and access to community resources. Uh we also want families should receive clear and accessible accessible transition resources pockets and be actively connected to life after
high school resources fairs, workshops and community organizations early in the transition process. The CAC also asks the district or they should strength partnership and referral pathways to regional centers which uh
which so families can receive support and orientation without trying to look for this on their own. The CAC also calls for equitable access to programs such as DOTS with intentional family inclusion training so that families with
whether they're a certain region or schools and it is important for them to receive this training during training on the individual transitional plan known as ITP so they can fully participate in planning and advocacy for
their child's future. Thank you. Our next slide speaks about inclusion in the classrooms. Of course, we hear a lot about 80% inclusion 80% of the time. Um, I want to acknowledge the uh inclusive
TK classrooms that showed a lot of success. I think a lot of that success goes to having sufficient funding, a more even IEP to gened ratio and collaboration between the special education and the general education classrooms.
Uh what we are concerned about is that we understand that inclusion is a best practice for most students with IEPs. We feel that this needs to be I uh individualized and we also feel that it
needs to be funded, structured and staffed. A push for numbers before the infrastructure is there we feel is irresponsible and unfair to our students. Pulling students from their classroom and sticking them in a general education classroom with an aid when
they are unprepared to be there does not do what the point of inclusion is. And we feel that And we feel that this is more of a uh cost cutting effect than actually what is best for our students. What we would like to see is clear district-wide
policy defining what high inclusion looks like, consistent expectations of the implementation, transparent staffing and support plans, budgeting for this, and accountability measures that will be put in place. As we know, there's not a lot of funding
going around. If there is no funding for inclusion in the classroom, there should not be a push for those numbers. If the individual needs of our students are not being met, then the initiative is unsuccessful and unlawful under IDA. We want to make sure that our students are
taken care of. We want our students to be included more than anybody, but we want it to be done in a way that is responsible, that we can trust, and feel comfortable having our students sent to school. Uh, next I will turn it over to our um
uh uh education. Sorry, I'm going to put her on the phone. Um, our education officer Denissa Zapata to our policy and action action plans. Our fourth recommendation focuses on
expanding inclusive practices across LUSD. The CAC believes inclusion should never be an afterthought. It must be a foundational district-wide best practice. True inclusion doesn't just support our students with disabilities.
It elevates the entire school culture by teaching empathy, belonging, and collaboration to all students. To make this a reality, our schools need real practical support. We are advocating for the district to provide the strategies, training, and resources necessary to
implement inclusion intentionally. This means looking beyond just a desk and ensuring that classrooms, extracurriculars, playgrounds, and assemblies are fully accessible and welcoming to every single child. Next slide, please.
Now, let's look at what intentional inclusion actually looks like on the ground. The CAC recommends concrete programs like peer buddy initiatives, adaptive sports, adapted activities, and sensory friendly calm corners. While
academics are always a priority, we we know that social interactions heavily shape our students. Often it's the social events, recess, conversations, and school performances that become the biggest takeaways of our um child school
year. But to truly bring that final bullet point inclusive schoolwide event to life, I am incredibly proud to be a firstofits-kind initiative, we are actively developing an inclusion resource guide built directly from the
perspective of parents. This toolkit would give uh schools practical guidance on how to best support and include students with physical, verbal, or other limitations during social events. We are hoping to receive formal district
endorsement for this resource soon, ensuring that every school has the tools to make sure no child is left sitting on the sidelines. Next slide, please. And lastly, we must focus on embedding inclusion directly into our school
culture. And this requires deep family engagement and strong leadership. Parents are not just bystanders. We are active parent uh partners who intimately understand our children's unique needs. However, true culture shifts cannot
happen from the bottom up alone. They must start with our leaders. We need our district and school leaders to support this change from the top down. Intentionally creating environments where every su single student feels seen, valued, and included. When
leadership actively drives this cultural shift and couples with the genuine family engagement, the entire ecosystem wins. We get stronger school communities, improve student outcomes, and safer, more connected learning environments for everyone. Let's lead
this change together and ensure that every child in LAD truly belongs both in the classroom and out in the yard. Thank you for your time and the opportunity to speak today. Elisa CAC CAC wants to put interpretation and
translation as a priority. The opportunity for families and English learners The information only helps when the information is clear, is precise and is available in their home language for each family. The access to language is a
something that comes to equity and we see that it is something that still is missing in the actuality for the IEPs for our students because we are multilingual, not only those of us that speak Spanish, but those that speak any other language that are here. So we
continue having these difficulties in regard to translation and interpretation. We also recommend amplifying the access to simultaneous interpretation and being able to have more interpreters that are capable in
special education specifically in the terminology that this document has. Due to the fact that the IEPs are legal documents, the families have to understand completely what are the evaluations,
recommendations that affect the future of our children and our students. We still have these worries as parents. We continue seeing that the interpreters are not getting to the IEPs. They are either only virtual and that does not help because it is not simultaneous.
that still affects. There aren't interpreters in various languages. It isn't specifically Spanish, but we should have the capacity and we know the district has the funds for that. Thank you. Thank you. The next two slides talk about our most
vulnerable students within our most vulnerable students. Uh the first slide is for our English learner and black student achievement plan designations who also have IEPs. Um the next slide will talk about our students who are experiencing homelessness in the foster
care system or incarcerated. Uh we know that there is an intersection there that needs to be specifically addressed. But truly we need to start from the ground floor. What we are actually asking for is for better IEP resources for all families. We often come here to the
board and ask for more IEP training. But the truth is is that the training exists. It exists online. It exists in person. It exists through nonprofits. But what we see is that no one knows. It's not getting to the parents. And it has not it is not mandatory in any way
for the parents to be informed of these types of trainings. All of the work that goes on here in the board, here at Bodri, the work that we do at CAC, if it's not making it to the parents, it's a lot of work for little pay for little payoff. Uh what we would like to see is
a resource created, a resource list to either be added to the IEP and you or a mandatory document that goes out with the IEP and you so that all parents can truly be treated as partners as is legally necessary through IDA. We know that parents know their
students most of all. We know that parents want to be a part of this process. They should be trained just like their staff counterparts are if they're going to have a seat at the table and be able to be fully informed. In the state of California, there are family empowerment centers that are
funded through uh early education. There are family resource centers that are funded through IDA. And part of their grants demand that they offer these types of trainings to students and families. Why is there no partnership there? Why do these amazing golden resources for families not make it to
the families that need them so desperately? This is a push that we would like to see. We would like to see something concrete where the parents know that they're going to receive this resource at the start of every school year and with every IEP so that they can come to the table fully informed and
knowledgeable about the decisions that are being made for their children. I'd like to say thank you to the board for their time. We look forward to your questions. Before we go, I'd like to highlight that we have shared stories from across the district from families themselves from different schools. I'd
like to tell a final story uh that I heard word of mouth as I was working at the very special arts festival. A family came up, a family of four, and they had two students who were about to graduate. They had spent their time at LAUSD in special education. One student was going
off to a California university. The other was going to an Ivy University to study physics. As the family walked away very excited to go see what was there, the dad lingered behind, and he composed himself so that he could tell us a story.
The student who was going off to study physics started as a a non-verbal student with an extremely extensive IEP in LA USD. He shared that with us that because of the administration, because of the teachers, because of the
therapists that they had come in contact who were willing to educate the family, work with the family, keep the family in the loop and encourage the student that the student had gone from an extensive IEP to a very minimal IEP to a 504 to
graduating without supports. This is the dream in special education is for our students to fulfill their potential to get to the highest level that they are able to within the school system. I believe that the foundation
for that exists within LUSD. I believe that if every admin, if every therapist, if every teacher, principal, and APIs was doing what was set up for them, the the the principles, the initiatives,
the, you know, if if everyone was crossing their eyes and dotting their tees, I believe that this would be the majority of students in LA USD. I believe that if we have more equity access, if there's more accountability across the district, that that is the
level that we will all rise to. That is why we do the work that we do at the CAC and I assume that is why you guys do the work that you do as well. So, we would love to be partnerships in that work. I'd love to celebrate more families like these. Once again, thank you so much for your time and we do look forward to
questions. Thank you very much for the beautiful presentation. We appreciate that very much. Questions from board members. Who would like to go first? >> Tanya, >> thank you so much. That was really helpful and compelling and um clear and
uh I think the team is really excited to enact some of the recommendations you all are offering. I'm curious about a couple that I think have come up previously um particularly around having access to budget information. Have you all learned about our budget transparency tool? >> We have and we've been on a lot of the
training for the budget transparency tools. When we are looking at that, we're looking at big buckets. So, it's really helpful as a parent to be able to look at that. But as a committee, we want to know what's being spent on uh OT therapies. We want to know what's being
spent on speech. We want to know how many students, you know, like to a degree, how much is being spent at each school site, things like that. more specifics is what we need so that we can make better decisions um and recommendations moving forward. >> Yeah. And I appreciate that. I think
we've we've heard that from so many community partners, so many of the parent groups, our labor partners, our schools, the public, the board, our own staff. So, you know, I think for the budget team, we'll continue refining that tool and and using specific feedback to get to that level of granularity because the the public
deserves that. Um my second question, what have you heard about um your requests to have clearer communication whether through the newsletters or presenting at um SSACE meetings? What has been the response from staff? Um we in we've gotten a lot of yeses.
There's been a lot of support for some of the things that we want to do, but we don't have access to parents directly. There's no way for parents to get in contact with us and there's no way for us directly to contact parents. So we're trying to figure out how that could
work. Uh if we give something to Sspace, it can be passed on to this person to this person and it eventually gets out. But we're trying to just get something concrete where it's like we pass this off to somebody and then it and then we are able to send it to all special education parents. Sometimes that is
happening. Sometimes there's a breakdown of it. And I know that there's a lot of like privacy rules and things like that that can hinder some of what is going on. But we would just like to be if we're getting all of this amazing information, we would like for all parents to have the information that we have. Um, and so that's why we're
looking for that increased communication outward. I hear that. Yeah. Go ahead. >> We always we already had the importance in regards to importance. We already had the communication with some about what is the commitment to special education. us so that the information gets to the
schools, the information gets to us. We don't have to look for it. It's good to communicate, but there is also a lot of bad information. Parents are confused. They don't know how to advocate and the importance of having a committee
like ELAC, like BAP in order for us as parents to have those trainings at a school level and not get to this level. It is good to grow with leadership, but it is important for all parents who don't speak the native language also have it at their
>> I appreciate that and I I think that's one of the the recommendations that have come up year over year too is having the school specific. So glad you all have been able to try it out in some schools, but how do we make the structure for that and how the district can be more supportive of your all's recommendations? So, thank you. I hope we're not making the same recommendations next year and that we've
made even more progress towards them. >> Thank you. >> Thank you, Tanya. Nick. Um, thank you. Uh, echo my colleague statements and gratitude. Um, very helpful presentation. I'm glad you were all able to participate in the legislative day. Uh, also, um,
appreciate, uh, the suggestion around the monthly newsletter and similar. One of the things a lot of parents in my district have been raising concerns about is communication among parents and having to go through different channels or some of the districts the platforms that may have been previously allowed not, you know, not being permitted
anymore. So that's definitely thank you Tanya for asking that and we want to follow up there as well. I also apologize that um the translation is definitely something that by this point should be handled. So want to make sure that we're we're discussing that uh and that we're accessible to all. Um I guess
on slide nine, my one question is just you mention um kind of the inconsistency among school sites with certain policies which we definitely hear and I'm just curious if there are any specifics as we think about kind of uh elevating those concerns and making sure they're addressed. Are there specific examples
of inconsistencies that came to light? >> Yes, and a lot of it does have to do with administration at school sites. Some administration has a lot of background in special education, some administration doesn't. And that's really where people are hitting a block is they get to their administration and
some are very helpful and then other ones are are saying nos and it's just constant nos and mis and misunderstandings and them having to go above and having to go to ADR and R and spend all this money and do all this work around just to get the thing that
should have been an easy yes in the beginning. There shouldn't have been any big conversation. this child shouldn't have had to be pulled out of school after multiple injuries, you know, and and have to do virtual academy only to go to ADR and have a very quick yes of like, of course, this
is what you should have gotten and given. So, we would like for the um education uh or uh acknowledgement of of policy and structure that's put in place to be equalized across the district. The really big issue that we hear is like
you either get lucky with your school with special education or you get very unlucky and you can just bounce to a different school and get everything you need but people shouldn't have to get lucky or not. It's LA USD it should be standardized >> completely. Yeah
that's very helpful and I think one as we try to evolve from a compliance mindset to a more student centered mindset. I mean, I always tell the same story about times I got called into the the admin's office when I was a general ed teach middle school teacher just to sit in IEP for a student I didn't have just so they had a gen ed to sign off
which I would never do. Um, but it was that compliance mindset that we're moving away from. And I also think that consistency of training and this idea that some folks have been told and I think it's vestigages of prior administrations but around like oh the way to get what you need as a parent is
through ADR or through some latigious posture as opposed to well if on the front end we just work with the parents it's both more cost effective and more importantly better for the student. So thank you for highlighting that just as we think about the inconsistency and the admin training seems to be key there as well. Um so thank you so much and thanks
for all the work. We know how many hours goes into this so thank you. Thank you. >> Hey, who would like to speak next? Carla, go ahead. >> Thank you so much for all that you're doing. Um, clearly you dedicate a lot of time and energy um into this work and so
I'm very grateful because I know it's voluntary and I know you're also very great advocates for the families who have children in the special ed program as well as uh the students. So, thank you for that. Um I really appreciate you
bringing up um having committees at school sites. I know a couple of parents have told me that another part that they would like to see is uh support from parents one another, right? So like the affinity the idea of an affinity group
is s amazing and how supportive that was to include the kids in that particular in field day, right? and um and parents have come up to me to ask me if that's something that they could do because of what you shared the inconsistencies from
sight to sight. In some schools, parents are told that they cannot be supporting one another with understanding the IEP, which is something that is, you know, as a parent, you you want to learn from one another, right? And especially the IEP process, which can be very emotional,
very personal, and very scary at the same time. So, um I like that idea of the affinity group and I'm just um I'm I'm thinking of ways that we can make it happen consistently across um the idea of a steering committee. Uh several
years ago, there was a UTLA and uh LUSD side letter on the inclusion practices and there was a a um anou on creating a steering committee made up of parents in who had kids in the special ed program,
uh parents in gened, teachers in both and classified staff and um who could guide the schools uh inclusion program and so and practices and so what you were saying about you can't start
something that is not already it's ready for the students that is a very high need area well that we need to work on but I do believe I totally support the idea of bringing back some steering committee at the school site level that
could guide that so uh either inclusive practices or just in general you know the special ed uh department at uh at that particular school. Um and I I think we could investigate how we can make that happen. I know it was part of anou
before, but maybe it doesn't have to be part of anou. It's something that we do as a district. We initiate that. Uh the other thing I wanted to um say is I at one of the resource fairs I met somebody from the CAC and they suggested that uh
not only that they go to the uh face meetings which is the the parent and community rep meetings but also that they go to the principal meetings so that the principles understand what the CAC is. the principles understand so that if you come to a school site as a
representative of the CAC and you want to pass out flyers because you want folks to know about what you're doing. Um they're receptive. They welcome you. They're like, "Oh yeah, you're part of this team as well." And so I I wonder if we can make that happen as well. Having
members of the CAC come and speak at uh the principal meetings at uh the parent and community rep trainings that they have. I believe they have them twice or three times a year. just in as many spaces as possible so that people know the work that you're doing. And like you
said, the more you're in places, the more that you are that people understand the work, understand the needs, and it really is building on that culture that you're calling for of inclusivity and modeling that throughout our district. So, um, in the special ed committee, I
have Miss Dudan who sits on that committee and some of the things that you all have brought up are same things that are coming up in that special ed committee. And so, we're working on on how to make that happen in the district. But, thank you so much for the great presentation. >> Thank you. And I do want to share that
we have been invited by the division of special education. I've been invited to speak at the principal meeting over the summer and the APIs over the summer. So, we uh are very grateful for these opportunities. Thank you. And we would love to have more of those. Absolutely. So, thank you.
>> Thank you, Carla. Rosilio. >> Yes. So, thank you so much um for your the time that you take, the dedication that you spend into, you know, every meeting. So, really want to uh commend you for all of that. And I thank you
because you are the the heroes for you're the parents that you're here fighting for. So I want to thank you for that and elevating um all of the top all of the recommendations here. And first of all, congratulations on your accomplishments. I think that's huge. I
um it is huge that you know not only you're being provided with um opportunities right to really extend the connection and outreach to parents into schools creating the you know the the um the affinity groups or the parent
ambassadors the outreach I think that is a great big step obviously as there's more to be done that we need to do but I think that's that's that's big so thank you and um for all of that you've done on on that and um and also in
communication parent outreach um that's tremendous and then the other um the recommendations you made every single one I will say that exactly what I hear from parents in my school district in my board district um everything from having
interpreters or lack thereof uh or not um or the interpreter not explaining you know such really um you know complic complicated, I guess, you know, vocabulary or uh concepts or services
that are completely new to them and they just need someone just to break it down for them, right? And not having that accessible or or other places, hey, I had somebody that was really great. You know, every parent should have that. It's exactly every parent should be able to have somebody there who's explaining
um every step of the way, right? Particularly new parents. Um and also um the inclusion um when I talk to teachers about this and parents it's about not having that professional development
wanting more training wanting to know more how can they support they want to support the the student in the classroom but you know or not even have you know uh enough adults or staff there to support them. So that's something that I have brought up time and time again
about that and I know that there is a microcredential but yes I think that PD professional development should be to everyone every single teacher um should but know that that's something that's brought up time and time again uh when I you know visit my schools and talk to
parents and teachers as well. So um so every single point that you made is is right on. It's you hit you you nailed every single thing that you recommended and um and that's that says a lot. It says that like you mentioned there is
that foundation there all of this you know um information knowledge um resources services but it's just not flowing in the in the way that it should be. Like you said it's sort of sporadic. it happens here but it doesn't happen
here and why you know that's something why did a a a program close here without an information but open here so there's is a lot of like you know I do agree with you a lot of inconsistencies um but what I do see and it's also um
you exemplified it in your presentation is I've seen more collaboration and connection with the division of special education in the CAC than I've seen in a long time And that is major. I think that's a big big step. And I also
commend the division of special education, Dr. Sto for um really, you know, delving into the work, connecting with you all, you know, everything from his the surveys and the outreach that they that they did and connecting with
you, the resource fairs. I think that's a lot of sort of um events and information and collaboration and communication that I will say hasn't happened in a long time. Um still a lot more needs to be done but I think it's a it's a huge step towards that towards
really bringing consistency, transparency and more outreach to parents. So there's positives right but there's a lot of work that we need to do and I think everything that you've mentioned here is like I said spot on right on. So thank you for that. It it shows not only this isn't just something
that you you've you've definitely demonstrated that this is something that you're pouring your heart and soul into and that you really want us and the district to really follow through. So I it came 100% through in your presentation. Um and for the you know
transition for after exiting school um I I have the honor of having my um my field office at Bedes Special Education and Career Transition Center and I tell you I've seen just beautiful things at
that school. Uh Principal Hernandez is just phenomenal. Everything from providing the experiences they have their own cafe where the students are learning how to make co you know the coffee my staff and I go there you know get a little you know coffee um there
we've seen how students are that we had a presentation here where the students were um learn how to you know fix laptops like the keyboards and and the monitor and it they said it was such pride and I also had an opportunity to shadow students um at Bettis when they
went out to their work works work workplaces, right? um you know helping in schools at the infant center and you know they the training and then just how their life just changes even taking a bus right on their own right parents are
you know very nervous about that but they were able to do it and how that changes their not only their confidence and their self-esteem and knowing that after they leave Perez they have the skills they have the experience and they have um the opportunities that they need
to succeed So, I think the district definitely needs to promote those CTC centers. That's just one. There's so many more. There's um um Salvin um there's where is it? Whitney >> Miller
Nomen. So, there's so many of our of our CTC centers that are doing so much, but they're also underenrolled. So, I think there's a lot more that we need to do to really promote and inform parents that that we do have career transition centers that provide all of these life
skills, experiences, and job opportunities for our students. So, yes, definitely we need to amplify and really let parents know more about that. But I have two questions. Um so you know the district has made important commitments
around inclusion and you've highlighted uh some of those practices that move beyond compliance um and foster true belonging. So based on the family's um experience from your from your knowledge, what are the key ingredients or key factors that separate schools
where inclusion is a model from schools that that inclusion has been part of their culture and daily experience for students? What what what have you um gathered are the key factors and ingredients to make that school that rich in in inclusion and and um
support? So, I I work in this field. I I work for a nonprofit helping families get services um for their uh disabled family members. So, I speak to a lot of parents um as well as the work we do on the CAC and we hear about this a lot. Um
and families are terrified that their individual student is going to be pushed too quickly into a classroom be the singular student who has the needs that they have and just kind of be sitting there alone in the classroom. True inclusion is what we
talked about before and what we saw in that universal TK in the inclusive TK program is that they're not the only one there. They have other peers on IEPs as well. they have other peers and disabilities and that there is a teacher who understands their needs and can keep them safe. A teacher who can tell the
difference between needs and behavior. Um, and a classroom that has the staffing to keep that child safe, engaged, and participating. A child, again, we we I keep bringing up the sidelines, but that's often where we find our children is sitting at the
sidelines watching. and having a child in a general education classroom just watching or everything they do is separate from the rest of the class. That's not an inclusive classroom. An inclusive classroom makes space for that student to learn the way that they learn and invites all students in. There's a
uh great program by inclusion matters where they go into schools and they don't do social skills training for the children with autism. They do social skills training for the general education students so that they have the patience and understanding and awareness to be kind to their peers and to
understand what their peers might be experiencing in a given moment. And what that does is that when they bring the classrooms together, everyone can accommodate each other. Everyone can be patient with each other and it has to work both ways. It can't be shoving one kid into a classroom. It has to be the
classroom coming halfway to the student as well. Um, but I I think the big thing I I think the big thing is that we've talked about a lot is safety. We want our children to be safe uh in those classrooms. We want them to feel
included and we want them to enjoy school. >> So, I'm hearing um obviously having um I definitely hear the safety, but having um the teacher bringing in the student,
right? and then students themselves also being part of that, right? So having the entire school community really educated or invested or part of the inclusion rather than just they're here and I sit next to them, but how do we interact? How do students interact? How the
teachers interact with the student? How they're including them in different activities? Um a a few years back I did see exactly what what you mentioned. There was a school performance and the student um there was one student in a wheelchair that was just to the
side, right? And you can definitely see that while they were just placed there, but they weren't part of the presentation, they were just added. So I would see the child, but I wasn't seeing
the child being part of it. It was just there and it made me so sad. So, I know exactly what you mean when they're not being part of a presentation or class assignment or whatever that may be. So, yeah, I know exactly what that looks
like. And I've also seen how um there was one student that I won't forget. I I knew her when she was um I was a community representative at the time and she you know she was in her special education class and then I left that school and then I went to another school
and there she was and she was transformed. She was playing with her classmates. She was actually verbal and I was like I tell the teacher is that so and so? She's like that how do you know her? And she was a whole different child. She was more immersed. She was playing. She was different than
when I had seen her when she was at my previous school. Uh and that was because that school was very inclusive. The principal was, you know, she's like, "Oh, no. We we um we have professional development. We have these conversations. How do we bring the child in?" And she and the student is is one
of the students that we really needed to pull in and she's blossomed. So, I've seen both experiences, both scenarios. Yes. You wanted to say something. Sally, just like you inclusi inclusion, just like there's inclusivity
for LGBTQ that is segregated from students, our students sometimes are segregated as well or excluded many times. And so it is sad that as a staff or students that do not belong, I don't want to say this community or our
community still sideline and isolate our children. And so on the inclusivity sometimes you see very sporadically or the empathy factor that is so needed is not there generally from the students
themselves. I think education still is missing there, still falling short and how to really have empathy for our students and for the parents because we have students that are very sens sensitive and but maybe their disability
will not show. It will not show so easily. there's just another disability. And that's where that starts to exclude them or to single them out because they say, "Oh, you don't have anything." But they really don't know how it could be
affected to be included in general. And sometimes inclusion is not for all of our students. Very good that the district is working on inclusion, but to really pay attention and educate truly our staff and teachers and the students.
Thank you. empathy and to understand them. >> It's important >> and it's very important. >> Yeah. Thank you. you know, the inclusion also has to extend to families and in a number of different ways and whether
we've we've already talked again about this lack of information, the the fact that parents don't know what resources are out there for them at the school sites or in with community partners. Um, I would challenge the district to over this summer break and in preparation for
coming back to school in August, think about how to really address this this communication bottleneck. I'll go back to that. Um, not just for special ed and not just for the CAC, but we talked about this on Friday with the work that
the pack is doing and the fact that no one knows that that committee exists. I'm sure we'll hear from DAC shortly that DACA will say the same thing. Um the other part of in inclusion for parents uh in the IEP process and then
just at school sites, there are a lot of parents who don't know that they can challenge the results. They don't know to question the system. They may just not know at all. They may not be informed about what their child's needs even really are. It's a incredibly
confusing. and they'll sit in that room and be trusting to those adults who we believe know better. They may know best what my kid they may know, excuse me, what my kid needs. Um, there needs to be, I think, a safer space for parents to be
able to push back a little bit. And then lastly, I want to talk very briefly about the school environments because we talk about inclusion of the of the children in classes. We talk about how they interact with their classmates, how they interact with other peers, their
age, and how they interact with the adults. I've spent time on a campus of a visually with a visually impaired program. And what hasn't been discussed, but needs to be, is that the parents, the general ed parents and
the special ed parents were at war. They were at war over having two additional classrooms because the gened parents felt that we needed a science center and a computer center. And this and this visually impaired program said, "Well,
these are our two classrooms. We are the only school in this area that has this program and these are the only two classrooms available to us." And so you have this other issue at a parent level fighting for what both sides believe
should be their educational experience. I I don't want that thought to be lost on the board. It it may not be the number one thought. It may be the 10th thought, but how to manage the environment at the school sites where we have special education programs is just
as important. and teaching how fellow teaching fellow students how to interact. We need to teach other adults how to interact with families who have children of exceptional needs just as much. Thank you. >> Yes. No, the Thank you. very well said.
It it has to be the entire school culture, right? Not just in the classroom. So that was what my, you know, what I was trying to get at in my question from just being a model to actually having the entire school culture be um inclusive, right? From the
students to the staff to every single member of the community. Before anything, we want to thank you for the opportunity for us that we don't have the language, but there's two missing ingredients that are very important in
this. One is to invite families and parents in for many nation that the language is not a barrier. to is to make them feel to make all families feel all parents feel that they're equal partners in the education
of our children. And in that way, all of the recommendations, everything that is needed for the schools will lie in that they are received in an appropriate manner. Uh parents in schools, thank you so much. Gracias.
And my last question, uh, really quickly, uh, going back to making sure that, you know, that certain students have other opportunities after they leave. Um, looking beyond compliance requirements, what do families tell you success looks like as students
transition into adulthood? >> I I think one of the big focuses for us is the same. It goes back to the same principles as being prepared for the IEP is that parents want to know all of the options that exist. They want to know uh
what it's going to look like for their child. They want to be an active part in the decisions that they're making. Um many parents are offered one, oh, we think this would be good and they go with whatever is in front of them, but maybe there's another program that would be that would be better suited for that
child. Um I bring this back to partnerships. partnerships uh and that need to be expanded such as partnership with the regional center with do so that all of this information is getting to the students so that the students themselves are more prepared and understand and can really think about
what they want so it becomes a person centered decision of what the rest of their life looks like and not an IEP decision or an ITP decision in that case um regional center has a million resources of things that children can do under school um do has a million options
for what children can what our students can do once they leave school. So does LUSD. And while it's not compliance-based that LUSD show all of the options, I think that that would be very enriching for the families to know all of the things that that that exist.
Maybe we're offering from a menu when really they need to be at a different restaurant if that makes sense. So um uh as far as what successful transition looks like in my opinion what I have heard is that a child they a a student graduates and I know I'll I'll let some
of the moms on stage who have graduates uh speak uh after me but feeling that their student has met their full potential that they haven't just gotten through school and gotten a piece of paper but they've actually grown and thrived and become the person that they
want to be. Um, and a lot of times that just takes support, encouragement, and being in an environment where they do feel a part of. >> And what would you say to parents who are apprehensive about their child taking that step because they're afraid
they're going to get hurt or they're not ready? Like what advice would you tell parents to, you know, maybe they have all those options, but they're scared for their child because whatever whatever reason, right? what what message would you give them to be like
to encourage them? >> Um, and again, I'll open it for others to share, but uh uh every option is not permanent. Push. See what your child is capable of. I know my child does things when I'm not around that teachers tell me about that I would have never
challenged him to do because I didn't know. And so that really changed my mind frame of giving him the opportunity to try something. And sometimes it works and sometimes it doesn't. But there's always, you know, not every option is permanent. You can choose something and try it and see how it goes. And there's
still going to be a list of supports and other things that you can that you can try. Um, do any of the other graduating moms? Yeah. >> I think the importance here lies in that parents continue to fight for their children, that they continue to learn
because learning is power. And sometimes when parents when you have a student with disability be it moderate severe there always fear this fear will always be since they tell you the diagnosis and then you walk with that fear all the time. So it's difficult for you to let
go but you need to do it. So >> that's a fire alarm. So we're just going to obey our procedures. Listen to the directions, please. >> May I have your attention, please? >> Emergency response team member and await further instructions.
Even though policy She said Thanks for your patience everybody. Are the CAC members still here? Paging CAC members. Were there four of you? Yeah, >> there you are. And you're Looks like
your whole team is here. Can we please pull up the CAC slide deck just in case the board members need to make reference to it? >> Okay, so we've got translations coming online shortly. Okay, we're just gonna
>> as soon as the uh soon as the ASL person pops up on the screen here, then then I think we can begin. We have a forum of board members. Okay. So, the time is now 10:53. If I could get my
friends in the audience to uh putting on our listening ears. All right. >> Okay. Thank you very much. I believe Miss Nubel was next for questions, right? >> I just want to end by saying thank you. Thank you. Thank you. Thank you. Thank
you. Go ahead. >> Hey y'all. We felt like we were at a campus. We was on campus just now. Had the fire drill and everything. um wanted to say so grateful for your servitude in this role. Um honestly I
think you put so much into this and just your your patience with this work. Um and I know it's not just for your children but for all the children of this district and it is so needed and so appreciated by all of us here and obviously all the families that get this
information. And I think for me it's always about how do we educate you know educate educate educate so we can be better for it and I think that is the lens in which you guys are here sharing with us how do we do it and I wanted to
appreciate that you highlighted the accomplishments the things that you guys have been able to do um up until this point and obviously there's a lot of work for us to do in this area and we'll continue to do this work. I want to um and hope that
you you see that we are passionate as well to make sure that this happens that the partnership is real. I think often we've said partnership and not really defined it well in action. And I think we will continue to work on that to be better partners with our parents because
that's an area I believe across this district we are constantly working to make sure our parents' voices are heard and in the room and have the information especially when it's as complicated and complex as some of our families and in
this area. So, um, wanted to say thank you for that. And then you mentioned about, and she mentioned on the call and maybe you guys can talk to it about the inclusion resource guide. Can you just elaborate just a little bit on what that would look like? How would we adopt it?
What is that mechanism for us >> at this time? Um, what's being prepared and it's being done through our IEP uh, uh, training subcommittee. Um, but what is being done is a guide of what are some easy and all-encompassing inclusive
practices that can be done for a school site. So, it's less in the classroom and more in the school site in general to shift community to being more welcoming and inviting kind of like we were um speaking with with Dr. Rivas is is how do we shift that whole community? So,
it's a document that's being created. Um there's a hope that DSSE will endorse it so that we are able to send it out to all admin, all school sites, have it in parent centers, um just so those who are interested have this resource. Um we
know that everyone's plate is extremely full. We feel like having a uh one page or so that you can look at and say like, oh, in the library having a shelf of books that are about different individuals who have different disabilities might be a really cool thing. Having classrooms adopt a book
that are more inclusive might be a really beautiful thing. How can we adjust our field days? How can we adjust our performances so that every student is really valued at our at our school site? Um so right now it is just looking like a document something like a one
page that can be handed out for easy access of things that can be implemented. >> Great. And then even if possible, I know right now many things are created in in word form if there's some visual component. I don't know what that looks like, but I know that many of us would
tend to watch a clip or a video in connection with a written document. So, um that and then just also, I mean, you don't know what you don't know. I think we'll say that over and over again. Many of our families do not know what they don't know. They don't know what to ask
for. Um they don't know how to ask. they don't know how to advocate and wanting to know what is the the hope or how can we assist in making sure that our families know. I know communicating with
a district this size is very hard to do and getting them in the space and in the room to know what you're supposed to ask is always been a concern. And so do you have ideas of how we make that
connection with our families to be in the room? How how do we grow that? >> We will all say it so many times, school site, school site, school site. Blasting out from the district level hits some people and doesn't hit others.
But things that are done at the school site, things that are mandatory such as a handout that goes out at every IEP or uh a a gathering with the AP a coffee with the APIs that starts at that happens at the beginning of every uh school year. I know this year there was
a push for APIs's to meet quarterly with their schools to do these kinds of trainings and meetings with the family, implementing those, making sure that those are happening and looking at what kind of content is going out there. anything that is closer to home so that
um families whether they are working regardless of what language they they uh speak at every single school site are able to have access to access to it. I think um that's the best way to do it is to get closer and closer to home which
is why so many of us are constantly talking about things that need to be done at the school site. >> I appreciate you sharing the story. Um, as you know, those stories always help us to get a visual as to what why we do
the work that we do because we want to see those success stories. We want to be able to to to have that be the the the norm, so to speak, across the district that this is this is what happens. And I know there's quite a bit of resources, and I don't want to um, you know, to
that we don't I think we have the resources. It's again, how do we utilize it? How do we get that word out? Um, I do want to thank Dr. Sto and the things that he has done with the with the department to make sure that we're making the changes when we know about it because if you don't know about it, you
don't know how to make the change. Um, and so the other is hoping that we can model kindness and empathy throughout our district because I think that is something that we don't see enough of in the world, let alone in our district and in our schools all the time, right? This
is the default is kindness, empathy all the time. Um, and what else? It was something else. You mentioned the translator. We talked about that. Um,
the resource fairs, is that something that we want to see more of? Was that >> I know we talked about it as an accomplishment, but was that enough? Was that need to be more? wanted to know how does that >> I think it was the first year I think everyone um including the division of
special education has stated that they're excited to see it expand um my district had huge attendance uh there were workshops in the back um many of the CTC's had their baked goods out for people to purchase um it yeah it it was
a really amazing thing and one of the things that parents are asking for they say we don't know what to ask for we don't even know what exists when we're in an IEP key meeting, we know what the problem is, but we don't even know what to ask for. And the resource fair really is an answer to that. To be able to walk around and go, "Oh, what's OT? What's
recreation therapy? Oh, what's this? What's that?" And to be able to actually speak to people educated on it and be able to share that with the parents. It's another step in having parents be true partners in the IEP process. It's necessary. >> Well, great. Well, hope we continue that. We'll take this to heart to make
sure we make actual changes and look forward to next year that this accomplished list is even more and that our students are getting what they need and what is necessary for them. So, thank you again for your work and your support. >> You and to echo your thought, a lot of
the things that we ask for for special education students are bre best practices for all students. kindness, empathy, patience, a feeling of belonging, a feeling of inclusion. That should just be happening at every school site. It it definitely benefits our
students. But what student does it not benefit? And unfortunately, in the work that I do, for every beautiful compelling story I have, I also have another story on the other end of things, too. So, we really just want to push this year that that equity and
accountability across could really make a huge and lasting change for all of our students. So, thank you. One last thing as you mentioned about that is it possible I appreciate the senior parents that are here to be able to cultivate that voice of those that
have gone through the program to be able to share with those families that obviously are headed to that direction to have that support system. I mean, we talked about the affinity groups, but having them as resources to to be able to reach out because there's a team of
them that have gone through it can kind of help to build capacity. Is that something that is on the horizon to be able to think through building capacity for those advisors, so to speak? >> We have a a parent a a public relations
officer, which is Miss Maria Duron. We also have a subcommittee that are parent ambassadors. So, we do have uh that structure in place. That would be a great program to have a mentorship program pop out of for those who are interested. I I I love that idea and I think that it would be uh certainly
helpful. I don't know if our committee could facilitate the entire uh the entire all of LASD. It might uh be something that we need to partner with someone else on to have enough people to do so, but it is that I think that that would be a wonderful idea >> because I love hearing the stories. I
know Alberta Moore, she talks highly of how she's gone through the process and I look at her, I'm like, you could do it. Anybody can do it. So, love to hear more about that, too. Thanks. >> Thank you, Charlotte Kelly. >> Um, well, my colleagues have covered a
lot of ground. I want to, of course, thank you all for your dedication to this work and, um, I was so impressed with the presentation. I think there are so many incredible ideas that you've presented for us and I so deeply appreciate the vision that you all laid out of a district that is truly rooted
in inclusion for all students and uplifting that that means our families are included our students are included and when we make investments to support the needs of our kiddos with disabilities that is an inherent benefit not just to them but to our entire school community. So just thank you so
much. Um I also love the resource guide idea. I look forward to taking a look at that. Um, and I also wanted to just appreciate um the focus on inclusion, not about minutes. Like it's not about quantity, it's about quality. And I think that you all really laid out what are the necessary supports and resources
to make sure that this works successfully. Um, and I'm hopeful that in implementing our labor contracts, etc., that we can make sure that those pieces are really in place so that inclusion works for all of our students um the way that the way that it should. I also um wanted to note the training
pieces. Um and I think what I heard from you all is it's not just about training for classroom teachers, but that also all staff maybe need need more training to help ensure that our campuses are truly inclusive. I wonder like on the playground front. I appreciate that you all raised that it's not just about
academic inclusion in classrooms. It's also about inclusion in school events, inclusion um when kids are out during recess. um were there other sorts of trainings that you all feel like maybe would help address the needs of like our supervision staff for example um
administrators came up um so would just love to hear if there's more beyond just uh teacher training that we could invest in. So what started uh at at the moveathon at my school, what one of the things that we implemented is that all of the volunteers got a training before
going in, letting them know that there's a diverse population of students, what things might look like, how they can change the activities that we're doing so that all students can can uh participate, not being worried so much about timing, just things to look out for. So, we did do that at our school
site. Um, and it worked really beautifully and made a a very large difference just so that parents you you don't know what you don't know and so that parents had that in mind and knew what was going on when they were helping our students. Um, so I think that that training would be uh of the utmost
importance. Um I will share personal story that uh I have a daughter who uh has very bad anxiety and one day just because she was in an area they have like a little cool down bench and she had to go sit on the cool down bench but just the act of that
was too much for her and I needed to pick her up from school that day because it was so overwhelming and the person there didn't know what to do. They didn't know why she was crying or why she was so upset by what was going on. So that education for all staff is really important. What we found out this
year when we were talking so much about budgets is that while uh enrollment might be going down, the number of IEPs is steadily rising. So more and more of our student population um are on IEPs and have some sort of designation for an IEP. So it becomes more and more
important that everybody who touches each student is trained. Not all special education happens in a special education classroom. Not all disabilities are visible. Some of them are very subtle. Uh and so it's important that everyone is aware of just how to treat children
in general. Um so that all students are treated with dignity whether you can um uh tell whether they're receiving special education or not. >> Right. Absolutely. Well, and we know that having caring adults around who really understand, see, and connect with you is the most important thing for for
all kids. And so I think whether that's our office staff, our uh supervision age or campus age, making sure that those staff can really see and recognize the unique needs of our kids is super important. So thank you for uplifting that and for sharing that story. I also wanted to appreciate the suggestion for
a committee or a kind of CAC support at the school site. I feel like in addition to everything that we've mentioned and giving voice to the needs of our children with disabilities at our schools, I think it's also just important for parents to have community at their school sites. Um, and I will just note on a personal level that I
have gone through the IEP process for the first time as a parent this year. And even for me as a board member um who was very well educated, who was a teacher, it was still intimidating and hard and and and there can feel like there's a power dynamic between school
staff and parents who are advocating for their kids and um I don't want any parent to do that alone. So, I I think that the work that you all are doing around giving voice is so important and if we can do more of that by creating safe spaces at our school sites that that's going to be incredibly important
and impactful, especially for our most vulnerable parents. Um, so I I I just I I think that that's such an invaluable suggestion and just really want to appreciate it. Um, and I think that's those are kind of my major pieces of feedback. Thank you all so much. I really do appreciate all of your work. >> Thank you. >> Thank you, Kelly. Thank you. So, I'll be
the last to give comments. Uh, I want you to know first of all that I am an ally to CAC, just so you know. And um, the most important part of my job is not sitting here, believe it or not, at the podium. My my my job is to visit my
schools and know what's happening at my schools and to help schools. So, let me say in all my visits, I find that elementary schools do the best job of a welcoming environment for everyone, gened and special ed. I notice that all
the time with my elementary schools and it's important that principles know that um it's not the special ed and the general ed or one school and that means combining everybody together making everybody feel welcome and participating
and that's what you had mentioned also too. One thing that um you kind of hinted at was staffing and let me tell you what I do with staffing. I do not believe that adding more and more special ed aids to the classroom solves
the problem. When the class is too big, there's only one teacher in the classroom. There's only one teacher in the classroom. Okay? The special ed aids are there to support the teacher and work with individual groups. When a class size is too big, you need to open
another class. You need to open another class. It's not fair to keep putting more and more adults in this room and it that doesn't solve the problem. The sol the problem is maintaining a correct class size and having the proper number of special ed aids in the classroom. I
wanted to mention that too. um IEP trainings at school. Um you can go to as many meetings as you want to go to, as big as they are, but the best training happens at the school site with the people that you know. And that's why it's so important for me that each school recognizes that they're
responsible for making sure that parents un their parents understand how the IEP works, how special ed works, and helping in that way. big meetings at different locations really doesn't do the trick. You know, when you have to you you go online and you watch a video. It's at
school where it matters and that's where it should be done at the school site. And I just wanted to say thank you very much for all of your help. We all support you as you can tell. We all support special ed and we wish the best for all of our kids. So, thank you very much. Thank you.
>> Thank you. >> Okay, that's it for Yeah. Go ahead. Finish up. Yeah. Yeah, I just wanted to say thank you very much for your time and I want to say thank you for my officers for all their hard work as well. We really look forward to working with all of you on these ideas um finding solutions to the problems that
lie there and uh uh continuing to uplift our students with special needs. So, thank you very much. >> Thank you very much. Okay, >> we're going to ask Mr. Maxarius to come up now. I'm sorry there was such a big delay, but sorry. Sorry.
here. All right. >> Right. All right. Um, thank you. Uh, good morning and uh, we're going to appreciate, uh, giving us a spot later. Understanding you started early, so I really want to appreciate that. Um, so good morning board members. Superintendent as you vote today
to ratify our tentative agreement. Uh, we are celebrating what we accomplished together. We did more than avert a strike. We showed that this district can move forward when frontline workers are heard. That we can begin to address the systemic poverty uh in our city by
supporting the workers in LUSD. That we can responsibly tackle staffing shortages in our schools and that together we can correct past practices that forced thousands of LUSD workers to scrape by on two and three hours jobs.
Last month, an overwhelming 99% of local 99 members voted to ratify this historic agreement. >> And today, all right. Yeah, man. That was a great ratification, actually. But today and today, we look forward for this board to approve this contract.
This agreement shows what is possible when contracts and budgets are approached with humanity and respect. We urge you to bring those same values to the district budgets decisions. Cuts to critical programs like Senny and BSAP
are not only unnecessary, they are harmful to students, workers, and our communities. LUSD is considering budget cuts with lasting consequences based on projections.
projections in the future that remain unsubstantiated. In fact, for decades, LUSD has projected structural deficits that have not materialized at the scale that you forecasted. Over the last decade, the district has ended fiscal years with
larger reserves that originally projected, averaging approximately $3.2 billion dollar in ending balances. So that future never projects. Why? We work hard to not let it project.
There is no justification for cutting student programs at staffing. That is the purpose of of this district to provide education. These projections that you have also overlook state funding opportunities identified in the governor's may reise that could provide
LUSD with hundreds of millions of dollars in additional flexibility. There is no need to balance the budget on the backs of black and brown students, workers, and families. LUSD has the resources, but California has more resources.
>> Yeah. >> In that spirit, in the spirit of partnership, SEU Local 99 and Luz have traveled to Sacramento to advocate for new revenue. In fact, through SEIU's and Ray California campaign, we're working to close corporate tax loopholes that
could generate three billion dollars more each year. So, the idea that cuts are the only option is simply false. Cuts just create a worse situation and is a self-defeating future in that we will never achieve the
dream of excellent education for all. It is dangerous for this district to cut the staff and programs that serve black and brown students, English learners and foster youth, the very students at the heart of a district. In fact, it is workers, it is student, it is workers,
it is classified employees, it is teachers, it is administrators, it is human beings that provide these res these programs. So cutting programs means cutting human beings and cutting human beings means cutting programs. That's why it is outright shameful to
pit students and education workers against each other. To pit parents and education workers against each other. It's shameful to even consider that dignified and fair wages must come at the expense of programs for students and their families. There is no doubt that
there are challenges ahead. But as we prove in our recent contract negotiations, we can only move forward when we work together. We have this time to work together. This is today. You vote on the budget. It's still not too late. It's still not too late to resend
these cuts to these services. >> It is not too late to resend the rifts. >> In fact, you proved it. Out of the approximately 300 workers you were laying off for Local 99, over 200 of them are staying. You made that decision
so that schools could have IT services that they need. Students could have IT services that they need. do that again. Make that decision again. Make the right decision. >> Clean grounds. >> Clean grounds. >> All right. Thank you very much. >> We look forward to continuing to work
together. But if we can't find work together, we're going to be in conflict again. Nobody wants that. We would rather work together and spend our working together. >> Thank you. >> WHEN WE FIGHT, >> WE WIN. OH, OKAY. OKAY.
I'm going to tell him. >> Okay. Thank you very much. We now have a presentation from the DAC committee. Would you come up committee members, please? And just before this presentation starts, if anyone would like to have a translation headset to experience
simultaneous translation, please put your hands up and we'll get you one. Again, if you do not speak Spanish and you would like to hear translation simultaneous with the giving of the presentation, please put your hands up and we'll get you translation headsets.
Anybody up top? It's like no. Believe the presentation should be cued shortly. >> Okay. Thank you. We're ready. Welcome DACA. You may begin. >> Thank you for receiving us and thank you
for hearing us out. We are where the DACA committee. We are parents for English learners and we're very grateful for the time that you've given us all to hear us out to listen to us to listen to the the things that will benefit our English
learners that will present for all groups for English learners. It's a very important group within the community within the student community for LD. So we're here to try to advocate for them to try to make their voice be heard not just for the parents but also for the students for the English learners. Thank
you very much and thank you for respect of our work for this school year. This whole school year we've been working trying to line up propositions to bring with you suggestions so that way you all can hear us, listen to us, support us, and for the benefit of our English
learners. We'll begin with our presentation. First, we're going to show you outline some of our accomplishments before our propositions. Thank you. So, my name is Marta Costa. I am the president committee of DACA and we have
Miss Corona Quuo. She is also with our public relations. Good morning to everyone present ourselves as a group of support with DAC with the district to be able to help better results and help our English
our Spanish learners. Uh our learn our role as a DAC is not just presenting our voices. It's also helping the district and identify the barriers and the struggles for every child and also try to design strategies and obtain results at the first level so that way our
students are able learners can finish their careers so to speak right and also the work the collaborative work of DAC and the district it's fundamental to be able to have uh academic um success and also the empowerment of parents and
trying to bring them information and opportunities to be able to share and help at the same time the schools themselves. This year we were able to accomplish five five of our propositions and I'm
sorry I'm sorry we've accomplished five of our goals and and a few their generical reclassification where we've informed the parents regarding the reclassification process. So that way they know that every child that goes into a school
what steps they need to take, what they need to study, what qualifications they need to have and also we've informed in regards to this new policy the 78.5 and also we have to be vigilant
for. The second topic is for reclassification for English learners but with disabilities where we've had trainings exclusively for these parents so that way they're aware and know how to obtain some of these resources and also have the adequate support with time
and form. And point number three, we have more active parent involvement where we have had in our meetings and our monthly meetings uh attendance not complete but enough for us to be
able to accomplish votes or do motions and the option also available for hybrid meetings. That has helped a lot to have these uh attendance have important attendance at every meeting and also spaces and opportunities safe spaces to
be able to give opinions respectfully at every meeting. We've always mentioned that they have the opportunity that every parent is able to give their testimony or their recommendations in regards to what they live individually. Additionally, we've also
accomplished access to conferences where we're able to connect with other communities where we're able to access and to know each other's stories. For example, some of these
pedagogical within our communities and families also number four, point number four, we have advanced, we have learned to learn about the title one, another budget, title four in which way every
school has these resources and these investments and for the parents to know what they're able to obtain with these res resources not just to ask but what each one has because they're all
different classifications. It depends on a lot a lot of factors depend on this. And also the last point we've also accomplished effective communication between the district and the families because we have uh direct communication
with part of LA USD's team. We have in all our meetings in all internal meetings we've had simultaneous interpretation which has helped a lot uh especially parents that don't have a good grasp of English so they're able to understand we know that it's not enough
that there are other languages but at the first in case I think we've been able to accomplish it at least with this and also we've organized uh workshops monthly workshops where we believe we've organized them by priorities so that way the parents will be informed in
regards to what is the subjects of which the child needs to know and as a parent will will know the resources that the district has available when it comes to education for
English learners and we also have well workshops for parents like I just mentioned and and where we'll also to be able to know about bilingualism and reclassification for students with
IEPs and also there's there's very difficult con consilated application difficult concepts to understand but once they they know them and they're aware of them they'll understand them better and I think this has helped parents to be able
to manage the same terms and be able to communicate with the parents the next day so know what to ask for because sometimes being unaware not knowing It generates a lot of confusion
also we have trained we've also invited oh yes internal committees from school like SSC SSC is that and to also
they would also be aware and no well and also grateful to Esface because they have let this they have allowed us our communication to also be clear and through them they have the time and in working with the families and the
communities and it's allowed us to also for us to have our area I'll give the the floor now to the president. Thank you. Yes, we will continue now with our goals and our propositions as parents for English learners. We have we've
detected necessities at all schools at all levels and we have outlined some some propositions that we would like for you all to hear and in some way for also to analyze so that way we can support our English learners better in the
academic goals. We need for you all to support our schools with interventions. An intervention teacher at all schools during the school day from Monday through Friday would help a lot. an English learner in advancing
academically. An English learner will come here and has to learn a different language. And also this can be very noticeable that the student if they give them an intervention in a way a daily intervention on top of the support that
the teacher gives them in the classroom will be able to notice their performance. their academic performance would be noticeably better in the way it is able to strongly impact in which the way the schools are able to
obtain them at the end of the year in the this state test an English learner is not usually well trained or well aware and can have can impact the final result of the school year performance. So, we're
asking for there to be an intervention teacher but paid by the district because unfortunately our schools are a lot of schools have to try to not don't have one precisely because they don't have sufficient uh funds for the
budget that they're receiving. So, they have to cut them. So us as parents from English learners, we need for our children to have this intervention teacher so they're able to advance and also tutoring after school and on Saturdays are just as important and necessary to reinforce their growth,
their academic growth more. So the English learners that are sometimes submitted to testing that are very difficult for them. So, it's important for them to be able to to be given the training, the tutoring, so that way they're able to advance in the LPAC exam
more than anything. So, that way they can also advance to another level in a way that in a constant way and not fall back especially with these interventions for English learners also from in the
academic front. We are also asking that for the students to have a diagnostic evaluation. We know that our teachers have a plan, a work plan for students, English learners in their classroom.
They have a plan to be able to work with these students within their classroom. We want for this diagnostic, this plan to be able to be shared with the parents as well. So the parents know how this is working for them is more than anything how at home we're able to help them as
well. So that way we can impulse a better academic performance. Like my partner just said, we are partners in our children's education, not just with the district, but also with the teachers and our principles and our schools. We as parents also can help and notably so
that way our children can also have uh successful education especially with our teachers can share with us their action plan for these English learners that they have in their classroom so that way we will know how we'll be able to help them at home and also work together. And
also we're also asking for there to open spaces at school with programs for double dual programs. We know that these programs exist, but unfortunately they're limited spaces. And so we would like for our English learners to not be
left outside of these programs from these schools. So we are asking for more schools to be open with these programs with these dual language programs or to see if there's a way to have more spaces so that way more students could benefit with from these
programs. Also we would like to require for teachers bilingual teachers and staff in general at school with more training at the professional level psychological sociologically. It's very important for our teachers
to know how to work with our students, English learners, our staff, our principal, the entire staff at school know how to direct themselves toward them and how they know how to work, how to implement
programs that would be adequate for our English learners. Starting with uh goal two uh which is wellness, joy and wellness. We want for parents to be um more um engaged about the importance health, nutrition, the
importance of social media. It is important that in the parent center there's a greater access to programs with topics that are specifically focused on these uh topics because we know that English learners in a way can
have some difficulties in terms of how mental health uh due to the things that I mentioned before they come to a different country with a different language to learn a different language and it's very probable that their mental health is a little bit affected not just
them but the parents as well that also come to work for them. Uh so we are asking that there is workshops that are centered on these specific topics because we consider that they could be really helpful for our families, for our
students, and for our community. Also, let's remember that with there's an English learner, there's a story of a child that needs support. We need for you as a district to support us with assigning more psychologists, uh,
helpers and, uh, nurses to all schools, be it small or big, that there's schools there, there's students in schools that need psychological support. There are students that miss school. Remember that if a student that misses one day is a student that did not learn one day and
that falls behind. So it's important that there's someone there to support them and see why that student is missing school and to support them so that they are able to come back to school. That's why we need this kind of personnel. And it doesn't matter if the student has 2,000 students, 100 students because all
students are important. We need for those people to help us to help the principal so that we're able to improve the quality of education so that we have more students that graduate. And that's why it's important to have a psychologist in each sing in each school
and attendance personnel and a nurse. Following with our goal three, which is engagement and collaboration, it is important that we unified all communication channels so that it's easier to outreach to parents.
Unfortunately, schools they use different ways to communicate which is which are not working and they're not outreaching to parents. And it's important to verify what is the best mode of
communication that is easiest for parents to access or which one is the most common one for them that they are able to have greater access to that means of communication so that they are up to date with everything that's going on with their children. It's also important
to provide surveys at the beginning and at the end of the school year so that we are able to identify the needs, preferences, uh decision making and so that the parent feels included. Miss uh uh we need for if we need parents to go
to school, we need to listen to them. And how can we listen to them? We need for them to have surveys to be administered in school so that parents in their own voice can tell you what they need, how that parent can access to
that school and how do they feel at that school. It's important that that survey is administered every single school year at the beginning and at the end of school year so that you are able to better assess if that parent feels welcome at that
school. that parent um can meet the students need and can meet their um needs that they have as a parent. It's also important for principles at the end of the year to have a report where parents are told what was achieved in that year, what they worked on, what
activities happened, what were the progress made, what were the expenditures made, what were the investments so that the parents know how that school is working and what they're investing the school budget. That information is just for parents that are
on the SSC committee. But what about the other parents? They have the right to know what their school is doing, what they how they are helping their students in their education. And that's what we're asking for the principles at the end of the school year to do a trans a
report for transparency where parents are explaining everything that happened in the year so that parents know what is going on. Also, we're asking for every single school through the principal to do a final presentation so that the parent is informed.
So we will continue with our goal four which is operational effectiveness. Schools need to provide a safe and clean environment for the English learners. Right now that you talked about the
inclusion topic, it's important that all schools for our English learners have a safe environment but not just physically. The student should also be safe inside of the school in terms in in
emotionally and mental sense. Our English learners have also been segregated have also been excluded because they don't speak the language. Let's remember that they are students that are learning a new language and while the process of reclassification
goes on they continue to keep their native language as a priority and in that way many of them have been isolated have been limited due to that situation. Many students do not feel safe in schools but not physically but
emotionally mentally due to this uh exclusion that they have to the language and language should not be a barrier. So it's important for us to work on programs and activities that
have to do about empathy that we cultivate empathy that our teachers our own students that the staff is working to include these students. Language should not be a something that limits it should be a support. It should be uh
something else so that the students can have academic achievement. We can't isolate them. we need to um embrace them and that's why safety is so is so important not just physical safety but emotional and mental safety. We also ask that all schools should have
security devices in place at the at the entrance to be able to control the access and avoid situations that could endanger the integrity of the students, parents and school staff. the strategies along with L USD. It's so
important that L USD works with partners such as the police what activities they can carry out or how they can support each other so that our students are safe within and outside of the schools. Many teach students are safe inside the
schools during the school day. But once exiting that's where the danger lies. That's where we need to implement activities or strategies that can help us that so that our students can make it home safe. And we as parents, we leave
you our children with uh all of our trust in the school site because we know they're going to be safe, that you're going to protect them. But then outside, it's also important that we find uh partners that can support us as
students make it home safe. our goal five which is investing in staff. It's very important as well as part of inclusion uh English learners at the school with their families. It is important to have
the necessary staff in place. Our community rep is important because that's the person that can help us to bring together parents. It is a very important partner so that our parents feel welcome in schools
so that our parents can go to school and can support. Community rep is also important because they provide support to teachers. They provide support to the principal and with three hours only. The community rep cannot carry out all these duties. That is so important. So we're
asking for a community rep to work minimally at least 6 hours which is the needed time necessary time so that this they can carry out support activities for everybody inside of the school. This
is a person that is so needed because they are the link between the school and the parents. A community rep is important so that the parent is feels welcome. If a community rep does not work enough time in the necessary time, the parents will not go to school. They
won't support. The community rep is very important as a support. We also need a math and English coordinator to strengthen the educational plan for each English learner. It's important
to implement uh study uh plans that help to cultivate a quality and more active education for English learners. As I mentioned before, they learn a different language to their own native language and so they need further support so that
they are always uh advancing in the levels. Goal six, it's supports for English learners. It's always important to work as a team. But we need to develop a work plan for
our English learners because they need to be identified at the beginning so that we are able to define what are the resources that we will use with that English learners, what goals we want to reach, what types of activities we can implement so that that English learner
is able to achieve an academic process. We need to monitor their progress. We need to define times to validate a action plan. It's important for an English learner to have stable goals, to have resources that established, to have activities that they are able to carry
out so that they can improve day by day. Also, we want to request to reinstate policy 5890.5, excuse me, 6890.5 for the reclassification of English
learners with IEPs. It's so important that these English learners have this support. English learners with a disability are not able to achieve on their own. they have a disability that may not enable them to get the four uh
that the state requires on the ELPAC due to their disability. It's so important that these English learners have the support of reinstating this policy that they have the support of the parents English learner parents so that they go to the state request for this reinstate
of this policy because we parents are asking for it. We want it again because it's necessary for English learners with special education. Also, we want to support to implement a new policy. We want we need for our English learners that have a very small
gap, a very small pack for uh gap for the LPC to have a review committee. What do I mean by that? English learners that are on are just five or 10 points from that level, but that meet the other
requirements, we need to ask for there to be an assessment evaluation committee with the principal coordinator, the teacher, the teacher who is the one that spends the most time with this English learner, they can best define if that
student is proficient so that they are able to reclassify. Let's remember that there are many students that at the time when completing an exam so many things can happen stress pressure and that they make them fail. But that doesn't mean
that they're not proficient. It just means that they they didn't meet the required uh results due to an external situation. But if the student demonstrates proficiency every single day in their classes and meets the other requirement, we would like for there to be a committee that can assess these
students. What would we avoid with this? We would avoid students uh for long-term English learner, long-term English learners because long-term English learners that are classified as such because they're students that have been just five or 10 points away and they continue to advance and advance, but
they can't meet that um score and they meet all other requirements but not that score on the LPAC and they become long-term English learners. And so we will be able to have that the English learners can improve their mental health because every student that is just such
points away from reclassification it impacts their um self-esteem because they feel a sense of failure that isolates them so that they don't reclassify or even not graduate. So we need students that can graduate and how are we going to motivate them by helping
them with this committee. If that student demonstrates proficiency every single day in school, it's something that those three people can evaluate with them that are constantly with them so they're able to best determine if that student is able to reclassify.
And goal number seven, we are asking for us to continue providing BAP support so that all African-American and black students continue receiving assistance in the areas that focus in the academic, psychological, and sociological areas, accomplishing improvements to behavior
and completion of their studies. This program is important so that they can keep moving forward so that they can complete their goals and continue graduating in the highest number of students possible. Now to finish I do want to say that
English learners represent an 18% of the student population from LUSD and this impact significant this has a big impact in the schools and they deserve a clear and just and fair process. uh and this
is why we need a change LUSD as a purpose they want to support academic excellence for this group of students we recognize the efforts that have been happened or have done in fact uh besid behind every data and every
goal of reclassification there is a student that is trying to find their voice their trust and their future within our schools. Let's not lose these students because besides them learning a different language, they also need to adapt into a
new culture and a new future. They also have to learn new academic evaluations and knowledge that is significant for their professional and personal development. They do work in the classrooms. Our work here is to push the
necessities that the students have and find a real work from your LUSD so that English learners can continue moving forward. Let's take uh in consideration, please take in consideration my recommendations. They don't represent
necessities, but they also represent opportunities so that they can flourish an educational system and have an equitable system more inclusive and more effective for all. When an English learner receives support on time, the whole community moves forward. They have
a better academic success rate and it adds to being better and professional students so that they can contribute to the society in a positive way. Uh as of now only a few are able to reach this
classification goal but others stay in that pathway. If we want for statistics to become better, we need to work for a better change. We need to find solutions and actions so to secure that every student or any student is limited because of their access, because of
their language or the lack of resources. As parents, leaders and community leaders and representatives of DAC, we represent the opportunity to work together because the the success of an English learner shouldn't depend on their luck. If not, it should be
dependent on the collective efforts of the schools, parents, and the district. Thank you for listening to us and for taking these recommendations in consideration. We should continue building on these paths and supporting our English learners because every step
and every word and every effort, they will always be here with us. Thank you. >> Thank you. Thank you very much. That was a very heartfelt presentation. I appreciate that very much. Thank you so much. We have some questions from board
members. Who would like to go first? I'll go first. Okay. Um, I worked at Virgil Middle School for 13 years. And I remember that in the 1980s when lots and lots of students came from
Central America all at once to our school. Teachers didn't know what to do. They didn't know what to do. They were good teachers, but they didn't know what to do. And one of the words that you use that I it's still in my ears is empathia. Empathy. And that is so
important that the teachers understand the children that they are teaching. And sometimes they don't understand. They don't understand the culture. They don't understand the education system where they came from. And you know they think they're one big group and they're not one big group. Some children come to us
from countries they are up to grade level in their own language. Up to grade level. other children have never been to school have never been to school. So it's very very hard. You have to understand every individual student in your classroom. And what I used to do is
get a community member who who understood how school was in El Salvador or in Guatemala. And they would come and they'd speak to the teachers and explain how school worked in their country. And it made the teachers a better understanding on how to treat the children, how to teach the children. And
then after the big uh uh group came from Central America, we had the Vietnamese students coming. The they called it the boat people came in. And I remember again a completely different culture. We would have people come and talk to the teachers of these special kids and the
Vietnamese speakers and understand their culture and what to do. But your word empata is so so important to me because noansa. Thank you very much. Thank you. Thank you. Thank you.
>> Who would like to go next? Go ahead, Carla. >> Okay. So, thank you so much. I was very impressed that you did not read your notes this whole time. You know this information so well that you could speak
to it. And so thank you very much for uh presenting. Um I you mentioned the workshops and the topics of the workshops. I'm wondering how have you all seen parents using the information that they learn at workshops to advance
the needs and the the work of our English language learners or our students in the program. all the information that are at the workshop, strategies, resources and the parents we utilize this to support our
English learners but above all we replicate this information so that more parents can have more a more access to this information and for the students to be the beneficiaries. uh what we're asking for is we are considering that they are necessary to be able to help uh
to be able to help the English learners parents as I mentioned mental health and the English learners is very important they require constant motivation uh their self-esteem every time they they they have a road bump and they can't
reach alpac is very hard on them and many of them have a situation of failure that's very embedded into them. And this is something that us parents need to work with them on. And this is why we're asking for this type of uh workshop so that we from home can help them so that
they can continue feeling motivated so that they can keep moving forward and work hard on it and fight to reach this goal this dream that at the end of reclassifying and graduating they have been reclassified because there are many students that graduate but they uh they
there's a stigmatism as English learners and this is something that many of them don't want. They want to leave that and they want to leave reclassified. And as parents, these workshops help us so that we at home can work with them so that they can also
go to a school where they can learn and feel free of this mentality of this situation that's that's avoiding them to learn and that they can reach a significant learning and help them move forward. Um um they um first thank you for uplifting
the need for mental health supports. I think sometimes um we think only about the academic support for our English language learners, but you point a big um concern that I saw also as a teacher, right? um it's the mental health support
and then I taught elementary and I also taught high school and the that um that confidence when you're taking the ELP and you're in the 11th grade and you've taken the same test because it's the same test over and over again and you
don't pass again. It really does uh weigh a lot on the student. And not to mention that they're not um able to take as many electives. So they're also prevented from accessing a full educational experience because they have
to take a couple of English classes, right? And um so you point out a lot of concerns and and I want to thank you for uplifting the fact that what we need is supports at all of our schools no matter the size of the school because the the
needs are very important everywhere, right? And um the interventionist support I I know I've heard from our our families and our principles how much the interventionist support has helped our students. Um but then also you mentioned
psychologists or psychiatric social workers that can uh support. I worked with high school students who had just come to the country, some who had arrived on their own and had no family here and were living with uh or with friends or neighbors that somebody knew.
And imagine the trauma that that causes to children no matter the age if they're 17 or if they're 10. So, um I want to appreciate all that you uplifted here and that you're calling us to focus on um to see children holistically, not
just through the tests to the through the grades, but to see them all of their abilities uh through that uh the suggestion of creating a committee that can review everything about a student, not just those things. And I I really
appreciate that. And um I I'm glad that the DAC is also meeting with other committees. I think it's important that we collaborate and that we encourage our ELAC members at the school site to also participate in other committees at the
school site like school site council or like local school leadership or hopefully if we have a special ed committee that they also participate in that because the more that we're exchanging ideas and stories that's how we start to see all of us as part of this community not you know try to to
eliminate that segregation that you were describing. um but rather be more inclusive. So, thank you again for the work that you all do for uplifting everything that you did and I think that is the job of us now is to figure out how we can meet
these asks. How can we make these things happen that you are requesting that we know support our students that we as many educators who sit here know that that the things that you are suggesting the personnel the staffing that those are the things that matter to
our students because those that direct support is where we will see the changes in our students. Thank you. >> Thank you Carla. Who would like to go next? Nick, thank you uh for another very helpful presentation and all that you do
advocating for all of our students obviously particularly our our English language learners. Just two questions for me on slide nine. Um you mentioned ensure that all Lunified schools with English learners have access to the benefits currently available to only a few. Can you share more what benefits
you have in mind and um just so we can understand For example, dual not all schools have access uh so that the students can can learn or do both languages at the
same time. The other program is tutoring or tutoring for Saturdays and after school. I believe that this the topic uh services after school. I believe that's another one.
And they just we need a school bus for them because sometimes parents don't have the time and they're saying well I won't leave them after school because I can't pick them up and these type of resources that are given after the fact
are important also the topic where there are certain budgets and not all the professions within the schools are at all schools. uh for example I believe in the previous presentation I think they mentioned that the students
who have a success rate it's it's just it's mainly luck and it shouldn't be that way they should implement that in all schools besides knowing that there are certain amount of schools for example if there's 500 students at a
school or if there are more schools at other schools excuse me more students at other schools these are the type of programs that they should that all schools should have and they should implement this and for them not to be at some schools and not others. What we want is equity not equality and
that everything that's given to the students should be given to everyone as equal. >> Agreed. And thank thank you. I know that on the next slide you mentioned the dual language program specifically and that is one I was going to comment just appreciate the advocacy that that's one we've definitely been trying to grow in in my board district. Um I think
districtwide. I know next week, I believe, when we have the landscape analysis public presentation, uh, I think we'll get a sense of of where we can really lean in and expand those programs. So, thanks for clarifying and thank you again for all your advocacy.
>> Thank you, Nick. Tanya, >> uh, I'll ditto all the thank you and gratitude for your time and your recommendations. Um, I was just curious because the focus on reclassification makes sense, but what about seals of biiteracy or the pathway to biiteracy? Does the group ever get to talk about
that data or make recommendations in that area? >> Yes, I've been speaking about it through personal experience. The moment that I came into this country, my children were coming with a very low basic English level. They went into classrooms that
were completely in English. They asked me, "Do they know English?" Yes, they know English. They went into full immersion classrooms and the same recommendation from the coordinator and the principal said we need what do you think
about our school benefiting from the dual language so they can and that way they can learn both languages. So I believe there are schools that do implement it. I've heard since I've been in this committee, I've heard that not
everyone receives those benefits. There's a lot of silence. If you ask, maybe there's no access to the information, but I think that the information should come from the schools to inform you and give you the options that you have so that you can make the
decision. And that is something that I did and based on this experience I can tell you that my older child reclassified in 9 months in her first year and my second child didn't. So because not all children learn in the
same way. So that's what we are on right now in looking I don't know if it's there's a magic recipe but every child it's as if they have an individualized learning but it has to do with
that that professional being close by guiding you and letting you know what would be good for your child. Based on that I can say that we believe that the dual language program can be a tool in
regards to language English language being easily accessed because children are like sponges and we feel that that is one way for our children to be able to learn and have the language faster.
>> No. Well, and it made me think about so not every school is going to have the dual language program, but every student still has the opportunity to earn a seal of biiteracy or that pathway. And so maybe there's an opportunity to come back whether it's with DACA or the board just um when you don't have dual language in particular, how do we still
cultivate the pathways towards SEAL biliteracy? And I'm I'm looking at the team as just you know a potential follow-up. No need to respond unless you want to Dr. Estrada. Um but my last question actually is for staff. One of the operational effectiveness comments was about the safety entrances on campus
and I thought we were moving towards buzzers on every campus. So I was just curious if we had an update if we're there or how many schools still need a buzzer. >> So in summary update, we've completed the elementarymentaries. We're now working on the secondary campuses and I can get you more detail on that.
>> Okay. And then we we should share back with DACA too of what that process is like. But thank you all so much for your presentation. Thank you Tanya Rosio. >> Thank you so much for being here. Thank you for your presentation. All of you that you have recommended your you have
presented your recommendations. I'm 100% in accordance with you. I am a student in which my first language >> was Spanish coming from Mexico was Spanish and I
think I was in till sixth grade which is when I reclassified and my mother didn't know much she would receive information from other parents when when my mother would drop me off at
school or pick me up uh the moms would get together and between them they would share information. So they would ask one question or another. But the district has changed a
lot and from those times and I don't think there was committees then like there are now like you and thank you so much for your dedication and your recommendations that you presented and
since you put an emphasis well the importance of having a community representative I am 100% % in accordance with you because that person is so important
because like you mentioned they are that connection that support to have the parent center where all the parents can feel welcomed and have all of the information that is available to them and they have a community rep that is trained and
having that training is very very important here. I know my colleagues were always seeing how important a community rep is and I agree with you. Well, I have a question. In the whole district, where have you seen the best
examples of collaboration that is authentic between schools and families? And what teachings can we take from those things that have gone great? Has there been examples of schools where all the
schools should follow this example? >> Well, personally, I have children in high school, >> elementary and in high school, and it's Southeast High School, which is a school in which we have a community rep who
always makes us feel welcomed. It is a school in which we are being helped. It empowers us as women, as mothers. It has helped us create that binding between the moms like a network of support where we help each other. We help one another
with information in order to help our children. If a new mom comes in, we cover her especially if she has any situations with her child. We try to help her in order to be able to support her child and do better. That school has
a great community rep and truly she has created a support network between the mothers in a situation in which you go in and you feel wake welcomed appreciated cared for. So if I had to put an example, that would be the school
in which various moms go to that school and they can give testimony that it is that way. And what we can do for other schools to be like that, it would be to train our community reps in regards to
attitude because a community rep can be very trained in regard to technology and any other logistics. But the attitude of a community rep is truly important. They are like the persons that give customer service. They are
those who should have empathy, who should be receptive, who people who should give support. They should open the doors to everyone, not exclude anyone and be prepared of course, but utmost that attention that
you give to the parents for them to come back. also in schools. >> How can the schools support the ELI committees more at their school? How can
in your recommendation? What are the factors or the methodology that can elevate and support the ELAC committees? How can the schools support ELAC? We
need to motivate parents more, inform them. Like you said it very well, there are many parents who don't know that their children are English learners. It is important for the parents firstly to know what it is to be a English learner. Why is my child an English learner? Why
hasn't my child reclassified? It is important to inform them, motivate them so that they can access this type of committees. A parent who is informed, a parent who has the knowledge that their child is an English learner will want to
become involved to help them to know how can I help my child in order to reclassify so that we can have m more members in the ELI committee. That's what we need to do. inform parents in regard to what is an English learner,
why is your child an English learner, and how can you help your child in order to do better or to reclassify and stop being an English learner so that they may know the importance of reclassifying so that your child hasn't been categorized, they don't want to be categorized as an English learner, but
they can graduate as bilingual. Thank you. And my next question is from your point of view, what things generate the biggest what helps the students that are English learners and helps their families and
what do you consider may need more attention that us the board can have the most impact? Like I mentioned, we need to have an intervention teacher that is there Monday through Friday.
During the school day, we need a counselor that is at every school that can help specifically our English learners in order to give them a plan in order to graduate. a counselor obviously that is bilingual that speaks the language so that they can generate or
design a strategic plan that will help them advance. We also need like I mentioned an psychological assistant or a attendance assistant in order to determine
why that child maybe isn't learning, why that child isn't going to school. Like I mentioned before, a child that doesn't go to school or misses a day is a child that isn't learning. And that day isn't easy to catch up. That's why it is so easy for all children to be in school.
It is important to have a person that is monitoring them why they aren't assisting school. It is important to also have coordinators for English learners that can focus specifically on the children and on their reclassification tutoring on Saturdays
that focus exclusively on the ELPAC exam in order to have practices and the moment that the exam is here the children have better knowledge on what they're doing and P
PSWs as Well, being able to help them so children know how to control their stress when it's the time to take the exam. Thank you. Thank you. In my district, District 2, there are
various programs if dual language. There is also many spaces and the schools are always trying to find students to register for those programs.
So I know that there are more than 200 programs of dual language and maybe it may be an obstacle that parents don't know how to register their child or aren't aware of these programs because
like I mentioned in district 2, my district there are various open spaces for 20 30 students can be registered but there's always that issue of finding those students. So maybe it may be that obstacle
or that connection that is lacking in which the parents don't know or maybe it's difficult to know how to register their child. They don't know the programs are there but there are many and like my colleague Melvin mentioned we are going to fortify those programs
because they are amazing programs. They're learning English and Spanish. when I was at school that program would have helped me so much and that is why the district has invested so much in those programs because they are very
good. So what are the factors? Is it difficult to register your child? Do they not know? How can we help with that? There are programs that you mentioned them uh their programs in which there are majority of students or parents want to register. It may be pro
with technology, mathematics. That's where you see the limited spaces because of the amount of students that want to register in those programs. It's very specific. Or maybe the school. There are many schools who are considered proficient from the state. So as a
parent, we want to take our child to that school. And those are the schools that have the least amount of available vacant spaces for children that maybe don't belong to that area. And that's what we refer to when I say for example
if I have a child and I want to take them to a school in which they don't belong to and they don't give me that space because that's not my child's home school then that's what we refer to. There should be more space available for students that are coming maybe from
another city or from another school that is different that is not their residential school in order for them to have access to that program that maybe isn't available at a school in their district or in their region but that they can access at another school where
the program is available that they wish to study and opening up a space for that student. Thank you. And my last question, in order to your training in the committee, has you been presented the master plan
that is multilingual, multicultural? Have you been able to examinate it? What are your point of view in regard to that plan? Last year we had the opportunity to make
um additions uh in order to the master plan that hasn't been done during many years and we were allowed to add English learners with educ special education
which were very defined in the plan which we considered it to be the utmost of the utmost importance because it is a group that is really important in which we should be given much more attention and more support which is why we are
advocating for the policy of reclassification to come back for English learners with special education because it is a group that we consider deserves to be receiving support and focus for our students. So
we have studied the master plan and we have identified that there what was missing was that space in for that group in order for them to be in the master plan and be taken into account with
importance. Thank you. Thank you so much for your leadership, for your voice and for all the students that are English learners. And when we can include everyone and then all students are happy. So thank you so much.
>> Rosio other comments. >> Miss Newil >> thank you for giving us this uh detailed presentation and obviously again for your service in being able to communicate with our families and students. And back to us. Uh you
mentioned at the end of year to do a principal um what is it called that you said it was a year in review from the principal. Can you elaborate exactly what that would look like? It that would be something that the principal would take on or something that would be developed
and given to the principal to do. >> We're asking for a final report that at the end of the year the the principal to So that way they can inform them about the activities they were able to accomplish, the advances they had, the students had to see how they were for
example uh they do in the state exams. What was the level that they reached and also the investments that the school was able to receive? How was this the how did the budget that they received? How would it affect all that information with the end of the day for the parent
to know so that there' be more transparency. I think transparency will gives more security and more trust for parents to get closer to the school and have more security more to know to ask the information like you said beforehand
to have that information in hand. I think that would help a lot to bring more parents to the schools because they will feel informed they will feel appreciated and the moment that the principal gives them this report of everything that was accomplished during the year. I think a lot of schools that omit a lot of
information and I think if that information comes to light parents will feel very grateful if they get in and more motivated to be there. >> That it makes sense. Is it possible to give like a list of what exactly would be a part of that so that it gives a I
guess I don't know if we have all the information by that time year end what is asked you know cuz test results and things of that nature don't always come right at the end of the school year but if we could get a list of what those things would be that would make that
experience better for them whether it's at the beginning of the next school year or right at the end of the year the things that are tangible um you mentioned uh and I appreciate always we're going to always highlight empathy and just the cultural differences and the barriers
because I know that as families come some of the things for every family it's different from every culture it's different education in every uh culture is perceived differently the expectations are different
um and it's so critical to be able to establish what that looks like from every culture and our district being as large as it is. Wondering if MMED gives us some insight to that to be able to help our educators on staff know from
this culture this is how we embrace and even having parents be able to give voice to that because it is different everywhere you go. I mean, I know being the daughter of immigrants, our culture was very different and coming to America um was very different for us. And so I
know in every culture it's different to be able to communicate so to speak in that cultural language. >> That's why it's important communication between school and the parents. the parents we can help we can support so that way our children will have better
learning we like I mentioned before we want like to work in a team we're associates and we're able to help you all we're able to help the schools so that way I can make a pro progress for our children is better >> yes and I think the last thing I mean we
mentioned um I guess how can we be of better support in the areas of the things that have not been accomplished already, but you want to see. And in addition to the areas where there's smaller numbers of our EELS, I think
that's a biggest concern because when you're in larger numbers, you're like, yeah, this is what's the need is, but it's really when they're smaller numbers, how do we meet those needs for those students and educators in those communities where there's not a larger
number of EL students? working with smaller groups should be a lot easier. Where the focus should be is that the professionals at schools, the teachers, professors, the staff is the person that's best prepared to be able to
address those needs for children from different cultures. Language is most important. There are teachers that are not good with Spanish or unable to speak the other language and where they live the children they have to be able to access that school because that's the school that that they because of where
they live. So we believe that if we train the teachers, I'm not saying with every language, you know, it would be nice that if we all have, you know, seven languages at our disposal to be able to speak, but I think that if if we
have a teacher in a zone in an area and we could have data what community or what families are establishing themselves in the family, then know what professors or teachers that are familiar with that language to have there. So that would be easier for
the parent to say, "Oh, right where I settled to live or to be able to access, they'll be able to understand my language." And I'm just talking about Spanish. I'm also referring to other languages like yours. Perhaps it was not easy for a lot of
teachers that could only speak English. And at that community, for that community, they had to learn English and they was not that easy. So I think through that by those means we'll be able to at least support so that way the teachers can be better prepo prepared to be able to
speak in other languages as well. I think that would be something that would help. I think the nec the needs of of the English learners are the same independent if it's a big school or a little school. I think all English learners in being recently arrived students like I mentioned learning a different language they need
intervention they need tutoring. They need help. They need extra help. So every English learner independent of where they're from, big school or small schools, they need to be able to feel safe in their schools physically as well as academically. That's why we need to have a psychologist. That's why we need
assistance. The needs of English learners are several. They are practically the same needs at almost every schools whether they're small or big. That's why we are asking equity that for English learners to be at if they're a small school to have the same
resource access the same resource same activities the same as an English learner at a big school. >> Right. Thank you. And I I say that because I I had the experience of having Russianspeaking students come to our population which there were none. Um, we
were scouring our campus to find out who could speak the language because there were no Russian speaking um on that campus, but we made it through. The student did learn English by the end and um I was his swim coach, so that was a
little challenging, but Google Translate helped me out. Um, so we survived that swim season. Uh but it was it was definitely a learning curve for both of us and their family and they stayed and he definitely uh graduated from our
institution but uh it is challenging when there's a small number with even a larger campus not necessarily the campus small and appreciate you bringing up the example of Southeast. I think uh Southgate then they've definitely been presented here before just on their
compassion and their for lack of better term customer service. I think we need to imitate across the district. So, thank you for sharing. >> Thank you, Charlotte. And thank you for what you do for the children. But, uh, Southeast High School must be very lucky
to have you to embrace new parents coming in and just having them, hugging them, making them feel welcome. And that really is a great great trait. I wish all my schools had somebody like you who would meet people, introduce parents to
the programs and and make them feel welcome. So, thank you so much. Appreciate it very much all of you. Thank you. >> Okay, thank you for the presentations and now back to the superintendent for more reports. >> Thank you, Mr. Mlan. And thank you again to our presenters this morning. Uh
before the board considers taking action on the items on today's agenda, I'd like to ask the team to share a presentation on the district's 2026 local control accountability plan, local indicators, and the 2627 proposed budget. This presentation will help frame the
discussions before the board today. As we have discussed, the district has a projected negative ending balance for 2728 and 2829 and LEO has required a plan to address this condition. The proposed 2627 fiscal
stabilization plan is before you as tab 2 on today's agenda. Additionally, there are fiveus with our labor partners and a companion compensation proposal for district represented and unrepresented staff on the agenda for action.
The district's ability to certify that funding is avail that funding is available for these investments depends upon the board's adopting the FSP that addresses the structural deficits identified by LEO. Additionally, the state required AB1200
disclosure forms for each agreement are predicated on the assumption that the fiscal stabilization plan is adopted. The labor agreements and the FSP should be viewed together. As such, we oriented the order of business so that the board will take action on the FSP prior to
voting on the labor agreements. These are difficult conversations because every decision affects people. The reality is that we must do both. Address the district's fiscal challenges and continue investing in the people and
services that directly support students. The LCAP plan, the local indicators, and the district's proposed 2627 budget represent months of work, engagement, analysis, and collaboration. Throughout this process, we've heard
from students, families, employees, advisory committees, labor partners, school leaders, and community members who care deeply about the future of LA Unified. I want to thank everyone who has participated in that process. The perspectives shared throughout the year
have helped inform the recommendations before the board and have reinforced the importance of keeping students at the center of our decision-making. This year's discussions take place within a challenging fiscal environment. School districts across California
continue to face declining enrollment, the expiration of one-time pandemic funds, and rising costs. And I do need to call out in full transparency that these challenges are exacerbated by actions in Sacramento where we continue to see a withholding of almost $4
billion of Prop 98 funds that could certainly ameliate some of the challenges that we're facing today. These realities require us to carefully balance our aspirations for students with our responsibility to ensure the financial stability of the district. At
the same time, our commitment to students remains unchanged. The proposed budget in LCAP continues to prioritize student achievement, student wellness, college and career readiness, family engagement, and support for our highest need students. They also reflect our
ongoing commitment to investing in the educators, support staff, and school communities that make student success possible. Today's public hearing provides an opportunity for the board and the public to review these proposals, offer feedback, and engage in discussion
before final consideration later this month. Now, I'd like to invite Dr. Dr. Bill Johnston, senior executive director of strategy, and Sam Bravo Karimi, chief financial officer, up to the podium to provide a presentation on the district's
2026 local control accountability plan, local indicators, and 2627 proposed budget and answer any questions you may have. Thank you. >> Thank you, um, Superintendent Shay. Greetings, board members. Um my name is Bill Johnston, senior executive director
of strategy and we will uh begin with the uh local control and accountability plan and then transition to the budget after that. So before getting into the content of the LCAP, uh want to pause here to discuss how this fits in with various
other um activities and important um work streams that have been happening this year and that will be presented publicly and to the board. um today and also next week. Um as we as we know, all of this is rooted in a a deep yearround process of of community engagement. Um
and that informs our priorities moving forward. Um and then our strategic plan and our and the operations plans that offices um are are doing as well helps set the direction for the work that the the district the district will do um for the next four years into 2030. Um the
LCAP is also a part of that and that is sort of that is where the district communicates how it turns these priorities into specific actions and and the use of local control um funding formula LCFF uh funds that we get from the state. Obviously we listen we listen to our our students, families and staff
and community um and and to help define where our goals will be and then of course the budget determines how these resources will be used uh to implement these priorities. In terms of overlapping timelines, um we h we have this diagram that shows where
we are right now is that vertical bar here at the conclusion of the 2526 school year where we are today. Um the current LCAP is the second of a three-year LCAP cycle. Um and you and that will conclude with the 2627 school
year. Now LCAPS really always have a three-year window. So there always is some projections moving out similar to budgets, but there is a there is a three-year cadence to some aspects of the the target setting and the goals. And that's important because the la the next LCAP that we will um that we will
produce starting next year um will then have its final goals line up with the the final deadline uh for the next strategic plan which is in the 29 uh 2029 2030 school year um that we will um hear about next week. Um and then uh the
budget um as as we know has a three-year window as well that goes through 2029 and that will be a rolling three-year window with each subsequent budget that we do. So what is the LCAP? Um the LCAP is a statemandated three-year plan um that a
district um produces is reviewed by the county and then is submitted to the state. Um it is um and so this particular three-year plan um again has that has a window going from 2425 to 2627 but it is updated annually um as we
go and it is a combination of a reflection on the year that was and goal setting for the year to come. Um and uh and that will that is always the case throughout these annual LCAPS. So what is described in there are the goals, actions, services and expenditures for
the district's uh use of local control funding formula funds from the state. Title one funds are not a part of this and other you know just as an example and other sort of nonLCF funds are are not in the domain of the LCAP per state regulations. Um the LCAP is focused on
student success at the center. Um there is a particular focus um on lowincome English learner and foster youth students per state regulations as well. Um and the LCAP is deeply rooted in partnership with communities. Um and these developments um the the annual
development and the updates that we do every year um are are you know deeply anchored in in work with community members obviously the the advisory committees that we've been hearing from and that we work with throughout the year. um but also various other staff uh constituencies.
And speaking of engagement, so here are um here are the groups that we meet with throughout the year. And this past year, we had a total of 57 formal meetings on the LCAP um broken down across our parent advisory committee, our district English learner advisory committee, DAC
that we heard from today. Um the LCAP region ambassadors um that are again broken out across the the four regions. Uh community and labor partners uh that we meet with throughout the year. uh monthly accountability meetings that are staff meetings across various offices in
a real attempt to you know in an effort to desilo um the work of our accountability plan um across all of our offices and regions and then uh the district student advisory councils that we have. And in addition to those meetings, we also support um schools
with their outreach um with coffee of the principal resources. Um and then of course we have a district-wide thought exchange um you know open-ended survey if you will of of community members. We had over 16,000 participants this past year on uh in that thought exchange. And
and the important thing on the thought exchange is not just it's not just a you know um a place where the the information is brought in but it is actually analyzed synthesized and and and imported into um into the recommendation similar for how we do the strategic plan.
So the the the content of the LCAP the LCAP is organized at at its core around eight um eight LCAP goals. The first five of these are the exact five goals of um I'm sorry the f the first five the five pillars of the strategic plan and
that's those are the pillars that are in the current strategic plan the 22 to 26 strategic plan that will be suns setting this summer um but they are also um you know this is a foreshadowing for next week's presentation on the strategic plan the next strategic plan maintains these same five pillars moving forward
um and then in addition we have uh goal areas for English learner supports BAP implementation and the equity multiplier f focus goal which is another requirement from the state u which is an additional uh small pot of money that we get from the state um that we uh we
track in the LCAP how we spend and and use that money. Um the LCAP then uh the goals are um organized around um LCAP metrics um that um the district is working towards during this three-year plan. Um and we always track baseline data and then you know here we have year
two and year three year year two data and targets for year three as well. Uh the LCAP consists of 108 metrics um across the eight goals. A 100 of those metrics are are mandated by state regulations and eight of them are locally defined. And then within each
goal we have goal actions. um there are LCFF funded programs and services that the district will implement and fund to support progress on LCAP metrics. So the LCAP is not just a recap of of of the data. It is also um there is substance
in the LCAP around what actions are we taking um to accomplish those goals in the LCAP. So just as an example we have um in goal one academic excellence we have 32 actions that the district uh discusses in the LCAP both and again
both in terms of what work has been done what work is coming uh what are some important differences and and pivots that we have in our in our work and so as an example um you know uh in goal one for academic excellence one of the metrics that we track you know sort
of a set of met uh is the A to G completion rate. This is also one of our district goals in the strategic plan. Um and we in the LCAP we describe the actions for that. Um various actions to um and interventions to provide research-based resources and supports uh
for students to meet the requirements of A to G courses with a greater C or better. And so in the LCAP it goes goes into significant detail there. And then we of course we monitor and and look at how much LCFF funding was spent on that particular action. And we will do this
you do this annually. We have as as people know the the district has 51 affiliated charters that the district manages. Um affiliated charters are required by the CDA to develop and implement their their L their own LCAPS just like any charter. And so and the our our staff supports
the affiliated charters in their implementation um and drafting of their LCAP. And just a huge thanks to our strategic initiatives office Dr. Elward and and and and uh uh Eric Hansen and Chhatty and team on on the support for the affiliated charters and the work there. Um
and then another piece of the uh of the LCAP and an important part of um today's meeting is the presentation of our local indicators. So local indicators are um a part of the California school dashboard. Um, and these are presented for every school district. Um, uh, where we
present there's a there's a set of of metrics and priorities that the state tracks on its own without us necessarily having to put input in. You know, English language arts uh assessment results, math assessment results, science assessments results, uh, attendance um, and and so on. Um, those
are those are data that are tracked very easily centrally and are reportable um, you know, through the system. There are a set of five metrics that are um that are a little bit uh that the state is not able to track in that manner and so they rely on school districts to sort of
self assess and report and the state provides each school district with a a reflection guide for each of these five priorities. The our responses to these priorities are current are visible publicly on the California school dashboard for the district as well as um it's if you go look up any of the affiliated charters, it's there as well.
Um and so those five local indicators are presented above. And so the first one, appropriately assigned teachers, access to curriculum align instructional materials and safe, clean, and functional school facilities. Um we uh this this is uh similar to uh one piece
of this is William sufficiency and our assessment on on pieces there. Um making sure we have a low low numbers of uh teacher misassignments for being credentialed in one area but teaching in another area. And then of course access to um safe facilities and well-kept facilities which is something we also
report in our our SARC our school account our our state accountability report card that is also publicly available. Second is the implementation of state academic standards which is uh you know ongoing work that we always do state adopted curriculum districts approved materials and monitoring of
student um progress through our summitative and formative assessments that we do throughout the year. Third is the um parent and and family engagement which um has um a robust uh you know amount of work here on training and microcredentiing that the district
does and to support school staff in their in their community engagement um skill set. Um and then we have you know other work around the family hotline and and region ambassador programs or various other examples of our work here around parent and family engagement
and then school climate. Uh the last one uh the the the the the expectation from the state is that the district administers a a school experience survey which we do every year. The results for that are are going to be released publicly very soon. Um it's one of the largest surveys done in
the whole state of California uh given how large our community is and so we're proud to present those results every year. And then finally access to a broad course of study um is something that the district you know is is always monitoring and refining. You know, our our our course of study aligns with CDE
guidelines, LA USD graduation requirements, University of California and the CSU system, AO toG requirements. And of course, these are all tracked using our MC's focus and other internal processes to make sure students are actually accessing these both at the elementary and secondary levels. And so,
as you see here, um through our self- assessments and reflections, we are we are um rating ourselves as meeting these five standards for our local indicators. And similarly we um are reporting this for our affiliated charters. And so with that I will hand it over to Mr. uh Mr.
Kine. Good afternoon. So first we're going to provide some highlights and summaries of the budget for 2627. So today is both the budget and LCAP hearing um and as well as the the votes on the fiscal stabilization
plan and our labor agreements. Um so first I want to start with a quick overview of the 2627 budget. So next year's budget continues investments in schools and in many areas increases supports for students and families.
However, due to declining enrollment and rising costs, the district's multi-year projection shows negative ending balances across multiple operating funds. So, in presentations in the past, we often focus on general fund unrestricted, but given that we have
employees and costs across all of our different operating funds, today we will provide some important updates on those additional operating uh funds to address the challenge. As you know, the budget includes, as being required by the county, a 2627 fiscal stabilization plan
that does propose additional program reductions over the next three years. This is in addition to the previous fiscal stabilization plan that was approved by the board last June. Over the next several months, the district will continue engagement and advocacy to ensure that we protect the
critical resources that our students need. So the agenda today, we're going to highlight the major investments for next school year 2627. We're going to go over a lot of the details and context within the budget, a lot of slides that provide information
based on questions we've been receiving from from board members and the public. Then we're going to talk about the fiscal challenges, our multi-year projection. We're going to go over the proposed fiscal stabilization plan and then end with with next steps. With respect to the fiscal stabilization
plan, in developing that FSP, we grappled with the questions and feedback that we've received over the last several months and weeks, such as, can we use our reserves? What about the other operating funds? What about contracts and other non-
labor expenses? What about central office supports? You'll see throughout the presentation information and context on these and other important topics. So, first highlights for next year's budget 2627.
So, there are several expanded supports for students and families. There are additional psychiatric social workers, centrally funded community representatives, additional pupil services and attendance counselors, additional school psychologists, additional secondary counselors, reduced
class sizes in grades 11 and 12, more support in special education for inclusive practices, and increased salaries and health benefits for our valued workforce. These highlights are from these are highlights from the many investments that are included in the labor
agreements before you later today. So next I want to start with our overall revenue across all the different funds. We've shown this a version of this slide several times over the last few months. Uh they're at the very top of the funnel. You'll see the different major sources of revenue. And in total, the
total revenues for next school year across all of these funds is $18.6 billion. And then highlighted in yellow, as always, you'll see the funds that we focus most of our time and attention on during these presentations are the
general fund, which is $9.4 billion, and the unrestricted portion of that, 5.3 billion, and the restricted 4.1. So, these are the revenues for next school year. You'll see listed, I'm not going to go through each of them, but you'll see listed the revenues for each of the
other funds. Uh, and and really want to focus the attention on the operating funds in addition to the general fund, the child development fund, the adult education fund, and the cafeteria fund. Here you'll see information that's also in the budget book. This is the budget.
So the previous slide was the revenue. This slide is the budget that the board will be voting on next Tuesday. So, the total budget across all of those same funds we showed on the previous slide is $20.6 billion. You'll probably notice
right away that that budget is greater than the revenues. We do, as I mentioned, have some financial challenges that we need to confront, not just in general fund unrestricted, but across many of our operating funds. And so, you'll see a breakdown here of the different components of that $20.6 6
billion. But again, this is uh substantially larger than the revenues we are set to receive for next school year. Here is a a donut chart that we showed previously in a presentation. Uh the previous version was for the current school year. Here you'll see updated for
the 2627 budgeted figures. And so it's the same legend on the right hand side, the same categories of the general fund unrestricted budget. So, first you'll notice that the the total amount is is quite a bit larger than it was for the current year. It's 7.35 billion uh as
opposed to 6.8 billion in the current year. You'll see right in the middle top uh the collective bargaining agreement defined school staff. So, these are uh certain positions that are allocated to schools, what we call norm positions. They're allocated principally on based
on the enrollment at our schools. Um but they also are uh determined by provisions within our union contracts. And so for 2627 the share of general fund unrestricted that goes towards these positions is about $2.9 billion
almost 40% of the total general fund unrestricted budget. Immediately below it are additional positions. These are not defined in the collective bargaining agreements but they are norm positions allocated also based generally speaking on a school's enrollment. That's another
15.3%. So just those two categories total a little bit over 55% of the total budget. So over half of the general fund unrestricted budget is going towards what we might call the base allocations that our that our schools receive. Uh
you'll also see updated figures for SENI. As you know, as part of the last fiscal stabilization plan, SENI was allocated at $61 million next year. You'll see in purple there the black student achievement plan. Uh the ongoing allocation while this year's was $175 million, there was a onetime $50 million
augmentation, the ongoing allocation uh was $125 million. So that's what's allocated for next year. and then all the other different categories that that we shared previously. But the main the main takeaway here is to demonstrate how difficult it is to come up with a fiscal
stabilization plan given how much of our general fund unrestricted budget goes towards kind of the base allocation that schools receive as well as well as really important expenses such as uh liability insurance, transportation, uh instructional materials, etc. And so
the the the fiscal stabilization plan includes some very very painful and difficult reductions because the options are so limited. Something else I want to address about the fiscal stabilization plan is that this is the second fiscal stabilization plan two years row in a
row where we've had where we've been required to prep to come forward with a fiscal stabilization plan. the first fiscal stabilization plan from 12 months ago. While it did it did include some very difficult reductions to school allocations uh like SENI and school
carryover, uh as much as possible, the reductions were away from the schools. Um there were $150 million of central office reductions. There were uses of our ending balances. Whatever assigned ending balances we could repurpose, we we did. So there was also, as you
remember back in December, the full release of the district special reserve. And so what you might think of the all reductions are painful, but those that are less painful were already part of the previous fiscal stabilization plan, which is why the second fiscal
stabilization plan has so many reductions that are are even more painful than the last. Okay. So, we want to show a couple examples of of a school budget. So, this is a uh an example of an elementary
school. The elementary school's overall budget is $10.1 million. You'll see their enrollment forecast for next school year is 504 students. Their unduplicated count from this year, the previous year, 531. The reason why we're showing both figures is because the norm
allocations are based on projected enrollment, but other allocations are based on the prior year on duplicated counts. This is a semi highest need school. And so you'll see kind of like in the overall donut chart that we showed of of the district about half
almost half of the school's resources are part of the norm either within a collective bargaining agreement or part of the other non-collective bargaining agreement norm. It's almost half of the total amount. You'll see another almost quarter of the overall budget, 22% for
uh special education resources. These are principally the the services provided for students with IEPs with our the teachers and and aids and other support services that that are provided to our students with disabilities. And then you'll see all the other amounts. You'll see amounts for arts itinerants.
You'll see amounts for Prop 28. you'll see the the share of the budget that's seni in this case 12% of the district's overall budget is seni and then you'll see of course also amounts for for title one and school safety uh and other examples so the vast maj the the the
biggest share of the district's budget of the school's budget of this elementary school's budget is of course the positions that are allocated based on the norm as well as based on the special education program 70%. Next is an example of a high school,
also a highest need school in terms of the semi-quintile. Obviously, our high schools are substantially larger. And so, this is a high school with projected enrollment next year of just over 1,800 students. And so, the total budget is a little bit less than $30 million. And very similar
to what we saw with our elementary schools, you'll see half of the school's resources are from those norm base allocations. uh 14% for special education supports. SENI in this case the school's SENI uh allocation is uh 16% of their total
resources and you'll also see BAP as 3% of the total schools allocation and then smaller shares of arts and prop 28 funding as well. So here is also for 2627
are revenues and expenditures in the different funds. And I'm going to focus primarily on the operating funds. So what you'll see is the revenue in blue and the expenditures in orange. And whenever the orange is higher than the
blue, that means we're spending more than we're bringing in in revenue. Or put another way, there's an operating deficit. So in the general fund unrestricted the first on the left you'll see a very significant projected deficit and that deficit can only exist
if we have reserves and so right now we have reserves they are being spent down and we're going to demonstrate the trend of those of that spending down a little bit later. General fund restricted we also have a deficit the orange higher than the blue. Uh the adult education fund also has uh expenditures in excess
of revenues that's a deficit. The child development fund also has a hund00 million deficit and the cafeteria fund also has a deficit. These projected expenditures for next school year do include the cost associated with
previously approved uh labor agreements as well as those before the board today. So they're fully included in in the numbers that you see here as well as subsequent slides where we show uh the multi-year impact. And so these deficits
are only possible to the extent we have reserves. That's true for general fund unrestricted. That's true for general fund restricted. It's true for all of these funds. And once those reserves run out, the reserves will go negative. And so we're going to show a little bit later the
projections for those reserves for these different operating funds to demonstrate the substantial additional we work we have to do beyond even the fiscal stabilization plan which focuses on general fund unrestricted uh but also the significant work we have to do to
identify reductions in uh the child development fund and the cafeteria fund. So again, as I mentioned, we're focusing largely on operating funds, whereas in the past, we often kind of zoomed in generally just to our general fund unrestricted. There's a lot on this
slide, so I'm going to walk you through it briefly. It's still blue is revenue, orange is expenditures. It's going back from the 1819 school year all the way through the 2829 school year. So all the way through the last year of our multi-year projection. And what you'll
see in the dotted line is something that we've discussed a lot in the past is that after many years of surpluses, especially during the pandemic years, last school year, we had an operating deficit. And we had an operating deficit. And those are not projections
that happened. Those are numbers that are final. They're not based on any projections made by myself or or or or my departments. uh there was a deficit where we spent more than we brought in and our reserves went down by a corresponding dollar amount.
You'll see the percentages in pink at the very top. That's the percentage of expendit it's expenses divided by revenues. And so you'll see in last school year again it already happened. Uh our expenditures were 114% of our revenues. So that's just a different way
of saying we we had a deficit. And you'll see from the 24-25 school year to the right, those projected deficits are not only projected to continue, but to grow. And so by the 2829 school year, our overall operating expenses are
projected to be 124% of our revenues in that year. So if you look at just the blue, those revenues are projected to go down over time, which we would expect given that we have declining enrollment and we've had declining enrollment for for over two
decades. And the orange is um not going down by the same amount as the revenue. Next, you'll see uh operating funds. This is those same operating funds, but the orange is just expenses related to
compensation. So this is certificated salaries, classified salaries and all employee benefits. So the contributions we make on behalf of our employees for for pension, the contributions we make on behalf of our employees for uh health insurance, all of those compensation
costs are included. So again, this is all operating funds. And so I'm also going to highlight just those those last three years where uh the 2627 school year all the way to the 2829 school year. and the pink percentages are the same. Now, this is the compensation cost
divided by revenue. You'll see that by the 2829 school year, the third year of our multi-year projection, our compensation costs alone will exceed our revenues. Even if we had no spending in 2829 for
electricity, transportation, general liability insurance, even if we had zero of those types of costs, we would still have an operating deficit in the 2829 school year if all we did
was pay compensation costs. And so this is not sustainable. This is why our reserves are projected to not only be fully depleted but to go very significantly negative. Not just
negative in the third year but very significantly negative in the second year. Another thing, excuse me, just going back to the last slide that I should highlight, you'll see kind of noted at the very top right hand corner that what's not
included here are funds that have been set aside or committed to cover pending agreements with certain labor partners. And so that's about $226 million cumulatively over that three-year period. Once those agreements are no
longer pending and they're settled, those orange bars will go up. They'll go up cumulatively by $226 million. Next is the same information but looking at just general fund unrestricted.
Before I was looking at just the operating fund, all operating funds. This is general fund unrestricted only. And you'll see that it in the current year compensation costs alone exceeded revenue. By the 2829 school year,
compensation costs alone will be 129% of our revenues. So this is not to say this is good or bad. It just is to say that actions are necessary on the part of the district to avoid the
negative the very significant negative projected ending balances in our multi-year projection. Okay, so the next few slides again I I mentioned before we've gotten a lot of really good questions and feedback over the last several months about our deficit, our reserves, uh non- labor
spending. And so here what you'll see is total general fund. This is general fund unrestricted and restricted. And how much of the total general fund unrestricted and restricted is going towards non- labor? Non- labor are supplies, contracted services, equipment, and how much is going towards
labor. And so when you look at the total general fund, you'll see in the orange there, uh, in the current year, the total budget was about $2.1 billion. Next year, lower by about $200 million at $1.9 billion. The next slide is the same information
but just general fund unrestricted. We've included some percentages. So you'll see on the far left uh the 2018 the 201819 school year non- labor was about 15% of the budget. Uh labor was about 85% of the budget. uh you'll see
that very significantly change during the pandemic years where we were providing a lot of contracted services for things like COVID testing and and other uh COVID related uh supports. And so you'll see in for example the 2122 school year kind of right in the middle the share of the general fund
unrestricted budget that went towards non- labor was substantially higher was about 22%. But as we go to the right hand side all the way through the 26 27 budget that's the last bar on the right hand side we are back to actually even a little bit
lower than we were pre- pandemic in terms of the non- labor budget and that's for a number of reason two reasons. One is that we've made reductions to the non- labor budgets already. The other is that our labor costs are increasing very substantially. So you'll see in the final bar we have a
n billion or about n a little bit over $900 million budgeted in non- labor districtwide for next school year. That's lower than last year which or sorry the current school year which is about a billion dollars. Um and so you'll see not just the percentages
changing very significantly back to prepandemic levels but also the grand total dollar amounts are are very significantly higher. Okay, so I mentioned that $900 million of general fund unrestricted
non- labor and this is just a quick overview of the different components of that $900 million. So you'll see these are different subcategories. These are the categories that are determined by the state, how we're required to report different types of budgets and expenditures. You'll also see a column for non-school
and school. And then on the far right, you'll see the the the total that a little bit over that $920 million that that I mentioned on the previous slide. And so the non-school share of that total is a little bit less than $780
million. And then the school share is the balance is about $141 million. And so the fiscal stabilization plan that we presented on May 21st, you'll remember, had uh proposed a very significant reduction to this category
of the budget. It was a $200 million ongoing reduction to central office general fund unrestricted non- labor. That $200 million reduction that's proposed in the fiscal stabilization plan represents an over 25% reduction to
that column that says nonchool. The highlighted in orange are just some of the major components of that non- labor budget. So you'll see materials and supplies almost $120 million. You'll see operations and housekeeping services almost $190 million. And I'm going to
show some breakdowns of of these categories on the next couple slides. Then you'll see professional services and consulting at almost $151 million. So that last category that I mentioned, that professional services and consulting is what often folks kind of consider to be our our consulting
contracts, those kind of contracted services that are being provided to the district. And so the total budget for central office general fund unrestricted professional services consulting is $150 million. And so even if we were to
eliminate that category in its entirety, we would still be short the $200 million target that's set in the fiscal stabilization plan. But that $150 million includes some important things.
On the left, you'll see a breakdown of that $150 million. There are $37 million related to legal expenses, $58 million for hardware software licenses. There are professional instructional services for A throughG college readiness assessments.
There are fees for the required audits. Uh bank charges. There are funds set aside for things like school band uniforms. There are tuition reimbursements, expenses related to reasonable accommodations, uh election costs that the district is required to
pay for. So, I think here you'll see that not only would cutting the entire $150 million not be enough just to meet the target in the fiscal stabilization plan, but we couldn't even reduce the entire $150 million because there's a lot of very important and necessary things
included. That's even more true for the non-school operations and housekeeping budget. As I mentioned, it's a little bit less than $190 million, almost $170 million of that total is for
utilities. Now, there are very important initiatives and strategies for trying to reduce our energy use, not just because of the important environmental reasons, but also for the financial reasons, but as I think we've seen in our own uh utility bills at home, the cost of
utilities has been going up. Also included are expenses related to rubbish disposal, which just refers to the the collection of our uh garbage. And then finally, the last kind of zoom in on those non- labor expenses are materials and supplies. Here you'll see
a number of different areas. So, a lot of these supplies are are allocations that are provided to schools related to attendance incentives, breakfast in the classroom, filming revenue, um supplies for the central office and region offices, um as well as certain
funds that are within the non- labor budget for like BAP that ultimately get used for community community- based safety as well as uh maintenance related expenses for transportation. And so the fiscal stabilization plan
target of $200 million is something that we are going to very aggressively pursue. We want to continue to identify reductions as far away from the classroom as possible. But I think you you'll see demonstrated even on the last few pie charts
that even reductions to the non- labor central office budget will have an indirect and even direct impact on the support levels that our students and schools receive. Okay. So, we always get a lot of
questions about our reserves and I think a lot of attention has been paid uh to the the level of our reserves from the past. And so here you'll see from the 22 23 school year all the way to what's projected for the 2829 school year.
These are all of our general fund reserves including unrestricted and restricted. The legend below the graph just shows the different components the components of the the ending balances in the general fund. And you'll see that as has been pointed out and is factually
correct. Our reserves substantially increased in the past. They substantially increased especially during the pandemic years, right? We had many years of surpluses where our revenues exceeded our expenditures and that money doesn't go away. That money is is kept by the district. It's in our
reserves. allows us to use those funds in the future. So, one number that that that that's been a lot uh largely discussed over the last several months and even year is the $5 billion reserve from the 2425 school year. So, if you
look at the 2425 school year, you'll see it's not 5 billion, it's about $4.5 billion. If we were to add the special reserve to that figure, that's how you that's how you get to the $5 billion. But as I mentioned before that that special reserve has already been fully
released as of last December. And so you'll see everything from 2425 and earlier those are actuals. Those are not projections. Those are uh actual expenditure and revenue figures. And you'll see that from the 23 24 school year to the 2425 school year those
reserves went down by $2 billion. Okay. The general fund reserves went down by $2 billion because we spent $2 billion more than we brought in. And that trend is expected to continue even after the last fiscal stabilization plan. The last fiscal stabilization plan is already
baked in and reflected in all of these figures. So from 2526 moving forward now 2526 the current school year technically is still a projection even though we are at June 16th of the school year. The school year
the fiscal year ends in two weeks. So these projections unlikely to change very substantially but they're technically still projections. And so you'll see that these total reserves at the end of the current school year are projected to go down to just under $3 billion. the total reserves in the general fund.
This includes every component of the reserves, including restricted, which can only be used for the purpose by which they're restricted by law. By the end of the 2627 school year, those total reserves are expected to be just over a billion dollars. By the end of the 2728
school year, they're expected to be negative almost $700 million. And by the end of the 2829 school year, they're projected to be negative by almost $3 billion. This is even when I account for positive balances in general fund restricted, the legally required reserve
for economic uncertainty, our non-spendable inventories, our restricted balances which can only be used for the purposes by which they're restricted by law. And so even if I look at it in the way it's been often discussed in the public, the five billion dollars that we had in
2425, you'll see that they're not only going to be quickly depleted, but that they're actually going to be negative and not in the third year in the second year, the 2728 school year. So the next few slides I I'm going to go
through rather quickly. This just provides the detail for the different operating funds. The beginning balance, the revenue that gets added to the beginning balance, the expenditures that get debited from that total, and then what's left at the end, the ending balance. And on the bottom table, you'll see the different components of that
total ending balance. So, this is the general fund unrestricted multi-year projection. All of the details behind those bar graphs that I typically show showing just the projected reserves. So you'll see at the very bottom our unassigned general fund unrestricted ending balances uh projected to be
positive by the end of next school year uh $254 million uh negative by $1.3 billion in the second year and then almost $3.6 billion negative by the third year. Okay, so that bottom line of
the second table is the multi-year projection of our unassigned ending balances that that we are showing so frequently. It also happens to be the number that we need to solve for in the required fiscal stabilization plan.
Next is the same data for general fund restricted. You'll see the ending balances are also projected to go down but still positive. I should note that in the third year of the 2829 school year, that $144 million of remaining restricted balances, those are largely
restricted balances related to Prop 28, which are allocated directly to schools and balances related to the LCFF equity multiplier, which are also allocated to schools, meaning they are required to be allocated and kept at individual
schools. So even these restricted balances they are positive but by the third year they are almost all individual school funds related to Prop 28 and the equity multiplier the child development fund. So here
you'll see the same trend the uh projected deficits in each of the three years. Um you'll see that once we incorporate the the we update the multi-year projection we incorporate the costs of all of the updated the recent labor agreements. You'll see that the child development fund, which funds our our
preschool programs, is projected to be negative by uh $68 million uh by the end of the 2728 school year and negative $136 million by the end of the 2829 school year. I should note that the fiscal
stabilization plan that we presented does not address these negative ending balances. What the fiscal stabilization plan assumes is that the necessary reductions will be made in the child development fund so that funds from general fund
unrestricted are not contributed into the child development fund. So if we were to otherwise assume that the general fund unrestricted would contribute into this fund to address those balances, the fiscal stabilization
plan would be would need to be bigger by $136 million just to address the projected negative ending balances in the child development fund. Next is the adult education fund. here. While we do see an operating deficit in
the 2627 school year, uh we do not project uh deficits beyond that. And so you'll see here that our ending balances are projected to remain positive over the three-year period. And then finally, our our our last
operating fund is the cafeteria fund. Uh in the cafeteria fund, we are projecting uh significant uh deficits in uh each of the three years, which would result in a projected negative ending balance of $26 million by the end of the 2829 school
year. Um when we look at when you take out the inventory, the non-spendable amounts, it's $38 million by the end of the third year. And so just like what I said for the child development fund, we are assuming no contribution from general fund
unrestricted to the cafeteria program. What I what that means is we assume that the necessary reductions will be made in the cafeteria program to address that projected negative ending balance in the third year. Here's that same information just showing it in graphical form. So you'll
see those same projected balances. Restricted general fund uh projected to be positive over the three years. Uh adult education projected to be positive over the three years. Child development fund projected to be negative starting in the second year 2728.
And the cafeteria fund projected to be negative by the third year. Here's the multi-year projection graph that we that we show uh in in most of our uh financial presentations. So, this is the
final multi-year projection. On May 21st, when we presented the fiscal stabilization plan, the new fiscal stabilization plan for the first time, we had a preliminary multi-year projection. You'll see that by the third year of the 2829 school year, the projected negative ending balance is a little bit under $3.6 $6 billion very
very close to what that preliminary multi-year projection showed on on May 21st but again very very importantly uh we are negative in the second year. So what you see here already includes the reductions from the previous fiscal
stabilization plan. All the reductions from the previous fiscal stabilization plan are included in these estimates. Uh and as I mentioned before the previous fiscal stabilization plan made some significant reductions. Um and even though school allocations were impacted in the previous fiscal stabilization
plan sen carryover um we largely were able to make reductions uh away from the schools. The new fiscal stabilization plan um we are unable to um to make as many
reductions away from the schools as we were in in in the last fiscal stabilization plan. uh given the s significant limitation on the options available to the district. >> Yes. >> All right. Some key assumptions for the
new fiscal stabilization plan. As I mentioned already a couple times, the proposed solutions to be implemented are in addition to the previous FSP. Um, it does consider all of the additional revenues that impact our general fund unrestricted that are from
the May revision. So, every single one of those revenues that impact our general fund unrestricted are included in the fiscal stabilization plan. Several expenditure reductions are contingent on the board's authorization
of a reduction in force next March and then final authorization in Mayor Jim. Many of the reductions in the updated fiscal stabilization plan have a direct impact on the number of employees at the district. And so without the
authorization of a reduction in force, uh the reductions will not be realized and the fiscal stabilization plan will not meet the necessary the required reductions without revenue increases. Any action
that reduces or eliminates proposed expenditure reductions such as position restorations, increases in programmatic funding levels, will likely necessitate alternative cuts for the district to maintain a positive ending balance by the end of the multi-year projection
period. So, the next couple slides we've shared before just shows a lot of the different statutory uh authority that the county offices of education have to um as part of uh the
approval of the budget every June as well as uh as part of reviewing the labor agreements and the corresponding AB1200 forms. So, I'm not going to go through this in much detail other than to say that if the fiscal stabilization plan is not approved
or if the fiscal stabilization plan is approved but is changed in such a way that it cannot be considered to be practical, reasonable, uh feasible, uh then it could lead to either the conditional approval of our budget or
the disapproval of our budget. And if the budget is disapproved and continues to be disapproved in the coming months, uh there are several additional interventions that the district has the statutory authority uh to impose. And so here are just some of the two of
the ways that a county can can begin intervening when when districts find themselves in challenging fiscal circumstances like like LA Unified and and other districts throughout the state. First is a fiscal expert which we talked about previously. Um the fiscal expert does not have veto authority
cannot overrule board decisions. A fiscal adviser is a higher level of intervention and the adviser does have uh veto authority over board actions. Okay. Okay, so before we get into the the fiscal stabilization plan, uh this
is a slide that you'll recognize from past presentation. It shows the revenue estimates from the May revision. The May revision included a lot of additional revenues beyond what was previously anticipated. You'll see there that the cola, the super cola, the combined
percentage of 4.31% for 2627 has a very significant revenue benefit to the district. um you'll see the amounts listed there and then below the cola you'll see all of the other proposed revenues that are going to be included that were included
on May 21st in the fiscal stabilization plan and continue to be included. So significant over $300 million one-time allocation for LA Unified discretionary block grant. uh almost $70 million of learning recovery emergency block grant. An ongoing increase to the special
education base rates that we received, which is almost $190 million per year. Uh ongoing increase to home to school transportation funding of almost $20 million every year. And then a one-time increase to home to school transportation reimbursements.
Right. So here is the fiscal stabilization plan. you'll see that it's largely unchanged from the version that was shared on May 21st. I just quickly highlight before getting into the details of the things that have
changed and I'll explain as we go through them, but uh item seven, excuse me, item five has been updated based on the latest estimates in the multi-year projection and item 10 10 have been updated. So, I'm going to go through these again. So, item number one, first I'm going to start with the revenue.
Those revenues that I mentioned from the mayor revision that are beyond what we were previously anticipating are included here in the fiscal stabilization plan. You'll see over the three-year period. So this multi-year, this FSP is a three-year plan is over a billion dollars. So we have a shortfall
of $3.6 billion that needs to be addressed and over a billion dollars of that shortfall can be addressed from those proposed revenues. Item number two, attendance is assumed to be higher by one percentage point starting next school year and beyond. That has
important instructional benefits to our students but does also generate additional revenues. And so to orient folks again the columns are going from fiscal years 2627 to 2728 to 2829. And then finally in the last column we've indicated where there will be a a very
likely impact uh in terms of reduction in force and ultimately in terms of potential layoff. And just to quickly draw the distinction between a reduction in force and a layoff, a reduction in force is a statutory process that school districts must follow in terms of not just dates, but how the process plays
out. Um the reduction in force number, the number of positions that are closed as part of a reduction in force are always higher than the number of employees that are ultimately impacted in terms of losing employment with the district. And it's for the reasons we've discussed a lot over the last few months
because of retirements, because of other reasons that employees might leave the district. After the revenues are all the expenditure reductions. So you'll you'll see that number three central office reductions to non- labor. Uh a mid-year cut in 2627 of $50 million and an
ongoing reduction thereafter of $200 million. I showed previous in the presentation the different components of the central office non- labor budget and the different and the ways the reasons why it's going to be it's going to require very significant effort to make
the that level of reduction. Item number four, central office reduction to positions. So this is a $50 million reduction starting the 2728 school year ongoing. As I mentioned before, the last fiscal stabilization plan already
reduced central office budgets by $150 million. So these would be in addition to the reductions that have already happened uh from this year into next school year. Next item number five is the complete
elimination of contributions into the OPED trust. OPED refers to other post-employment benefits. they are health benefits for our eligible retired employees uh as well as for one dependent typically the the their spouse. And so you'll see a little
footnote at the bottom. Just want to clarify the total planned contribution for next year and beyond before this FSP was almost $143 million. But what you see in the fiscal
stabilization plan is the share of that $143 million. That's general fund unrestricted. All the different funds, whether it's general fund restricted, the cafeteria fund, the other operating funds, the bond fund, wherever there are positions, they all make a prora contribution into OPE trust into the OPE
trust. Um, but those contributions made by those other funds have to go back to those other funds. And so what you see here, the 117 million in 2627 and the 115 million per year thereafter is the general fund unrestricted share of the
previously planned OPEC contribution. But again, this strategy would completely eliminate the contribution into the OPE trust. Item number six, there was a commitment uh funds were committed or or earmarked
specifically due to federal uncertainties. There were $46 million. These were committed 12 months ago. Uh under the current fiscal circumstances, we we can no longer commit those funds. They are being proposed to be released back into unassigned ending balances here. Uh which means, as we've discussed
before, that god forbid were there to be reductions in federal funding. um that there would be no safety net to offset those cuts and that the programs currently funded by federal programs, federal funds, excuse me, would need to
be reduced by a corresponding amount of of any federal cut in revenue. The next set of reductions are those that have a very direct impact on school allocations, school supports, and school positions.
Item seven is a reduction to the student equity needs index or SENI allocation. This is unchanged. This is unchanged from the presentation on May 21st. Uh the baseline allocation assumed already after the last fiscal
stabilization plan was implemented is a starting point of $500 million. So you'll see in 2728 a $400 million reduction would mean a hund00 million allocation in the 2728 school year. A
$500 million reduction in 2829 school year does represent an complete elimination of that allocation. You'll see indicated on the far right. >> You'll see indicated on the far right that this would have a a layoff impact. Uh the vast majority of these dollars
are used to fund uh supplemental support positions at at our schools. Number eight is the Black Student Achievement Plan. Uh this the baseline allocation for 2627 and beyond is $125
million. So the hund00 million ongoing reduction that you see starting in the 2728 school year would mean a $25 million allocation ongoing in the black student achievement plan.
>> This this too has a very significant uh layoff impact. the major the vast majority of positions in in the Black Student Achievement Plan, the the vast majority of the funds are used to to fund uh supplemental and support positions for our schools.
Item number nine is HEAT. HEAT is a precursor to the Black Student Achievement Plan. The current allocation amount is $10 million. So, you'll see a $10 million reduction does represent a complete elimination of that allocation. and that also will have a s a layoff
impact given that those funds also are principally used to fund uh support positions at our schools. Number 10 is the affiliated charter block grant. Uh the previous version of the fiscal stabilization plan that we presented on May 21st had these figures
at $7 million a year ongoing. Uh there are some additional funds that are allocated to to these affiliated charter schools. These are district charter schools, not independent charter schools. um that can can also be uh added to the fiscal stabilization plan reduced. So
these are funds that are not used for like the norm base allocation. They're used for supplemental support positions. And so that reduction would be $10 million ongoing. It would represent a complete elimination of that supplemental allocation. And because
much of those funds are used for um uh support positions, then it would also have a layoff impact. Number 11 is the norm position reductions. So these would be reductions to norm positions or base allocations that are not within our collective
bargaining agreements. So the examples of those are assistant principles, front office clerical staff. There are other support positions that are provided to schools based on their enrollment and other factors but are not in any of our union contracts. And so the reduction here would be a $25 million ongoing
reduction to those allocations. uh that would have a layoff impact. Item number 12 are furlow days. Uh furlow days do require negotiations with our labor partners. If all employees
were to take one furlow day, the unrestricted general fund savings would be $25 million per day. And so in 2728 uh the $50 million savings would be two furlow days and the $125 million in 2829
would be five fur days. But I do need to stress again that this requires negotiations with our labor partners. Item number 13 is school consolidation, efficiencies, repurposing of vacant campuses. You'll see a $30 million savings in the 2829 school year. is this
was in the previous fiscal stabilization plan. So what's shown here is above and beyond what was already identified in the previous fiscal stabilization plan. Uh many of the savings would come from fewer positions being allocated overall
and so this too would have a layoff impact. Number 14 is another strategy that also requires negotiation with our labor partners. It is health insurance cost sharing. Currently the district pays the full cost of health benefits
for eligible employees as well as for their dependent uh irrespective of the plan that they select. Um to generate savings the the the status quo would need to be changed. There would need to be some change to the amount contributed into the health and
welfare fund. But I'll stress again this requires negotiations with our labor partners. No. >> So you'll see that the grand total on the bottom right hand corner is just under $3.6 billion. $3.6 billion, which also
matches the shortfall that we need to solve for. And I'll say again that to the extent we fall short on any of these items, we'll need to find a corresponding reduction somewhere else.
If we're unsuccessful in the items that require a negotiation with our labor partners, we'll have to find a corresponding reduction somewhere else to make up for that shortfall. So that's true for any of these items. If we don't generate the savings in one of the items, we have to increase the
reductions in one of the other items. So the fiscal stabilization plan if implemented based on the current multi-year projection would fully address the projected shortfall in our unassigned general fund unending balances. So you'll see on the far right
the set of green bars. We would not only be no longer negative in the second year, the 2728 school year, but we would be just positive in the 2829 school year, meeting all of our legal requirements.
So under the board's leadership, the district is committed to updating the fiscal stabilization plan when significant changes happen, whether to revenues when the state final budget is adopted soon or if our expenditure projections change. We are update
committed to continuing to make updates to the fiscal stabilization plan. The May revision that included significant additional revenues beyond what we were previously anticipating um is just a proposed budget. The final state budget is coming soon. The next
milestone is that final state budget and it may include additional revenues for LA Unified beyond those already identified in the May revision. So the commitment that we're making is in prioritizing equity, if the state's
enacted budget includes additional revenue for LA Unified, the district will prioritize restoring additional funding in the FSP for equity based programs BAP and SENI in the 2728 school year. Additionally, through an
engagement process, priority will be given to restoring BAP and Sunny funding for our highest need students and schools within those programs. We also want to highlight for the public the the distinction between what's happening in 2627
as opposed to what's happening later the year after as part of the fiscal stabilization plan. So the things that are continuing, increasing, I highlighted a lot of these earlier in the presentation. So those base allocations for the next school year are are continuing. The classroom teachers, the counselors,
uh many many of these uh supports are actually increasing as part of our collective bargaining agreements, mental health supports, attendance supports, uh the different program choices available to our students and families such as magnet programs, dual langu language programs, those are continuing.
The important supports and services provided to our students with disabilities within the special education program are continuing. The supports for our priority schools are continuing. Arts education programs are continuing. And the title one discretionary allocations provided to
our schools are continuing. The things that will change starting the 2728 school year are what I shared as part of the fiscal stabilization plan. There would be a reduction to the student equity needs index allocation which could very largely impact the
number of supplemental support positions at our schools. A reduction to a reduction to the black student achievement plan which does have a direct impact on the support levels at our schools and then central office supports that also provide supports for our students
and schools. So just quickly looking ahead, things that are ongoing are of course major developments related to the state and federal budget. We will as always continue to provide updates to the board as the district's financial status evolves and the kill the key milestones
over the next several months are shown there. So right now we're in June. We're required to pass a budget before the end of the month. In September we have updates to the current year 2526 financials, what we call our unodudited actuals. Then in December, like we do in every year, we have the required first
interim financial report for the 2627 school year. In January, we kind of close the books for the prior year, the 2526 school year through the audit report. And then in March, the second inter report that's required. So these are all of the required m dates when the
board is acting on different components of the district's budget. But just like in the last school year as we had a fiscal stabilization plan that they were that we were implemented, we made many presentations to the committee that hold to the board beyond the dates that you
see shown here and we're committed to doing the same in the upcoming school year. Uh that's the presentation. Thank you for your patience. Dr. Johnston, thank you Mr. Bravo Karemi. Uh before we move into
discussion and questions, a couple of points of emphasis and and then a recommendation from me just in terms of process. Um the the commitment that you saw in one of the last slides I is is a genuine commitment and and I know it's it's from
the board and of course from from district leadership and it's as additional revenue comes in and that that can take two forms. Uh additional revenue can certainly be additional dollars uh from Sacramento. That's a given and again I want to mark Mr. Bravo
Karimi said this in his remarks, but from the January proposed budget to the May proposed budget, we saw an additional billion dollars from Sacramento. I I wouldn't give all of the credit on that to advocacy, but I think certainly the advocacy that we did in
conjunction with UTLA, SEIU, ALA, where we went in coalition to Sacramento certainly helped and we will continue that work around that revenue. It it can also come in the form of as we close out the 2526 school year and we actually see
what was spent right because as Mr. Bravo Karemi shared uh even the numbers for 2526 are not quite final. The school year just ended last year. We need to see where those numbers land. That as those additional dollars come in over and above what we currently have that
our first priority will be restoring BAP and Senny our first priority above all else above solving for furls which is a daunting task in the history of the district as far as I know we've only
done furlows twice. once in I think 959 96 and then once again around the great recession healthc care benefits which again as someone who's been with the district for 30 years I know that also is a challenge to have that dialogue around some kind of shared cost before we even go there
with any additional dollars we will go first to BAP and Senny and we will do that through a transparent process obviously engaging the board obviously engaging the public and the priority of course will be given given to the highest need schools. So in the
restoration of dollars to seni of course those dollars would go to the top two quintiles high and highest. Similarly in BAP the initial restoration of dollars would go to our group one schools. That is our commitment as new data comes in
with that. My recommendation given that we have in front of us or the board has in front of it of course the uh report around the LCAP uh of course the budget report but also the FSP. My recommendation might be that since the last of those items frankly informs the
other two to a large extent that we might consider taking up the discussion around the fiscal stabilization plan first and that would require a motion I believe according to Mr. MLAN to kind of address that and have that inform our further discussion around the budget and
the LCAP. But again, the staff stands ready for questions that you might have on any or all of those items. Thank you. >> Would the board like to hear tab two now? If so, we can have a motion in a second so that question and discussion can begin. >> Yeah, I'll move tab two.
>> I'll second. Well, should we if what if some of us have any questions for the LCAP, maybe should we take those first and then the FS and then go on the discussion for the FS? I know it's already been motioned and seconded, but I have one question for the F regarding the LCAP.
>> Yeah, the reason I moved it is because the superintendent just recommended taking those up after the FSP. Would it be okay for you to save the LCAP questions for after we discuss the FSP? >> I guess, sure. But I figured we get I'll get out of the way and then just focus on FSB. But sure, fine.
>> So the item is now before the board for uh board discussion. This is tab two, adoption of the FSP. questions. Can Can I get some clarification? Are we only talking about the FSP or are we also talking about the FSP in conjunction with the budget like with
the budget presentation so we can ask questions about budget? >> Yes, the the 2627 budget is part of the FSP. The FSP informs what we've put in place for 2627. >> Okay. >> So there's an alignment there already built in.
>> So shall we start with board questions first? >> Okay. Who would like to go first? You want to go speakers first? >> I'm pulling up the speakers right now, folks. One second, please. All right. All the speakers in person. We have 12 speakers. Uh Mr. Creamy.
Yeah, they'll they'll we'll do the speakers now. If folks want to ready themselves, um I'm going to call on the first three folks and then you know as one person completes maybe the next person could be ready. Um first speaker Cheryl Kono
and then after Miss Kono is uh Mr. Christopher Coington and then Griselda Perez. Miss Perez Okay, mic is on and you're all set. Please go ahead. >> Good afternoon. On behalf of our students, families, and PSWs, and health
and human services professionals, I highly recommend that you do not cut any of the student needs equity index and BAP funds through your proposed fiscal stabilization plan. An alternative plan must be developed that does not directly impact students in order to ensure
equity in education and support services for our students. PSWs work with the highest need students in LUSD. Students rely on SENI funds for PSWs and schools especially those who have less than 500 students which include early ed centers,
elementary and smaller secondary schools, option schools and adult schools who rely on semifunds which have the nearly 100% of the highest need highest risk students. Without PSW, students are at high risk for serious problems that would remain unressed,
including low attendance, academic achievement and graduation rates, and higher suspension rates, substance misuse, disruptive behaviors, mental health problems, bullying, discrimination, fighting, self injury, and suicide.
Students experiencing high-risisk issues wrote and shared about their challenges and successes at the end of the school year as follows. I experienced harassment, judgment, feeling alone, being pressured, and I can overcome them as the PSW counseling has helped me feel
better about myself. Ignore the judgment and let a trusted adult know to get help. Some challenges I faced are my parents, other peers, school in general, and harmful thoughts. I can overcome these challenges by talking to people and reaching out for help. PSW
counseling has helped me by allowing me to talk about my issues and feelings and showed me healthy ways I can feel better and cope. I was experiencing hopelessness and I was unmotivated to do anything at school and at home. PSW counseling helped me to realize what I
had to do to make a change. I learned to accept myself. I'm happy to say that this student along with all of the other senior seniors graduated. PSW's help to save students lives by providing acceptance, validation, encouragement,
support, safe spaces to promote joy and wellness and school and life success. Senap funding must not be cut. Thank you for your time. Uh, as folks are coming up, I know that I said maybe three line up, but if we have too many people in the aisles, people are just
going to keep asking you to have a seat. So, so we can maintain a little bit of order. If you have a seat, please take it. If you're coming up to speak, the time is certainly yours and you can be up coming up to speak. Um, so Christopher Coington, come on up, sir. And then after Mr. Cington is uh Miss Grisela Perez. Uh,
>> oh, hold on. The mic's not on. Hold on. Please go ahead, sir. >> Thank you so much. I yield my time to Daniel. >> Outstanding. Thank you, sir. Please go ahead. >> So, good morning, school board. My name is Daniel Sierra. I am an alumni with Students Deserve and Roy Ball Learning Center. I know y'all see my face and
heard my my voice a little bit too many times. I think you guys are a little bit annoyed at me. But anyways, enough about me. Uh, though. Today we are here discussing that you guys are choosing between black and brown students or a fiscal budget. You are choosing to cut programs critical to student
development. I know you all have heard this a lot but it is vital that you understand what cutting BAP and SENI means. I know you all have heard my personal experience and how it affected me. But I want you to know that and I know that that's crucial to your
decision. But I want you to know I want to put into I want to put it into perspective for you all on how this will affect everyone. You are cutting resources for the millions of black and brown youth in your communities. When you vote for this fiscal stabiliz
stabilization plan, keep in mind the demographic of the youth you are cutting from. Systemic racism is still a problem. Therefore, we must continue to invest in students of color rather than defunding. I am no longer just demanding. I am pleading that you all
vote no. Mr. Chay, I must repeat myself from the last public comment I was at. If you want to go to Sacramento, Sacramento, we will go with you. If you want to go all the way to Washington, we will go with you. But we want you to not touch BAP and Senny.
Also, keep this in mind. Today you can fight back against a white supremacist agenda. One that looks at oppressing people of color and uplifting biases that serve one partic one particular demographic. So I must ask you this as well. Will you progress? Will you
advance progression or will you regress? I leave you all with messages to each board member. And I and I practically beg well Miss Nebo isn't here today but isn't here right now. But I I ask her to vote no on that FSP. Dr. Mr. Rosco Revas, I hope you vote no on FSP. Mr.
Movoin, vote no on FSP. Mr. Schmurson, vote no on the FSP. Miss Grego, vote no on the FSP. Miss Gus is not here, but vote no on the FSP. And Miss Franklin, vote no on the >> Thank you for your time. >> Next speaker is Griselda Perez. Hello, superintendent and members of the
board. My name is Gresenda Perez. I'm an active volunteer and a proud Laz mother of the three boys. One of them already graduated from from Rosa Valley High School. One is already attending as a 10th grader and my youngest one is a hollowade middle school. Luz has already
cut 99 millions and plans to slash an additional $200 million in equity funding. These costs are hitting our most vulnerable students and hardest at a time when our families are facing their direct fail attacks. And for our children's education, instead of
investing resources to meet this crisis, the fiscal stabilization plans brings indically instability. Roosevelt high school is tend to lose over $600,000 in any funding. These cuts eliminating certain roles, campuses, psychologist and campuses, four certified positions,
one RJ teacher and a special ed teacher plus Dr. Korea which is supportive advisory of a PBIS plus our uh band director Ramos is paying out of his own pocket uh color guard assistant. Furthermore, reducing
our four CTA pathways for a three course to a two course sequences jeopardizes our LUS certification certified because the district requires a three course sequence across a student of four years. A CTA pathway in a middle school and our
high school and plus uh we demand the LD fully restore protect the $700 million in San funding for the 2627 school year and beyond. safeguard high and highest needs schools. We are highest needs
from disappointing harm. Center equity is sold on staffing decisions and ensure true transparency and community engagement. No decision about us without us. We still need funny is a student equity needs index. That's
what is sunny. and all the work that we do through our schools. We're gonna go backwards and we're going to start again from zero or well should I say under zero. This please vote no on si. Thank you. >> Thank you for your time.
>> All right, here come the three next speakers. Aria Blake Blakeley, come on up. And then after Miss Blakeley is Candace Rodriguez and then Luna Augustine or Luna Augustine. Hi, I am Aria. I yield to Nyla.
>> Okay, thank you. >> Good morning or good afternoon. My name is Nyla Net and I go to Girls Academic Leadership Academy. Bup has been a fundamental program in my life. It has given me access to world uh to worlds unknown when it comes to
college education. As a rising senior, it has always been my worry that I will be uninformed when choosing colleges. BAP has calmed this worry. Just this year, black students of my high school were able to attend H.B.C.U college tours. As a result, one of the high schoolers that attend the tours was just
accepted into Xavier's Law program. This is just one of the countless examples of the incredible impact BP has had with little time and small in a small budget. Even going to a school as diverse as mine, we still have a very finite number of black students. We have even fewer
teachers who truly understand the black experience. BAP has allowed for the unwavering support of its black students by our way by way of our black student climate advocate and our BAP counselor. Together, they have made the black girls at my school feel unconditionally loved
and supported. And in a world that is determined to convince black girls that they are absolutely unlovable, that feeling is worth its weight in gold. Board member Melvinne and board member Nubel, you are acutely aware of the importance of BAP and its and the
confidence in community it gives its black students. For you have the most BAP schools in your district. Board President Schmemell, you have spoken several times about your pride of being a public servant, saying that BAP is your top priority. Please join us in
voting to protect BAP. For these reasons and more, I demand you LOD as a black girl and as a black student to fully fund BAP. No balancing the budget. No back no backs of black and brown students. >> Thank you,
Miss Rodriguez. Candace, come on down. And after Miss Rodriguez is Luna Augustine or Luna Augustine. Okay. Um, good afternoon board members and interim superintendent. My name is
Cece Rodriguez, a a recent graduate from Mendes High School and a future East Los Angeles Community College student. As a youth organ and a youth organizer with inner city struggle, I am here today to defend the funding my school needs for my peers to succeed
academically. I am demanding that the interim superintendent and the school board fully protect the $700 million from Senny fully fund BAP to 175 million and vote no to the fiscal stabilization plan. As a student who graduated this
past Tuesday, I am concerned about the support my friends and peers will not receive at the school I call home. Mendes is considered a high need school and with a full cut to Senny 86% cut to BAP that would be a total of 1.7 million
taken away from my school taken away from the black and brown highne students these programs were meant to serve because of the cuts to Senny next year my school lost five teachers and with these proposed cuts we will lose even more students will be losing vital
resources every year that could support their mental health and their academics. I want to thank the Mendes School staff who truly supported me in graduating. Those staff supported me in my journey to healing by showing me best practices
to support my mental health. Um, and the front office staff for keeping me safe at all times inside and outside of school and the teachers who show nothing but love and care for me. I am fighting for you all to continue to support young people like me. We need
the interim superintendent and board to protect us and fight for us. We need >> we need the board to fully protect $700 million from SNI and fully fund BAP to 175 million. When you make huge cuts to SNI and BP, you are recreating the same
harm and attacks that the federal government is doing right now to defund our education to take away our safeties our social safety net and to create to create fear not hope. Fight for your students. >> Thank you for your time.
All right, Luna. >> Luna, are you here? >> All right, >> come on up. You have two minutes to speak once you begin. >> Good afternoon, board. My name is Luna Augustine and I'm an 11th grader at Theodore Roosevelt High School in Bo
Heights. I'm here today to advocate for Senny to and to urge the district to protect the $700 million in Senny fund for the 2627 school year. As someone who has struggled with depression, I have benefited from Seni and the resources that he has provided to my school. I met
I was able to meet my counselor, Miss Rodriguez. She is one of the most caring people I have ever met and she has helped countless students just like me. The current fiscal sta stabilization plan would cut $100 million to sending,
meaning we would lose staff like her and many students will suffer the loss of fundamental support systems. The roles of staff resources and special aid should not be negotiable while creating the budget. It is your duty as a school board members to vote in the best
interest of your students and staff. I am tired of seeing schools lose staff and teachers. There are currently 19 vacant school police positions equaling about $13 million in LA funds. This is money that is just sitting there but
instead should be used to protect the jobs of counselors like Mr. Ojigus. You should all take time to re-evaluate what is most important to highnee schools. My personal experience with school police has been terrible. I've heard and
seen how school police talk about youth to staff and how they talk about people who look most suspicious and to catch them just like me. Why would you want someone crim Why would you want someone on campus who is trying to profile and further criminalize youth when you could be prioritizing other staff and
resources to to be protected with the fiscal stabilization plan? I am tired of the rhetoric that makes it sound like school police are there to make youth FEEL SAFE. I'VE NEVER felt safe around police in general and now I have to deal with feeling criminalized at my school.
You know who makes me feel comfortable? my counselor, my restorative community teachers. Roosevelt is currently stands funding in addition to carryover dollars, equaling more than $600,000 loss. I am told that students come
first. >> Thank you for your time. Thank you for your time. All right, the next three speakers are Preston Perez, Preston Perez, and then Amir, and then Maria Palma.
>> Oh, hold on one second. I didn't I don't have them. Please go ahead. >> I'll be yielding my time over to Kelly. >> Thank you, sir. >> Come on up, Kelly. You have two minutes to speak. Why don't you begin? >> Okay. Hello. I'm Kelly Young Woo, a rising junior from Wood Wilson High School, and I'm speaking as a committee
member of Elsenino and a member of Inner City Struggle, specifically United Students. I want to pivot your attention towards the funding for Sandy and BAP. LUSD has secretly invested money meant for staff wages to private companies, forcing them to work harder for less pay, which also adds difficulty to students who need extra help in learning. Therefore, LU was needed to be
transparent about their spending as well as including students and staff in a final decision regarding regarding budget cuts. Teachers, programs, and mental health support are essential for a student's future. Each contributing to a foundation critical for students to reach their full potential. For example, Miss Leon at Wood Wilson who single-handedly prepares the sophomores
for pre-calculus while also readying the juniors for AP stats in one class. Or take Mr. Who, who teaches every single manner in class at Wood Wilson High School, including the IB program. If the 700 million is cut, you'll take away from the counselors who give students a reassurance they need to make the right decisions and the mental health staff who offer a listening ear when things
get tough. You put student access you'll put students access to personal assistance from tutors at risk. And by limiting extend, you limit the growth of students. When you slash funding, you take away the obligatory assets we students need to succeed. It has already removed Mr. Mole, our geometry teacher, and Miss Winston, English teacher, and many more I'm probably not aware of.
It's given us less food to choose from. If you keep slashing fun and you show us that you don't believe in us students, therefore you don't care about our education. If L USDC has $13 million to fund 19 vacant positions in LSPD, then they are capable of giving our teachers fair wages while continuing to fund equity based resources like Senny and
BAP. We want the $700 million directed back to Senny, equity to be focused on decisions, and crystal clear transparency about the funding. Prioritize people over profit. Thank you. Thank you for your time. Um, let's see. Amir, I think I saw you come on up, sir.
You'll have two minutes to speak once you begin. >> I'll be using my time to Jonah. >> Thank you, sir. >> What's good? What's good? What's good? My name is Joan Daniels. I'm an upand cominging 10th grader at Laces. Being at
laces, I've only heard I've heard racism and discrimination as casual jokes amount among classmates. Yet, it feels like an attack with UD funding and take away BAP staff. It feels like the same type of harmless attack taking away safe places and places to learn about
culture. As a black student with access to BAP, I've only experienced love and support from those of my race and those experiencing my own problems. with BAP. I have a place to go to when I'm struggling with classes or experiencing racism or any problem due to BAP. If you
can sit here, if you can sit there and defund BAP, then what's stopping you from in the future defunding other programs that are too exclusive for you or hurt your bottom line? Other groups of students who need resources are being fully defunded by the cutting of Senny.
This defunding is a step back from equal opportunity for everyone. A step back from me being in the same classroom or using the same water fountain as my white classmates. These dollars represent my access to resources and faculties that are wealthy and more privileged students than already have.
If you can sit here and listen to everyone speak and still vote no, then you are putting down black people and all students who deserve a place in our community and school. Thank you. >> Thank you for your time. Okay, the next couple of speakers are
Maria Palma. Come on up. And after Miss Palma is Danna Guen and then Squanita Nellum. Come on up. You have two minutes to speak once you begin. Good afternoon. Uh, Miss Carla Grigo, Miss Rosio Rivas, I've noticed that you
have a history of voting no on actions uh that have potential layoffs attached to them. But today, you've been notified that LEO is requiring the district to adopt a new fiscal stabilization plan to address the projected ne negative ending
balances of 3.6 6 billion. If you vote vote no today, you will be effectively telling us that when you stood up with Karen Bass for optics and louded your achievement to avert the strike either at that time then or you don't now
either understand financial statements or the implications of Elo's actions. You don't believe that the additional state money will show up for the upcoming year. or if you vote no, you notice us that you're unwilling to take
responsibility for your actions in the uh continuing with the collective bargaining agreement that you approved already. You will also be telling us that you're not qualified for the job as trustees of this school district. Mr. McLean, please inform that they need to
be quiet and pause my time, please, until order is res is restored in the auditorium. >> Okay. student. >> So please, we give equal weight to everyone that's speaking. If you can, you can for sure disagree with folks. >> So, we got to add another about 15
seconds to Miss Palmer's time. >> We'll we'll wait. We'll wait. >> Hold on one second. I don't have problem. >> Okay. I'm just setting a timer. So, okay.
It's going to say two minutes, but once it gets to one, I got to ding the bell. >> I said when it gets to one, I will ding the bell. Giving her 10 seconds back. So, thank you. >> Go ahead. So if you vote no today, you will be
effectively vote giving a vote of no confidence in yourselves because if you vote no on the FSB, you vote no on the collective bargaining agreements because you cannot approve the bargaining agreements without the FSP without the
layoffs. If you don't like this plan, then which plan do you vote for? Which plan has been proposed? I haven't seen any. So before you attempt to look good before your union friends and your supporters, please consider this. To me, you appear to be like a deadbeat
Disneyland dad. When you've promised two of your kids that you're going to take them to Disneyland, but then you get there and you find out you only have the funds for one, which kid are you going to leave crying outside of Disneyland? So before you abdicate your responsibilities to the more responsible
board members that are here that will probably vote yes on the plan, please consider. My name is Mariel Lisa Palma and I am here advocating for the taxpayers and the employees that you've attempted to dupe. Proceed with your vote. We are watching and remember that
you work for us, the taxpayers. Thank you. >> Thank you. Okay, the next speaker is Miss Dion again. I want to remind folks in the audience that she's going to be speaking in Spanish. So, if you'd like to hear what she's saying in English, please put your hands up and we'll get to these
translation headsets. Okay, at least those questions. the parent network. We were the only ones that we were opposed to the increment to the salaries because we knew this was going to happen and affect our children
cutting $400 million on Senny is $3,000 positions. But how much is it costing us for the increments in salaries? 5.5 billions. And that's what these kids don't know. That that money that they came to support all these organizations,
all these unions, we want a higher salary without knowing the consequences. And the consequences now are that you need to cut all these funds. You have two options. one to approve the fiscal plan or two to take one step
back in order to give the salary increase and then being able to buy all of the services for our children because no one is thinking about our children. Everybody's thinking about the employees because that's what they came to protest so many organizations without
caring about our children. But now they do come and lie to these youngsters so that they can come and protest against the fiscal plan that they themselves supported by having 1.5 billion of what's the salary increase is going to cost for the teachers and now a teacher
is going to cost $77,000 children think about what is being told to you don't just come say oh we want BAP thanks to the salary increment you won't have BAP and it's something legal that this district has to too. None of
that stuff. They come with their protest. Oh, white supremacy. No one here is white. Everyone is a Latino except Mr. Melvin and he is not exercising that type of thing. So, face the consequences of your actions. Don't change. Don't take a step take a step
back to the teacher salaries and they will be happy because they will be receiving the services they get. But I don't think the union will allow that, right? The union is lying to the public, lying to the teachers, and we want the employees to come out of those unions
because the employees need a little bit of >> respect. You don't respect. >> Thank you for >> That's not how you don't respect your parents. That's why you are the way you are.
>> So, I'm I'm I'm just asking politely for decorum. My I'm just asking politely for decorum. No viewpoints so far have been booed. If we could have some just decorum in here, I'd appreciate it. You all know
that there's not much we can do. So if we can't have a discussion here, then the democratic ideals actually falter. So, if we could please just hear the people speak, you can certainly voice your opinion, but please do it in a way that lets them finish what they're saying in the manner that everyone so
far has received. I really, really appreciate it. Y'all know I'm just asking out of respect. No other reason than to hear what folks are saying. Uh, the next speaker is >> Konita Nellum, are you here? >> Okay. Uh, or is Keda Shafi here in
person? Ka, >> come on up. Miss, you'll have two minutes to speak once you begin. And Miss Nellum, we'll come to you if you're remote in just a moment. I don't see you there, but I'll check. The two minutes is yours. Thank you. >> Hi, everyone. My name is Cadia. I'm a Dorsy High School alum, graduated from
Williams College last week, and a leader with student desire. I've been away at college for four years, and every time I come home, I ask two questions. How is my family doing and what's the status of BAP? I say that
because BAP means a lot to me. BAP was fought for and won by students including myself in 2020. For me, it represented hope. BAP gave me people. People like Mr. Morgan, my Dorsy BAP counselor, who believed in me, celebrated my
accomplishments, and continued to support me even after graduating high school. BAP is so special because it creates relationships by putting caring adults in students life that advocate for them and remind them that they matter. Like Mr. Morgan, at a moment
when programs supporting black students are under attack across the country, we are being asked to accept cuts to one of the few programs that explicitly recognizes the brilliance, needs, and potential of black students.
Mary McClude Butune, born to formerly enslaved parents and one of the most influential figures of black education in this country, said, "Invest in the human soul. Who knows, it might be a diamond in the rough." That's what BAP is. It's an investment in black students
because Dorsy students, black students deserve to become artists, educators, scientists, organizers, and future leaders. They deserve the chance to take up spaces wherever their dreams lead them. Board member Melvoyne and New
Bill, you have more BAP schools than any board any other board member. So I beg of you to vote to fully protect BAP. Board President Chamarlson, this is your legacy. Stand with black students. So today, I am asking you to decide what
message you want to send to black students. that they're worth worth investing in or that when budgets get tied, they're the first to be sacrificed. >> Let me be clear. Do every single thing you can to you can do to piece together
cuts elsewhere, not to VSAP. >> None of you should vote on >> Thank you for your time. And now we have the last speaker uh remotely is Sonita Nellum. 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. >> All right. Hi, my name is Sanita Nellum, a special educator and resource teacher at Carver Middle School in historic South Central as part of Region East. I work at a high need school and we just lost 20 amazing and dedicated staff
members due mostly to budget cuts. This includes administrators, teachers, custodial staff, counselors, kept aids, uh clerical support staff, and other out of classroom support personnel. My school is just one example of what many high need schools are experiencing today. You guys are voting on a fiscal
stabilization plan that reduces and then eliminates s uh meaning even fewer funds for counselors, tutors, mental health staff, and academic support, limiting um student success inside and outside the classroom. It also reduces support for teacher training, community engagement,
and other critical programs. I am urging and advocating for LUD to prioritize high need schools and use cine as an equity tool for budgeting and decision-m especially as the district faces tough budget decisions ahead. I also want to emphasize that community engagement is a
big focus of Miss Gonis' resolution budgeting based on equity and student need which was passed last year in response to the fiscal stabilization plan. Uh thank you for your time. >> Thank you for your time. That concludes public comment on tab two. Now it's time for board discussion
for tab two. Who would like to go first? Not all at once. Who would like to go first? >> Go ahead, Carla. >> Um I I want to start with some questions um
on the budget. Can you um couple of things in your presentation on in your presentation on let's see slide slide 17. Um can you explain what is debt service
funds and internal service funds and fiduciary funds? All those three boxes. Is this the slide? >> Yes. 17. Yes. >> Okay. So, internal service funds include the biggest is our health and welfare
fund. Uh, so the health and welfare fund is where all of our employee benefits are paid out of. Um, each of the different operating funds, the user funds make contributions depending on which employees within those funds are eligible for benefits. And then it goes into the health and welfare fund. That's
the biggest internal service fund. The health and welfare fund in turn then pays for the cost of premiums to the health insurance companies like Kaiser, uh, Etna, etc. >> Is that for current employees who are employed right now? >> For current and retired employees, they
all all of the contributions on behalf of those employees goes into the health and welfare fund. The health benefit agreement with our labor partners outlines how much gets contributed per eligible employee as well as how much gets contributed per eligible retired uh
participant. Um and it all goes into the health and welfare fund. So the the cost for all of those plans, the premiums is paid out of the health and welfare fund. Another internal service fund is our um liability self- insurance fund. So we have a fund for making payments towards
insurance premiums not like health insurance more like uh liability coverage. So those are the internal service funds. Fiduciary funds include um sorry the debt service fund is the fund that's used to account for all the debt service payments that get that get made. So, as you know, we have voter
approved uh bonds and uh while the taxpayers are paying property taxes that are going to pay for the debt service, they're still accounted for uh in the debt service fund. And we can follow up with more information on on the fiduciary fund, the smaller ones, the
fiduciary fund and and student body fund. >> Wait, did you Okay, you said internal service funds includes the health and well and welfare. >> The health and welfare fund is the biggest. Yeah, >> it's the biggest. And then um and then liability insurance is also there. What about debt service funds? Did you
explain that one? >> So that's just to account for the debt payments that are made for our voter approved bonds. Um they're not used to pay for anything. The actual proceeds from bonds when we issue
general obligation bonds and use those to pay for like facilities projects, those would be in the capital projects funds. The budget book itself these are kind of like a rollup of a bunch of individual funds with their own numbers.
The budget book as I know it's a big document but like the the financial pages include like a lot more detail on like for example within the capital project funds we have to report separately on the different voter approved bond measures and so they'll show up uh separately. >> So the OPE trust would be in which of
these do you include the OPE trust in any of these? the trust is not one of the >> it's in the fiduciary fund. >> So, it's in the fiduciary fund, but I uh we'll we'll we'll get some clarification just on the OPED trust uh and the
fiduciary fund. We'll uh I'll follow up with you in a moment. >> Um and then for >> No, sorry. Excuse me. Let me that is not that is the revenue amount, not the total value. So, I just want to clarify the OPED trust is a fiduciary fund, but
the balance is not $143 million. That's the anticipated revenue in the fiduciary fund for next school year. >> For next school year. Okay. Um and then um on page on slide 16 it says here you know major investments and it says
additional psychiatric social workers um additional pupil services and attendance additional school psychologists um additional secondary counselors. Are we going to be hiring new PSWs, school
psychologists, PSA counselors? It's going to depend on which of those positions are are vacant and um so I you know some of those may end up getting hired from external candidates but there also were uh employees whose positions
were not funded for next school year that were not part of the reduction in force and so they have rights to positions first uh those employees existing employees uh before any outside uh employees are hired. Additionally, anybody on any kind of rehire list would
have kind of the next priority before external candidates are hired. >> So, it doesn't necessarily mean that we're adding to the pool of folks that we already have right now. >> It doesn't mean that we're going to be, you know, flying the position and
getting new people coming in. We're using the same folks that we already have here because there's some who were unfunded by the school site. >> Yeah. They would be placed into the vacancies first. um to the extent that there are still vacant positions remaining after those placements have been made, then then we would recruit
and hire. Yeah. And it's going to depend on the individual positions that we're talking about. >> Okay. Um and then on slide 22, um where is it? Here it is. So it says total revenue. Does this also include
the OPED revenues for this year? The do any of these include >> is this 22? Sorry, I don't see the slide number on this >> like 22. Yes, that's it. >> Okay. So, the fiduciary fund here we've
captured as part of the other funds. So to the extent that there are revenues or earnings within the OPED irrevocable trust, they would show up in the other funds blue revenue that you see there. >> So we should see it in this other funds
and this is 1.48 billion, right? >> Yeah, it's just a roll up because we, you know, here we were really focusing on the operating funds which are, you know, from general fund to adult ed to child development to cafeteria fund. >> Um the other funds are required. We report on them and we include them in our financial reporting but they are not
operating funds. They are not used for the instructional programs or the operations of of the district. >> Okay. And then what about on slide 25 we see that
uh for FY26 the revenue is 5.5 billion right >> and then but then I looked at the report in uh the the budget book um the sachs page five has revenues of 6.9 billion.
So why is there a difference? Why is why is it different here than in the Sachs? >> Uh typically this is going to be net of contributions into our general fund restricted program. So the biggest example of that is the contribution that
is made into the special education program. Um so those contributions are netted out of revenue um because they're not available any longer for general fund unrestricted purposes. they are in a way transferred into general fund restricted uh because as we've discussed
previously the costs of the special education program far exceed the revenues that we receive for special education. >> So does the SAC page include the the special ed programs? Is that why it's higher or why is it higher? >> Yeah, so you'll see the contributions
called out in the SAX forms as well. Um and so it'll show the total contributions from the general fund unrestricted. Um, and then that would then show in the restricted program as as a a a revenue contribution. I'll try to pull up that that page of the SAX report.
>> Yeah. On page 40. It's page five. >> Five of the SAX report. >> Of the SAC report. Yeah. >> And it's five. Let me see. Let me have it. I have it here.
Yeah, it says revenues and then at the bottom it says total revenues for unrestricted 6.9 estimated actuals for 2526 and then 2627 budget 6.928. So,
>> I mean, we can follow up with the exact breakdown um of the sax forms are are always a little bit harder to parse just because they're not formatted by us. They're prepopulated. They basically >> But wouldn't we see a match though in when we're looking at total revenues?
Shouldn't that match what is in your charts? I mean they're different numbers and so they're not it's not the case that the true revenue figure is some higher number and we've made it smaller. Um there are these contributions that get
made from unrestricted to restricted. We can certainly provide if if it's beneficial to the public in future presentations an even more detailed uh breakdown than what we've provided in this presentation. >> Yeah because there's a huge difference between 6.9 and 5.5 billion.
That's >> yeah. So the total contribution is $1.75 billion >> to what? Total contribution to >> so it's primarily to special education but also to the routine maintenance account but the very largest is to
special education. >> Okay. So, I think that if if you're going to exclude special ed, wouldn't you put that in here as an asterisk or a little star? I just to me it's I look at both, right? I look at yours and I look
at at what's in the budget book as well, and when there's a discrepancy, it's a red flag for me. Like, why are we looking at two different um sets of numbers? >> Yeah. Just to just to respond, it's not it's not a it should not be thought of as a red flag. um the revenue, if we
were to include it, the revenue would be higher by that $1.7 billion. The expenditures would be higher by that exact same amount. And so the difference, the deficit would still be exactly the same. >> Either way, >> I'll point out a I'll find the page that does a better job, I think, than the
Sachs forms of showing that information, showing the revenues, the contribution, etc. >> Oh, or even within the the the SAC document. I would like to see that. Um, but I' I'd like to see all that just because it is it is I think that as we
are trying to find funds everywhere in our budget, I think that's the reason why I said it raises a red flag because I'm like, "Oh, wait. There could be some more money here. Why aren't we seeing this money?" So, um, I would like to see some correlation between the two or if not, then I'd like to see the
explanation as to why it's different since I am actually digging through these uh documents. Um the other question I have is on um and I've asked you this um on slide 30 it speaks to the jewel settlement
>> and can you share with me um how what it is what does that settlement cover and how do schools experience this budgetary allocation. So, there were settlement funds that are used to fund anti- vaping
prevention and intervention programming. Um, and so that's what the funds are are used for. We report on the use of those funds to the court periodically. Uh, we can certainly provide additional information about those updates that are provided to the court as as part of that
settlement, but they were part of a legal settlement. We received the funds and they're used for uh anti- vaping education. Lammon, I can add a little bit more detail to that. Of course, we can have additional folks come. Uh, so we as part of that settlement, we created a plan of support that includes
professional development resources that we provide to schools. Team members can come up and share more details of how we've distributed to schools, but the support is to ensure that staff is there to uh address uh any student who is
struggling with vaping. Uh so that kind of education and support as well as making sure school staff at school sites also receive that training and those resources to provide ongoing guidance and training for kids to prevent the use
of vaping. Uh if again if you'd like more details from the plan itself uh the board approved the plan. I would yeah I would like to see the plan because one of the biggest complaints that we get from parents is the use of vaping. of course >> the use of uh vaping at schools and then
the lack of support for students once they're caught there isn't some schools have it but not all schools have this so if there is $18.6 6 million out of this settlement that is supposed to be supporting that. I want to know how we're using that at the school sites and
how students should be experiencing that. We will resend the plan so you can take because it's multi-pronged. It has multiple aspects of it, but mostly it's just to prevent as well as respond to students uh on the prevention of vaping or if they're caught using vaping uh
that that we'd be able to support them in that. >> Yeah. and maybe we can do uh a presentation on how this fund is being used. It's a lot of money that uh we received for it and so and it's an ask from families um and parents. So I would
like to see that. Um the other thing is on so page 43 again the sachs shows the ending balance of about 590 million plus um that is budgeted and I want to know and it says reserve. So I want can you
tell me exactly which reserves that is? Is it fund 17? Is it just the ending balance? What exactly is um on page 43 line F2?
>> 43 of the Sax report. >> Oh, sorry. It's on it's on the Sachs form. Sorry, it's not on it's not on that presentation. >> Okay. because it says here ending balance in the budget book. Yes. 590
million for 2526 estimated actuals. >> Yeah. >> So that means that's how much we expect to have at the end of this year. Right. >> That was the special reserve that the board in December uh approved to be transferred into the general fund unrestricted to address the fiscal
challenges that we had uh previous to the current fiscal stabilization plan. So that is a page showing that the balance uh in that special reserve but the board already approved the transfer of those funds into the general fund unrestricted and the multi-year projection that we showed in this
presentation already reflects that that transfer of that almost $600 million. >> Why isn't it in this tax form though? Shouldn't it be zeroed out by now if we're is this shouldn't it if we already made the transfer to the general fund it shouldn't be under reserve anymore.
Well, it's transferred in the fiscal year in the future in the >> for what year is it transferred? >> I don't remember off the top of my head. I think it might have been the 2728 school year, which is at that time was the first year that we expected to be negative as part of the previous fiscal stabilization plan.
>> So, it should be in the fiscal stabilization plan as as revenue coming in 2728, the old one. >> It would show up in our multi-year projection. It's already reflected in the multi-year projection that we showed
today as well as at second interim previously. The the full balance was transferred and so it's not transferred in 2526 or 2627 which is why we would still continue to report those funds in the special reserve until it's transferred. >> When are we going to do that? When are we going to transfer?
>> I think the 2720 school year. >> So it's just in the plan as a as a number. It's written in the plan. >> Yeah. We'll still continue to reflect it in the special reserve until it's transferred into the general fund unrestricted, but the multi-year projection for general fund unrestricted
already accounts for that transfer into it. >> That makes it very confusing, right? Because it still looks like we have fund 17 if we on these papers on these documents. Sure. >> Isn't this what's going to LEO as well? >> This is going to the fact forms are
what's submitted to LEO. So LEO is going to see that that we have a reserve of 590 million. >> Yeah. I mean, we certainly don't want anybody to be confused that those special reserve funds are still available to address our shortfall. They're not. They were transferred back
in, you know, it was approved to be transferred back in December. But you're right, whenever we show multi-year projections, there there are things that are happening in each of the three fiscal years. Not every change happens in the current fiscal year. An example is the committed balances that that are part of the board report for the budget
approval next week. Um those committed balances are happening over a three-year period. Um and you're right that it it does create a lot of confusion. We can certainly um find ways to present it in a more clear way to to the public. U but just want to be extra extra clear. those
special reserve funds were already approved to be released previously and are not available anymore to address the shortfall that we're projecting. >> Okay. And then I mean it'll because it's going to also show up at the end of this year when we look at or when we look at
the first interim and we look at our ending balance for this year. It's still going to be there, right? >> Yeah. So it'll remain showing in the special reserve for 2526 26 27. By the end of the 2728 school year, it'll be zero. And the
unrestricted balances will be higher by a corresponding amount. But that's all already reflected in the multi-year projection because the multi-year projection does include those those fiscal years. >> Okay, I'll pause here to give my colleagues a >> Kelly. Go ahead.
>> Thank you. Yes, I I haven't gotten a chance to fully dig into the budget book. There was a lot to prepare for for today. I mean, I will say I think that there are places where it might be a little confusing, particularly as we're considering um our new labor contracts today. Those are pretty significant items that are part of our budget and
yet aren't like 100% reflected in that budget book that we're considering for next week. So, however we can help um clarify and provide transparency for the public, I think would be really helpful. Um and then just as far as today goes, I want to of course just thank uh
community who's come out and especially our students for for voicing um what they want to see and you know what they deserve in terms of funding. And I and we know that you know this is this is a really painful moment I think for me. My heart is incredibly heavy just at
being asked to to consider this FSP. Um you know I've been on the board for almost nine years. So I was here um for you know Senny 2.0 and then for the increase of Senny to $700 million um during the pandemic and it was a huge investment in equity and we know that
it's really paid dividends. I you know when we went our did our recent trip to Sacramento one of the things that I and I know Superintendent Chain pointed out is the progress that we're we've been seeing in academics it doesn't just happen in a vacuum. It's because we've had those resources and we and if we
want to see that continue we really need those resources to continue. Um though as you presented Mr. Bravo Karimi and you know I just want to note you are you are just the messenger. You know these are considerations that the board is is deciding on not you. Um but as we see
many of our dollars are based on positions. they they do fund people at at our school sites and because we've been making reductions over the last few years and the co relief dollars have expired um it does mean that we just have a very small list of options for how we can make the reductions that are
necessary um and it's a tough day because I would love to be celebrating you know our new labor agreements which are going to be bringing um more investment in our classified and certificated staff I appreciate that at least we're highlighting that you know more counselors um more psychiatric
social workers, more school psychologists, centrally funded community reps. These are these are big and important wins. And at the same time, we know that the bigger financial um pressures on our district mean that we don't have the funding that we need to pay for those agreements in the long term and we need to be able to meet that
commitment to our employees. Um otherwise that is that is a betrayal to them in my opinion. Um so as far as the fiscal stabilization goes for today, I know that the ask um from community and the demand from community will will is and will continue to be full restoration
of BAP and SENI. Um I as a board member want to work towards making this better however I can protecting as much of those resources as I can um while also basing it in in what's possible what and what we'll pass muster for the legal process that we'll have to go through
with LEO. Um, so just to start the kind of conversation about how we try to get ourselves there, I did want to offer an amendment that would restore $50 million to BAP in in the 2728 school year. So, we'll we'll go ahead and pass out um
pass out the amendment and I'll just go ahead and and read out loud. Um, I also want to appreciate the team because I've been I've been digging just as board member Grigo was asking some specific questions. I've been digging under every potential rock in the district to see what funds could we use to to preserve
these absolutely essential programs for our students. Um, and the team has been helpful in in providing some feedback. I thrown out a lot of options and ideas. They weren't all good ones, but we we were able to get to to some. So, the amendment basically says it would add um
a statement in the board report to say during 20 during fiscal year 2627, staff will outline specific action steps to implement the FSP and update the board of its progress at each interim projection. At the September 2026 board meeting, a revision to the FSP will be
added to the agenda and the staff will provide an update on any additional state revenue and its impact on the FSP. At that September board meeting, at a minimum, staff will bring a plan to restore 25 million to BAP based on additional state revenue and final spend data for 2526, bringing the total BAP
budget for 2728 to $100 million. Staff will prioritize restoration of BAP and SNI programs with additional revenue with funding going to highest need schools first. staff will further provide an analysis of the district spending of LCFF supplemental and
concentration funding at the September meeting. And then so that's in the board report. And then my amendment would also amend the fiscal stabilization plan to restore $50 million to Vap and instead make an additional reduction of $20 million in central office positions in
2728. reduce the LASPD central budget by $3.5 million in 2627 and $7 million in 2728. And this one's not likely to get clapping, but I hope we can I hope we can get this paid for by Metro Sunset the Metro Go Pass partnership for a
savings of $2 million per year. So that would partially restore BAP in 2728 so that the cuts are at 50 million rather than hundred million and then with this additional promise from staff that we get another 25 million in at least in in September. So, um, I passed this out to board members. I look forward to the
conversation. I guess I'll for procedural reasons, I'll go ahead and move my amendment and hope there is a second. >> Amendment on the table moved by Miss Gonz. >> Seconded. I first heard Miss Grigo. I also heard you over here too. So, respect.
>> Um, now it's open for discussion. >> We're posting this online, too, folks. So, if you go to the board of education website for the event page for today, you can go look at this document online right now. You're welcome. And there there's some copies in the
back, too. >> Go ahead, Tanya. >> Uh, well, I agree with a lot of your sentiments and I appreciate the um opportunity to dig into, you know, some solutions here. I guess I'll just start by asking the team if something like this is possible. You know, a couple months ago, I was working with you all
on a second allocation for Seni schools between 25 and 50 million, and we had a really robust plan. We'd been talking about it for months, and then we ultimately weren't able to do that. And then just last week, I asked my colleagues to consider, you know, nothing that we wanted to do around a pool to protect any high and highest
need schools in BAP, group one that would have cost, you know, somewhere between 20 and $30 million. And again, didn't get the support for that. So, if we didn't have 20 or $30 million a couple months ago or even two weeks ago, you know, can staff shed light? It sounds like you've looked at this a
little bit. Like, where did we find that? Did we add a furlow? Like, did we look under another couch cushion? Like, where is this coming from? >> It's I'll kick it off, Simone, and you can give a little bit more color. It doesn't represent any additional dollars. It's a It's a shift. So basically what you're looking at is
again we already had in central office reductions. We already had a $50 million reduction as part of the FSP that we've shown uh for about the last month. We're adding another 20 million to that. Now I I want to be clear with everyone the board and the public that is challenging
that making that level of a reduction in central office is challenging. I also want to mark that the overwhelming majority of folks that work in central office are former teachers, former administrators. They are folks that worked at school sites. And so when you
do a central office reduction, which you can, those are folks that eventually go back to positions at schools. So the impact that that has is that the folks that you may have relationships with that have maybe helped you build community at a school will be impacted.
I want to be very cleareyed about that. >> So, sorry. Does that mean additional layoffs? That with this means how many more layoffs with this $50 million I would estimate is what? 450 layoffs. >> Yes. >> Okay. So, I want to be clear about that. Right. So, and I don't know if my colleagues who are moving this, just to
be clear, this this would mean an additional 450 layoffs on top of the 5,000 we're contemplating for the 272 year. The original $50 million redu the $50 million reduction that's in the FSP for central office positions is 450 FTE.
By reducing by cutting by additional $20 million, it is an additional about 180 FTE on top of the 450 FTE that are in the FSP that that we showed earlier. >> Okay. And one thing that's missing from the presentation today is the FTE
numbers. you said it once before, but on the um FSP, we're looking at next year voting on 5,000 RIFF notices and the following year an additional 1,000. And so these all do represent exactly what you're saying, people. So I just want to make sure our colleagues understand this is not new money in the air. This is
moving from one pot to another and that will mean reduction of personnel. >> Correct. It's a reduction in personnel. We're just shifting the reduction in personnel from the programs that are funded by BAP to a central office reduction. But the the net result is the same. >> Well, I just Yeah, I mean it's um it's
all bad choices, right? Like that's I think that that is we're saying I I want to clarify it's not additional because the cuts to BSAP are layoffs also. They are also riffs. So it's it's a it's a choice around where you want where you want to save the people. And I think
that the biggest priority is is preserving BAP. And so yeah, that that is painful. People who work in central office do really really important work. there are classified workers within central office as well. Um and but that's that's the choice that this contemplates. No, and I really appreciate that and I would just say,
you know, some of these bumping and this is what I tried to bring up uh last week will impact the highest need schools because that's where we have the more junior staff. And so, you know, it would be helpful and I don't know if this is maybe a part of the um amendment here, but um that analysis of the bumping is
something I don't know that we've had a really good handle on because I can anticipate more of my schools, they serve disproportionately high and highest need schools. I have more than anybody else in the district that they would be moved people there would be moving at a greater rate than they would at low and lowest need schools and like
that sort of staffing stability equity analysis I think is really important for us for the next several years and I know you all are working on that but would love an update on that when you can get there. So go ahead Mr. >> Okay, go ahead. And I just wanted to add to as we're talking about central cuts because I think we often think that when
we cut central that we're not cutting people that actually provide services to our schools. They're paid from central but they're at our school sites. And I think that needs to be known to the public that just because we're saying central, it's not because they're not
providing service at a school site. And and the amount of numbers that would be cut. And to Tanya's point, I think when we talk about the shifting and moving, there's so many bumps that go on and I don't think we understand that. And I think we probably need to have a cow or
something on. I think we had a short little bit last week on what bumping happens, especially in our classified world. It's a little different in our certificated world that when folks get bumped from hours to positions to to where they have rights to return, that's
not understood in the public very well because when they move, they think it's something that is intentional when it's an unintentional consequence of what is happening. And I mean, all of this that we're sharing here now is unintentional consequences of what is happening. And
unfortunately, this is the direction in which it goes. And I think it's it's our it behooves us to be able to educate what is happening as it's happening because often times I don't think we have a clear understanding. I think we think you could just take one plug out
and plug it back in and it fixes it. But that doesn't that's not how it works. >> That's right. Okay. We have Carla followed by Nick. >> But you know what? Why don't we allow other folks to I would like to offer a friendly amendment but if other folks would like to continue discussing this Yeah. Let's have a chance.
>> Okay. Thank you. >> Yeah. Ju just some clarifying questions. So the the I see between the there's 32.5 million in the additional central office 20 lbd central cuts 10
and a half sunset of the metro um uh metro go pass. So then is the other 50 for BAP identified? Is it an 82.5 million restoration or is it just 32.5? I guess >> it's a it's a restoration of 50 from
where from the from the FSP um BAP reduction line that we've been presented. And the other change that we've made is the uh the FSP gets us right now to I think it's 12 million above our state required reserve 1%
reserve for fiscal uncertainties. So this would bring us closer to that to that line. So that's what the that's what the additional $10 million is. It just reduces the overall FSP amount from Simon can probably correct me in instead
of 3.595 billion it brings you down to 3.585 billion approximately. >> Yeah. I'm just trying to figure out the two elements of this. The restoration and the cuts like where's because there's not par there. So Simone, can
you help us understand the effect like because trying to find within the FSP or within other cuts trying to find to restore. So this restores 50 million for 2728 and it finds 32.5
and then Kelly's saying the other 12 a half is that buffer and then we're just short a few million. >> Um so I mean I I'll I'll explain them. I'm not you know it's not my place to endorse this amendment. We recommended the existing fiscal stabilization plan.
Um, and I can explain the the central the impact of central office reductions and not to not special pleading just to explain the interaction between cutting positions more as well as the services that are being provided by that non- labor spend at central office. That support and service from the non- labor
needs to be done instead by by people by fewer people by a lot fewer people. Um but yes, so this what's being proposed, excuse me, is in total reducing the cut to BAP and cutting
other things instead, but also in total cutting less than the current fiscal stabilization plan by $12 million. As board member goes mentioned, the fiscal stabilization plan right now, it would result in a positive unassigned balance of $12 million
by the 2829 school year. And so what this is proposing is instead having that un assigned balance be basically zero. >> Well, that yeah, and yes, it was our office, I think, pointed out that 12 and a half million dollars, just to be clear, but um that's still I'm still trying to figure out. So there's like
still $5.5 million. I'm just trying to do the two sides of the ledger. So you've got 32.5 in the red if we're looking at the amendment in the red plus 12 is 44 a.5 and then we're restoring 50. So that 5.5 million is just kind of
in the >> well not seeing the 2829 column but uh I presume that the proposed reductions in red would extend ongoing. And so because the multi-year projection is a three-year plan, well, I don't maybe my
print out doesn't have the 28 29 school year, but I but I presume that there would be. Yeah, >> that's how it balances out with the additional fiscal year. >> And and on the LA SPD line, for example, it's 3.5 and then 3.5 plus 4.5, sorry, math, and then the 7 million becomes
ongoing then. So that's kind of where you where you make up the difference. >> And just so I'm because there's no senior restoration in this amendment. So does that for 2728 that would mean that BAP would be restored would be a total of 75 million as a program and Senny would be 100
>> correct >> but then what does it contemplate for 2829 >> it it doesn't contemplate 20 2829 I like I said I looked at every potential option and um that I I wanted to prioritize the 50 million for BAP it it
does have that note about the 25 million in September um that staff will be coming back with um because some additional work needed to be in. So that would get you to a hundred million for for BAP for 2728 and um nothing additional for Sunny in in this document
though I'll continue working towards that goal. >> Okay, those are my questions for now. >> Before before the friendly amendment, can you tell me what the um Metro go Pass partnership entails
>> or can anybody tell me? >> I can speak to that. So yes, >> so the Metro Go Pass uh program that we have is LA Unified um pays on an annual basis $7 per student um in order to provide a metro pass um across the
district. This includes adult ed students, K12 students um of which like I said is is provided annually. Um we have currently about 35,000 to 45,000 registrants um that utilize the service.
Um, so it is an area where we will benefit from a re-evaluation on how we might utilize or renegotiate the use of the program. But for now, for the 2627 year, we are entering into the annual contribution, which is the $2.7 million
for that program. >> And >> so the 35,000 students will have to buy their own pass with their own money. Is that what you're saying? >> Well, maybe Mr. Schmurson, I could just jump in as my vision is that Metro should pay for this. like why why do why can't they cover the cost of
transportation for children? >> I agree with you, but they're not doing that. So, I don't want 35,000 students have to buy their own pass. >> I will note that for those that are registered, the district submits a reimbursement to the state and we're reimbured at a 60% uh reimbursement
rate. So, one of the challenges been is just subscription students actually utilizing the program and it goes back to re-evaluating the the structure on a per use basis and rather than paying for 400 to 500,000 students on an annual basis because we aren't getting that
level of subscription across the district. Well, I you should fix that, but I do not want the kids having to buy passes. I don't think that's a good idea at all. I think they should be able to be supplied passes that we've been doing. Anybody
else? Rosio, >> uh, with these, uh, proposed changes to the FSP, how would this impact the furlows and also the asking our employees to pay for their health care benefits because I'm concerned about
about that. So, how would this impact would we have to add more? Um I mean if if I'm understanding correctly the assumption on furlows and health cost health insurance cost sharing would not change. The only thing
I I don't want to I if I'm understanding incorrectly >> the only things that are changing are the things that are in red which is additional cuts and then the green which is the rest the restoration for BAP >> and the 2829 is unchanged. Okay. So, we wouldn't have
to add anymore. That doesn't change. It stays the same. >> Yes. Uh, it Yes, >> Charlotte, you have a question? >> Just so I'm clear. So, it would be 70 million in the 2728 for the central office position reduction.
>> Yeah, it adds an additional 20 million on top of the ex the existing 50 million. That's for central office. Okay. That's what I wanted to be clear. Anyone else be before we talk about a minute? Okay, go ahead, Carla. >> Okay, so um thank you Kelly first for
doing your best to seek the funds somewhere. Um appreciate that and I also have been doing the same thing. I've been seeking everywhere for fun for funding. I told you I was going to do that. I was going to look everywhere and one of the places that I looked to was in the OPE Trust, right? The OPED is the
trust that we have established to it's like a savings account to pay for future retirees. Um I looked in the Sax form and it's currently at $1.2 billion. Right. So, I know that other districts have used their OPE trust, drawn some
money out in order to stabilize their budget for a temporary moment while they are still um you know waiting for money from the state and all of these other things that you know future advocacy results etc. So my friendly amendment is
addressing 2829 and I would like to um move that we draw $175 million from OPE Trust for the 2829 to restore Vap and any extra funds that
come out of that after the ongoing reductions that we use that towards sending. So >> my understanding is that we can draw funds from OPED trust and so I would
like to move that as a friendly amendment. >> So I I don't know if you wanted me to respond or um if you want to discuss it >> just share the the consequences. Sorry audience it would be helpful for the board to understand if you could just share the consequences of what uh that means. So there are m other
municipalities and and I don't know if school district it's it's less common for school districts have irrevocable trust to fund future costs related to health benefits. While we're a bit of an outlier in terms of the generosity of our retirey health benefits which is why our liability is so much bigger than
than other organizations. Um, other organizations also provide retired health benefits and generally speaking uh those municipalities begin to draw down funds once the trust is in some cases 100% of the liability
or at least 70 to 80% of the liability. Um we're the as of May the current fund balance is 1.3 billion almost um which is about I don't know 14% of our
liability and so um trying to find an analogy um it it's a it's might be akin to like drawing on your 401k to pay your monthly expenses. Um it's not just speaking for myself
it's not advisable. Um I I we we are we are not close to the level of funding in that trust to begin drawing it down um in any amount. We are already contributing into it zero moving
forward. That's also frankly not advisable. Uh the current circumstances almost make us contribute zero. But the cola for next school year is 4.31%. That's not a fiscal crisis. A cola of
4.31% from the state is substantially higher than the historical norm. The reason why we are facing such challenging financial outlook is because our costs are rising extremely substantially. Um and so in order for us to start
drawing down extremely prematurely uh trust balances when the state cola is 4.31% I think is is not advisable. I'm just going to do a procedural clear up. So um Miss Ggo board member GGO for everyone watching and everyone at the is
asking for a friendly amendment to the amendment that's currently in front of the board. So a friendly amendment is one where a board member says hey board member who's making the amendment can we add this please? and they can either agree or not agree and then the board can move in second and put it before the board for discussion as normal. So
that's just what's happening now in this very in this very second. >> Um I' I'd rather do two votes. So I'm going to second um board member Grigo's amendment um but but ask that we consider each of them separately. >> Um so thank you Sant.
And I think that what we've been hearing from our our students, from parents, from community members is that BSAP is a very critical high need for their well-being,
for their academic progress, for their mental well-being, their mental health well-being. And I think that, you know, as a school district, as folks whose job is to not
only look at the fidic fidiciary um solveny of our of our district, but also the academic and well-being. We cannot look at our job as simply numbers and budgets as much as some people want us to just do that. And we also cannot just
look at academics. We hear it over and over from our students. And even if people want to deny that that is not the case even today from our members from CAC, our members from DAC, they all mentioned mental health well-being and
every single one of them mentioned support for BAP and for SENI and for things that that support equity in our district. And so that is to me is a high priority and I understand that you would not recommend tapping into a trust that
is now 1.3 billion to draw 175 million which comparatively it's not that much and I think that our students are are worth that and I think that it
also I'm putting it I'm suggesting that it happens in 2829. So it's not next year. It gives us time to continue advocating. It gives us time to continue going to the state and asking for more funding to bring our students with their
stories so that everybody can see why we are making this decision that this is valuable to us, that our students are valuable to us. And so for that reason, just like we made the choice to not put money into a trust, which is the same as
a as a savings account, that's how I understand it. Um because we were not in the position to do that. It's the same thing that I am saying now. Let's go into that $1.3 billion pot and pull some
money for 2829 while we do all the work that we've been doing that labor has told us that they're going to continue doing with us going to Sacramento and hopefully we don't have to do that in 2829. But I think that our our students are
worth that we take this risk and that we make this choice in a time when like one of our students said, our black and brown students are under attack and how could we stand with that in this time? I
think this this is worth doing. And so that's why I am I would like to move this and I hope that I can get the support of my colleagues. >> All right. All right. So, it's been moved. It's been moved in secondary. We have two motions on the table which is procedurally improper if not anom anomalous. So, um first uh Miss Gomez's
which actually would subsume in some way yours because yours is seeking to amend what you've put on the table for the 28 29 school year. So, the proper thing to do now is to continue discussing uh Miss Gomez's motion, vote on it, return to
discussion of Miss Grigo's motion, which would amend what what Miss Gonz has done because we can't have both at the same time. >> So, can I ask a question or discussion on Miss Gonz's amendment? >> That is the procedurally correct thing to do. >> Well, I would have loved to be
procedurally correct. Um, I guess for Miss Gonz or maybe Mr. Ch I I appreciate the attempts here. I guess one of my concerns is I heard Mr. Chate say kind of a comparable commitment in equity to Seni which and Miss Gonz and I have been on the board for the same amount of time
when this started as a $10 million program grew to 700 million and has discretionary dollars as well. A kind of a commitment to that and BAP. This amendment only addresses one without the other. And so I'm curious I guess from the from the mover just a
little more about that but also I mean is there a world where we could instead of 50 to BAP it's 30 and 20 to Senny or I mean I know Miss uh Ortiz Franle wants to speak too but I just think in one there's a lot of and thank you Miss Gonz too for the precursor in
your questions to Simon around like there is time between now we got new allocations from the state Friday there's a or a proposal a new proposal Friday. There will be conversations in the fall about how to do this. And what I heard from the team was this commitment as new money comes in to kind
of look at BAP and Senny. Um, and this this kind of takes that decision out of the hands of the administration because of the restoration of BAP, not at the expense of Seni, but without supporting Seni as well. So I'm just kind of understanding that and want to raise for my colleagues maybe there's a way to be
more equitable within the equity around supporting Seni and not just the you as part of this amendment >> Miss Gonz's resolution correct? >> Yes. >> You're going to I mean you're going to speak >> about Miss Gomez's resolution. >> Okay. >> I appreciate that because that that is
where my concern is as well. Um, so definitely hear the advocacy and like this is a program and and really an approach and an investment and a commitment in a time where this country definitely needs a commitment to black students. And so I'm proud that LA Unified has done that and I would want us to continue to do that. And I also agree with Mr. Meloyne that Senny was a
a pivotal um approach to funding equity in our district as well. So I mentioned that I have the most I actually am tied with um Miss Grigo. We both have 59 high and highest need schools. Oh yeah, my team is messing with something here. Sorry. Um and then board district one. So I think you know Charlotte you got to
weigh in on this too because then you have 54 high and highest need schools and you have 31 BAP group one schools. I have 22 BAP group one schools. So let's think about like who we're we're impacting here. I think if we if you would be open at all to doing a bit of
an amendment like Mr. Melvin's talking about. I would love to see some of the equity dollars going into Senny um and particularly going into high and highest need schools only. Um, one of the things I wanted to lift up from the presentation, thank you for sharing the school budgets. Um, the elementary
example that you shared showed 1 uh $25 million in Senny for a highest need school. And you know, no shade to the the schools with a bit more resources. Um, but low schools can raise $400,000. So a third of what a school would get in
Senny, they're raising that when they're only receiving, you know, 70 to90,000. So seni like fundamentally changes what high need schools can access. You know dozens of people they can put on their campus. Many more hours of professional learning all of that. And you know I
think BAP is really important. And um if we there was any appetite to putting money towards SENI. I think we would hit some of the schools that have been historically hard hit by some of the funding structures that we have had in this this district. Um so I don't know if I guess we have too many amendments.
I don't want to move an amendment yet, but I just want to let folks know that we have more high need schools and um you know definitely invite especially those who are serving group one and group two schools um how we might if at all reallocate this $50 million in a way
that also addresses equity um kind of fundamentally through Senn. >> Any more comment on Miss Gomez's resolution? So yeah, wanted some clarification on I mean obviously as mentioned some of the schools obviously in BD1 our highest
needs with the reduction here. How do we know? I mean, because my concern is when we say central, because I've already had phone calls about us cutting central, which cut people that actually work with our students
and knowing that they'll they'll bump folks and that will still impact those schools, which we tried to fix last week with a resolution that we didn't wasn't going to be able to be beneficial for our highest need schools, right? So, it
wasn't going to guarantee that they were going to stay where they were. They were going to get moved. And I think that's the piece that really concerns me. We want stability at all costs. But if we're moving folks from I mean central and they're just going to get bumped
back into our schools, they'll have people there, but they won't have the people that they've built these relationships with already. So, does that really solve what we're trying to solve for? necessarily. So that's my concern is
that it's just going to be more people that get moved that bump into our schools that we're trying to make stable. So that's where my concern lies. >> Uh okay, I'll jump. I'll respond. Um I I mean I
>> one it's um it's it's criminal in the world that like we are deciding between how much we can we can do to save BAP versus Senny looking at at this is just the only universe of funds. Ultimately
to your point board member Henny Newell the only thing that truly solves the problem is more revenue. like that is what we need and we need more revenue in an ongoing way because anything that we cut will cause bumping. So whether it's BAP or it's SNI or it's central office
all of that results in lack of stability at at schools like that that is the that is the reality of the way that staffing works for our district. I think it's just a question of where where are we putting the highest priorities recognizing that there are going to be
unintended consequences of any decision that we make short of just receiving additional funds that help take away these um these reductions in the first place. So that's my thought on the on the Senny piece. Um yeah, it's incredibly hard and I will just note I
don't have any BAP group one or group two schools in my district. you know, I I I don't represent any schools with that with that particular population, but I think that the commitment to black students at this particular moment um is the highest priority for me. I think that getting to 100 million for BAP and
2728. Seni is at 100 million for 2728. So, this roughly once we get that additional September allocation, that will make them equal. Um so, is that enough? Absolutely not. Like, it's nowhere near
enough. Um and that's why the advocacy work needs to continue uh at an even even greater pace and I and as the amendment says the BAP and Senny should be the first ones prioritized for restoration once we get the money that
we are owed you know constitutionally in Sacramento that we are waiting for the governor and the legislature to give to us. So um I maintain that commitment. I I'm going to from my perspective keep it as is. Um but you know we'll we'll see where the votes go. Carla.
>> Yeah, I I want to address that BAP piece about why to me it's very important that we restore that funding. Um, as we heard, it's a program, right? And it comes with very specific um areas. It has counselors that work with students.
Um, it the students said who one of the students said that she was finally seen, you know, as a black student. That was like gold, she said. And it's true because that's what I keep hearing over and over again from students is the fact that they have counselors who know them,
who know their needs, who can direct them and guide them. Like for the first time, for a lot of them, they finally have this. So, and they have um what else does BAP do? The PSWs have these different groups um called my crew, one
of them. And I've heard over over and over again from students about how that is um an activity and an engagement that's helps them be visible, be heard, be seen, and how much that's impacted them. Um at at Jefferson High School,
one of my schools, they have the breakfast club where the kids come and they and it was mostly boys uh participating in this um started by the BAP uh school climate advocate. And in all of these programs, it even though it
is sponsored by BAP or paid for by BAP, it's inclusive of all students who want to participate. So it it really does pull but again there's been resource sent resource um events uh sponsored by
the BAP uh office uh the BAP PSWs who talk who go and do PDS specifically on anti-blackness on anti-racism on you know just use of derogatory language they are experts in this and they bring
this so BP is a very specific program that as we heard has made incredible um headways for students. And so for me, that's why I want to keep it as BSAP because it is a very um focused and if and this is the first time we've ever
had something like this ever. And to remove a program that students fought for in 2020 and they won that the community entered into a contract with us. Um to break that, it's not okay. So that's why I support st stick stick
stick stick stick stick stick stick stick stick stick stick stick stick stick stick stick stick stick sticking with the BAP funding. >> Anyone else? >> Go ahead. Go ahead, Kelly. >> Um and if it and if it helps, you know, as I mentioned when we talked about Senny, um I think it was on Friday. I don't even remember. Um at the last
board meeting, uh Sunny funds go to all schools right now. So if the board wanted to in a in a world of greatly reduced resources, we could proactively decide that the hundred million that's in the that that's in for SENI in 20 sorry I'm losing my words. We could
proactively decide that the hundred million that is currently budgeted for Senny in the 2728 school year only goes to high and highest need schools. Say that. Okay. >> All right. Well then let's I'm >> Can we add that as a friendly amendment? >> Yeah, that Well, I don't I'm going to amend my own motion.
>> Yes. Poor poor Mr. McClean. Okay, I'm gonna go ahead and add a a sentence that where am I going to put that? Like a number three that says in the 2728 school year, the remaining $100
million in Senny will only go to Senny high and highest need schools. >> I love that, >> you know. Yes. So um so I would add a number three that the remaining $100 million for SENI
in 2728 is allocated exclusively for high and highest need schools. >> Okay. Second >> the So but you're just amending your own >> I am. So I don't know that I need a second.
is sunny high and highest. That's correct. >> Correct. >> Yeah. >> So, I'm just going to repeat it for everyone in in the room. Repeat. So, adding bullet point number three above the chart. Uh that the remaining 100 million in SENI for years 2728 is
allocated exclusively to high and highest need schools. Is that accurate? >> Um maybe you want to repeat it one more time. >> And louder. >> Yes. Uh point number three uh the remaining 100 million in SENI for years
uh 27 28 is allocated exclusively to high and highest need schools. >> Smi highest need schools. >> Yep. But that's right. Which is still 286 schools. >> Yes. >> Okay. So nothing else needs to happen
except that you are still discussing her amendment. >> Are you calling the question? >> Sure. I'll call the question. >> On the amendment. >> On my amendment. Okay. So, the call to the question has been made. >> Call to the question is what a board member wishes for discussion to cease in that moment on what is being discussed
and move it straight away to a vote. So, I need twothirds in the call to the question in a second. >> I need a second for the >> second. >> All right. Seconded by Mr. T Franklin. So, calling the question. Uh, Miss Newell. >> Yes.
>> Yes. >> No. No. to call the question. This is to cease to cease debate on Kelly's amendment. Miss Gomez's amendment. >> Uh Dr. Rivas, >> yes. >> Uh Mr. Meline, >> yes. >> Uh Miss Ggo, >> yes. >> Miss Gomez, >> yes. >> Mr. T Franklin, yes. Board President Schmelson.
>> Yes. >> Okay. Now it's time to vote on the amendment that Miss Gomez has offered. Everybody clear? >> Yes. >> Okay. Uh amendment to tab two is has been discussed. Miss Newell. >> Yes. >> Dr. Rivas.
>> Yes. Mr. Melvin, >> yes. Miss Grigo, >> yes. >> Miss Gonomez, >> yes. >> Miss Ortiz Franklin, yes. >> Board President Schmelson, >> yes. >> Okay. All right. So, now we have another amendment to address that has already been moved and seconded, which I said is
procedurally incorrect, but we're back on track now. So, remember we're discussing Miss Grego's amendment. I mean, yes, Miss Ggo's amendment. Would you like to Could you restate it for us? >> Yes. So my amendment is that we um let's see remove BAP from the FSP for 2829
and draw $175 million from the OPE trust and distribute that to fully restore BAP and if there's any left over then it'll go to Sunny and that's where I
>> so now it's uh in front of the board for discussion and and questioning of staff so you can understand stuff. >> Question with the OPED with a reduction of that um would there be fees or penalties
to the district if you draw off of that fund? >> Uh no, there there wouldn't I don't believe there would should be any fees or penalties from taking a distribution. Um a distribution is limited by by the trust itself to only pay for retirey
health benefit costs. Um, so that's it's an irrevocable trust and that it can only be spent for retirey health benefit costs. >> Got it. So it would have to replace whatever we're using currently now to pay for our retirement costs.
>> That's right. >> Which would be what number now? >> Uh, in the current year, the estimated cost of benefits for those that are already retired is approximately $330 million. um that's from all all funds. It's paid
for not just from general fund and restricted but kind of a prora share from all funds. Uh it's about 3330 million and it's estimated to to increase over time just because the cost of the benefits gets more expensive each year >> which is which is why the trust was
established to address the fact that the cost of those retirey health benefits often increases by 8% a year whereas our colas can be 1% 2% 4% if we're lucky >> and so that trust if you borrow off of that trust the amount that you take off
of there we would replace it from the general fund or replacing it into the general fund. >> Yeah, a portion of it, not not all of it. The portion of it attributable to the general fund unrestricted uh would Yes. The cost would be paid by the trust
instead of by the general fund. >> Got it. Okay. But he'd be paying a very significant ongoing expense with a one-time fund that is meant for the future that is also generating
significant investment returns unlike the cash we have in our other non-fiduciary funds. Um and so even just by having the funds in the account and getting investment returns th those returns are outpacing significantly the cola. Now, in a perfect world, we would
not only be not taking distributions from it. We'd be adding to the balances, um, we've already zeroed those out, um, but it is available to use once those funds, they are one-time funds. So when you say onetime funds, explain what is
the benefit and obviously the the concern using a one-time fund trust >> for the rest of the the the time spent because we do have retirees that are banking on their benefits being paid for
and obviously that's down the road. That's not tomorrow. That's not, you know, in September. These are folks who have made the investment to this district and we've made that >> uh investment to them saying that we were going to support them once they retire. Now, how does that affect those
individuals? >> It wouldn't affect those individuals that they've earned those lifetime medical benefits. Um the impact is >> the retirey health benefits become more
expensive over time. They take up a larger and larger share of our operating budget for a few reasons. One is that the retired population has grown over time, right? Just given the age of our workforce, there are more people that
are retiring. So that's one. People are living longer. That's wonderful, right? The modern medicine is allowing people to live longer. So they're drawing the benefits. We're paying for them. They're drawing the benefits for more time. And the annual inflation of health
benefits is very high as as we we've seen just in in and the impact that that has on our budget. So for those three f reasons, we have the pay as you go, the portion just to pay for those that are retired right now and getting those benefits for themselves and a spouse
fully paid by the district. It's going to take up a bigger and bigger percentage of the overall budget. And so what and and the unfunded liability is over$8 billion. Um, and so the 1.3 billion is a big number, right? Even for a district of
our size, but the unfunded liability is over $8 billion. So when you're compared to the unfunded liability, it's it's really just a a small down payment for for those future costs. And that unfunded liability represents the current value of all of those benefits that employees have already earned. Even
those that are not yet retired, there's a value to what those future costs are going to be. And so the the rationale for why municipalities and school districts start setting aside funds for the future is so that eventually the retire the
retirey health benefit costs when it goes from 5% of the budget to 15% of the budget that you have some money to pay for some of that 15 because what we don't want is as important as those benefits are I think most people would say hey
should 15 cents of every dollar of a school district go go to pay for benefits for people who are no longer supporting students and then that they did support students and they've earned those benefits. But that's what we're trying to put money aside for is because
those trends of people living longer, more people retiring that healthcare inflation is is only projected to continue as it has. >> That makes sense. Thank you. >> Thank you, >> Mr. Melvin. Um yeah, my question was one actually just of timing because I think
the board shares the goal of of trying to find full restoration for these equity programs by 2829 and we have increased revenue from the state. We have understanding as we close out the books this year what the underspend was etc. So I guess Miss Ggo, your proposal
is let's let's take this relatively drastic action now knowing we might put it back because we and I guess my perspective would be the opposite which is like let's this we're talking three years out. We know we're going to be having conversations process-wise as soon as August around additional revenue
and how to and like it seem we've already has a commitment that the prioritization is going to be BAP and Senny. So to me it seems that you know if we come a year from now and then we're now looking not three you know the 28 29 school year will be two years out and we're still seeing drastic cuts then
these more um you know uh radical measures might be more appropriate but I think for for right like we I hope to get to that same point. It just seems like if your point is let's do that and then we can restore it when we get better news. My argument would be the opposite, which is like
let's hold knowing that the first priority we're going to have when we come back after this summer is to figure out that 2829 school year. >> Carla, >> yeah, I understand that you have that um perspective, but for me it's the
opposite, right? For me, as long as we keep BAP on an FSP plan, there is always the potential that BAP is going to get cut. So to me, I would rather be you know, working toward, you know, getting the savings account out of the FSP than
to be working on, you know, trying to restore student supports and student services because that's my priority. So, I think that I would rather do that. And in terms of the un unfunded liability, um, so the li the unfunded liability is
basically if today all of our employees were to retire, right? Which is >> right. >> Um >> like isn't that the total? You said it's the current employees and the future and the future retirees and the current retirees.
>> It's the value in today's dollars. >> Sorry. >> It's the value in today's dollars of all future costs >> for people who are retired and those even that are current employees but will retire eventually. So it's not it's not
that people the cost of everybody were to retire like tomorrow. It's it's not that it's the present value of all those future costs. So those people who are like for for example and and the calculation is done by an actuary. It's a third party. >> I'm just simplifying it honestly. >> Yeah know I know I'm trying. It's so
convoluted. >> I understand what you're saying. I get it. But to me it just seems like okay that's what we really mean is like all the the value of today today's value of the folks who retire in this moment and the ones who are currently retired. It's
everybody who could be retired >> and the value in this moment in time. >> It it is extremely convoluted and I think it's worthy of even like a deeper dive at like a committee of the whole. We we've done it. Maybe it's been a while since we've last done it because you're right, it's extremely complicated. And the most important
thing is not so much this very complicated calculation that's done by an actuary. It's more like what these costs are going to be this year, next year, the year after that, 10 years in the future, 20 years in the future, 30 years in the future that I think it makes more sense to me and to the public
than this present value calculation. So I think that that's definitely worth a deeper dive. And um so then the other thing I wanted to um ask is so if this trust that is there right now we've been putting money into it and a lot of districts and a lot of you know
governmental agencies do this right to um and they very only only as far as I know only very few tiny little districts have been able to fully fund OPED because it is a a big amount of money right that you
have to try to fund. So generally most agencies like ours as big as ours will be somewhere at you know a small percentage that they've been funding right. So it's not like oh my god we're so far behind because we're at 15%. We're kind of on track like everybody
else who is as big as us it seems like to me. So just >> I don't know the percentage of liabilities from other municipalities. What I was speaking to earlier is just when would it when is it appropriate to begin drawing the balances down and we
are not at that point in terms of our funding levels that I can't speak to like what >> in terms of the funding levels that we have in the trust I see that right but to me I would say that it is an appropriate time when we are thinking about decimating a program that supports all students and again I'm proposing
that we do it in 2829 because it gives us time to to seek more funding to restore more funding to advocate and I have faith and belief that we can do that and that we will be able to do that and that's the reason why I'm putting it in there. I don't I actually don't think
it's a very aggressive measure because I didn't propose it for this coming year like okay let's give it another two years before we start drawing into this and again I keep hearing from folks and I know this from folks that your budget
reflects your values and your priorities and for me that is a very important part and that's why I I'm making this proposal that we draw into our OPET trust for 2829 and I see how you're saying we can only use it for um for
retirement liability. So it would it would take up some of the general fund um that we have so that we could use that general fund for visa. >> Yeah, it's that it's that sequence. the trust would pay for the cost of the
retirey health benefits and instead of the the operating funds >> and it's an actually smaller because you're saying that for this year we're expecting to pay $333 million for pay as you go which I also have questions about because it seems like a very high amount
from the previous year the percentage amount seems to have increased a lot but um you know 125 million or 175 million out of that 333 is not that much. >> Yeah. I And and I hear you. I just want to
add that a fiscal stabilization plan that includes a strategy that worsens the district's financial picture is is is not advisable. Um, we have a very significant unfunded
liability that when you look at our audit reports or other independent objective reports, they often always highlight the size of our unfunded liability. And so I think a fiscal stabilization plan that includes a
strategy that um worsens our fiscal financial picture in terms of our um how we're preparing for the to pay for that unfunded liability. It's it's not advisable and and um
>> the the fiscal stabilization plan as we've shared a few times is the basis upon which we would be able to certify the the um AP1200s that are connected to the labor agreements before the board later today.
Go ahead, Rosilio. >> You know, given that in your presentation you mentioned um LEO and you know the steps that LEO would take, how would um LEO interpret these these
um changes and additions to the FSP? >> Which amendment are we talking about? I guess we can go first with uh Miss Drago and then and then Miss Kelly. >> I've not asked specifically. This is not a change that we had contemplated given
what I shared the the concerns that that I that I have that we would have with it. Um my guess is that they would would be very concerned with with drawing down the OPE Trust uh in order to as part of the fiscal stabilization plan. I don't know specifically what actions they
might take, but but my my my best guess, my educated guess is that they would have very serious concerns with it. >> Serious concerns meaning that they would take action. >> It's possible the fiscal they they've made clear to us that the they already have
they have some concerns with the fiscal stabilization plan even before any of these amendments. Um they have concerns because not everything in the fiscal stabilization plan can be implemented unilaterally by the district. Um there are two major items that require
negotiations with our labor partners. Um there are other items that while we have some control over increase to attendance um that is not 100% within our control. And so they they have significant concerns primarily about those that that we can't control that require
negotiation. So, um, changing the plan in a way that makes it less feasible will only increase their level of concern, um, and the potential for their um, uh, intervention.
>> But based on the conversation, this is feasible, right? We're taking away from >> the OP trust, >> the open trust. >> It's legally allowed. >> It is legal allowed. So on that on that end it's feasible but the furlows and the cost sharing for
health benefits isn't >> well no I it could be legally allowed and still be financially imprudent and that's what LEO is going to think about is not is it legally allowed uh of course we would never do anything that's illegal in any case uh but
but they would consider it to be financially imprudent and I think that that will affect affect how they interpret it. And I'll just speak for myself. Uh I I I would consider it to be financially imprudent and as I mentioned where the FSP is the basis upon which we
would certify the April 1200s. >> So you know I'm I'm confused because I mean from LEGO perspective or from their angle that it would be imprudent for this but it's not I mean this is not it's imprudent to add additional funding
that's going to come in the next years but it's not But it's okay to be adding it to the FSP. So because we are there is a discretionary grant that >> every year the state provides the school districts, right? So every year. So we
on that on the revenues that's blank. So you have mentioned before that we're not allow Lakewood does not allow us to add that in there, but yet >> it is allowable to add all of sort of these measures that >> you know may result in something or not.
Well, no. I don't I don't I I don't think they are thrilled with all of the items within the fiscal stabilization plan as is. U I highlighted a few of their major concerns. Um we have have a had a history of getting onetime funds. It's not every year. Um 23 24 25 we did
not receive any discretionary block grant or any grant other than things that were very restricted. And so it's not the case that every year we get them. We've gotten them several times. um during the pandemic, a lot of those were one-time pandemic related allocations only.
Um and so I could understand why LEO is saying you can't assume that you're going to get hundreds of millions of dollars of onetime funds every year in the future because I don't assume that we will. Uh we might not. There have been recent years where we got zero. And so the distinction, I know it seems
somewhat subjective, but why is one thing okay and the other thing isn't? Yeah, that we have to draw a line the LEO and even us as as a district as a board, we have to make judgments about what we think is practical and and and feasible. Um, and we might draw those
lines in different places. Um, but if contributing into the trust zero dollars is okay, why isn't drawing the trust okay? Because to me, they're different things. Frankly, we should be
contributing more into the trust. Uh, frankly, we should be contributing more to the trust. The o the FSP includes a 0% contribution because of the considerable interest of board members in including it in the FSP. >> The needs are now. >> Okay. Thank you. That's all for now.
>> Thank you. Uh, let me just ask a question. Um, I know that Superintendent Chates said that as more money came in, you would put it towards BAP before we had this whole conversation about the So, is it okay to put the money that's coming in now into the OPED trust as we
would have put it into the BAP program? >> We can always add funds, yes, to the to the OPED trust. >> Okay. The the way that I might reframe it is that again the the commitment that's captured in the language that board member Gonz uh proposed and was
approved to me is an ongoing commitment. It's not a 26 27 or a 2728 commitment. It does not have an expiration date. When I look at 2829 that gives us 2 years to solve for 2829.
The same advocacy that I did with Cesaly, with Max, with Maria, with our our strong union folks can happen over the next couple of years to solve for 2829. We ha we have to be cognizant of the
impact that our decisions have on LEO's perspective on our fiscal stewardship. Their standard is not can we do this or is this legal. It is not as simple as that because as San said, we're not going to propose something that is
outright undoable or illegal. However, they are gauging the fiscal stewardship that we demonstrate in this very very difficult space. We have already to a large extent solved for BAP
for the next two school years. for Senny. We certainly have some work to do for 2728, but we have a hund00 million already there. What I would respectfully ask is that you hold me and hold me accountable to this. Not just the seven
folks here, but every single folk here and watching it on TV or on the stream, hold me to account that we will do everything possible to solve for 2829. But I and I say this with all respect.
This is not I don't think this is the approach to do that >> comments Carla. Sure. >> Go ahead. Go ahead Charlotte. >> So Simon, can you give us a little clarity? I know that we received a
letter in June indicating about our FSP and >> statutes obviously and so it's clear that I don't think anyone on this board wants to destroy the work that has been put
into BAP at all and I think we are definitely trying to figure ways for this entire district to be solvent. And so it is very important I believe as
we continue to do the work for the entire district and my children included because I have children that go to schools in this district and it's very personal as well. However,
we want to make sure that we have a district that we can govern after today. And I want you to be able to to express to us I want you to be able to express to us
the statutes of which and the steps in which LEO would take and we're not an anomaly. We're we are very much a big district. However, there are some circumstances that will come against us if we don't act in a way which does
preserve this entire district. So can you share with us exactly what a AB1200 is and why it was even created? >> Sure. >> Why did we have to have that? >> So the state passed a law, Assembly Bill 1200, that that resulted in districts
needing to vote in a public meeting for labor agreements as well as to submit to their respective county office of education documents showing the cost and the fiscal impact of labor agreements. and and the reason why the law was passed was because of significant school
district failures or or put it another way bankruptcies. Um and so in order to avoid additional school failures, um the state passed this law that made certain requirements when uh new labor agreements were being approved by by uh
school district boards. And so as part of that, we and this has been true for for for for a long time. We that's why board members vote on labor agreements. Um and then when those and as part of the board reports if you know people are looking at the board report they'll see
uh as part of one of the attachments of the board report approving the the labor agreements this form several pages called the AB1200. And the AB1200 again is a lot of financial tables that show the cost by fiscal year against the general fund
against the other operating funds. And it's necessary required because the county offices we we submit those to the county office and then they review them. We actually submit them to the county office before the board even takes action for their review. Um so that they can see the fiscal impact um and then
take any necessary actions as a result of of those fiscal impacts. So, we've sent those AB1200s, the ones that are before the board today, the the forms that go along with the labor agreements, uh, to the county. We had to do it at least 10 business days before
the board votes. And certainly, they showed a significant increase to the district's costs and and that's why the county has significant concerns about about the district's financial outlook.
Um they've noted that the salary increases in the agreements are substantially higher than the cost of living adjustment we're receiving from the state. That's one warning signal. Uh 2425 COLA was 1% a little bit over 1%. Last this year's COLA was 2.3. Next
year is 4.31 over that three-year period. The combined COLA was less than 8%. Uh the SEIU labor agreement before the board today increases salaries by 24% over that same three-year period. And so that's over three times the COLA. That's
something that county officers of education pay attention to and they see, wow, how is the district going to pay for that? And so that's why the fiscal stabilization plan is happening now. That's why they're pushing so hard on making sure that the fiscal stabilization plan is feasible.
Um, also part of the AB1200s are certification that the superintendent and the CFO or chief business official of each district must make, which is that the district can make meet those financial obligations that that are being approved. Um, the board can still approve agreements without that
certification. Um, it's never happened as far as I know at LA Unified. Um but but we we are basing that certification that we can meet the obligations being committed to in those labor agreements after a fiscal
stabilization plan is approved. But the details of the plan matter a lot uh not just any plan. >> Thank you for that. Um I think it gives us understanding as to why we have to have a a budget that makes us solvent
within this district. So that what happens if it's not and the county says this is not approvable so to speak what what is the next step? >> So the first level of intervention would
be a fiscal expert and uh they do a fiscal expert does not have uh veto authority over the board. But if the district is deemed to be unable to meet its financial obligations, then that would be the basis upon which they could appoint an adviser, a fiscal
adviser. Um, and then that fiscal adviser would have the ability to what's called stay and rescend actions by the board. But in other words, to to veto certain actions taken taken by the board. They can't undo the labor agreements, nothing like that. um but
they can prevent the board from taking certain actions that would have a negative fiscal impact on the district from that point forward. And so that is the kind of the steps the ladder of escalation if you will. Um if things get
even worse then that's when state interventions uh can potentially happen. Uh but that typically happens when districts run out of cash to pay their bills and need to take a loan from the state. Um and then that triggers the receiverhip
process at the state level. I'm oversimplifying a little bit. I'm kind of explaining it at the highest level. >> But has that ever happened in the county of Los Angeles? >> Uh yes. Uh there have been districts that have had not just county oversight, but have been in receiverhip at the
state level. It there is uh it it it does happen. It has happened um uh to to districts within LA County. >> Got it. >> Yeah. >> Well, appreciate you being able to enlighten us so we are all on the same
page of understanding and again as I opened no one wants BAP to be taken off. I think historically we understand the impact. We've seen it. We've seen the students grow. I've seen I've worked at
a school historically one of the blackest schools within this district. I am from that school. I know the impacts that those students receive from a program like this. So, I don't think we're here to give credit to what the program does. However, we have to be
responsible as to how we continue to keep the program going in fidelity within our schools. And I think for me that's what's most important is that we are implementing this program because we want to continue to see the growth and
the progress for our students within the schools and the communities of these schools. So it's very important that we make sure that those that within this plan within the school sites understand what's happening and the reason why it's
happening because an alarm kind of has been shifted because of our tenative agreements was which kind of opened up the door so to speak for us to kind of see like how can you do this and I want to share that LUSD has done done a great
job over the last couple years and I know the third year never comes because we tend to have large reserves but now we're using our reserves and so I don't know in whose home where you spend more
than you bring in that it continues to maintain and I think in the state of California to understand what a cola is the cost of living adjustment that the state gives us doesn't equate relate to what it is to live and work in the
communities that we serve. And it's very challenging for our workers, our labor partners to work in those communities when the cost of the materials, the things around the homes
around are constantly increasing. and LA Unified has done its best to kind of balance that out, but we don't have the revenue to continue to do that because we don't generate revenue. Correct. >> That's right. >> And so the fact that we don't generate revenue in the state does and we need a
different policy for LA County specifically because LA County is probably one of the most expensive places to live and yet the cola is the same throughout the entire state. Correct. >> That's right. So they don't give you a
special cola for LA County versus Hemtt versus Fresno versus all these other places where if I took a dollar from LA County and took it there, it could be $2 or $3, but in LA it's probably 50 cents.
So, I think we need to understand that we have to continue to advocate from the state in hopes that we get the money that's already there for our students here, but not to decimate what we already have going on here because we do have good
things here. I know I have health benefits. I've been with the district for a long time and I don't want those jeopardized and so I don't want any of our labor partners to have their health benefits jeopardized either. So I think we have to consider and think about it in the
long term. So appreciate you being able to give us a little education as to why or how we got here so we all can have an understanding so that we can all be in this together. Thank you for sharing that. >> Thank you. Thank you Charlotte. Anyone
else? Carla. >> Um, so I just want to clarify that the >> we already budget for benefits for our retirees. That's always baked into the budget. Yes. >> That's that's not at risk at all. >> That's right.
>> And um the trust is a separate account. Yes. >> Again, like a savings account that we will dip into and hopefully eventually be able to fund all of our retirees. But it is a a pocket of money. It's a pot of money that we could tap into right now
in order to preserve programs that support directly impact our students. If we do not do that in 2829, there will be according to where we are right now 777
million cut to BAP. So BAP remains on the FSP. There are still going to be very drastic cuts to it. So that we will be seeing very we will be in the same position if not worse right if we
leave BAP on the FSP and that's why I am proposing to tap into a pot of money 13% that's all I'm asking for into this reserve trust savings whatever you want
to call it that we put that in a plan for two years from now, but that we make that commitment right now to our students that they are not going to be the first thing that we put on a plan in order to balance a budget.
And that's why to me it's important that we do this. I don't think it's going to hurt retirees. I don't think it's going to if LEO sees that as not being prudent. You know, they're not prioritizing
students. That's how I see it. I prioritize students. I prioritize their needs. And to me, that is the thing that we need to protect before any savings account. So, I'm going to call the question and I ask my colleagues to
stand with me to approve this uh to move this to vote on this motion. Um it is something that we will be working toward eliminating, but I'd rather work toward moving that
out of the FSP OPE than to start working hard to move BAP out because I know that's going to be really hard. So I ask for your support and I call the question >> to the call move moving to call the question by Miss Ggo. Do you have a second?
>> Second >> black student. Seconded by board presidentson need five uh twothirds. I think that's five. That's five votes. So >> to end debate >> just to end debate. That's correct. Miss Newell. >> This just to end debate on this on this
item. >> Yes. Yes. >> Uh Dr. Rivas. Yes. >> Mr. Melvin. Yes. Miss Grigo. Yes. Miss Gomez. Yes. Mr. Ortiz Franklin stepped out. Board President. Yes. Okay. So, the question has been called. Now, it's time to vote on board member Grego's amendment. Does everyone recall the
amendment? >> We good? >> We do. >> Okay. All right. So, the proposed >> really quick. So, the 175 it's to eliminate BAP, right? Because we're already at 50.
We're 2020. So this is to eliminate it all together and add that >> to remove BAP from the FSP in 2829. >> This will replace that >> and the funds would replace will be used for general fund to pay for the um pay
as you go and then release some of that fund to pay for visa. >> So this re uh releases visa from 2728 and 2829. >> No, this only this is only for 2829 >> for 2829. This is a little This is a little awkward for me because you all are my bosses, but a call a call to the
question is supposed to mean that debate debate debate is concluded. >> Clarification. >> Okay. >> All right. So, now we're going to vote on it. Everyone good? All right. I'm going to read it. I'm going to read it in the record just so everyone can follow along. The proposed amendment to tab two in addition to board member
Gonz's amendment and this is from board member GGO. Amen. Amend the fiscal stabilization plan to I'll make sure you all can hear me. remove BAP from the fiscal stabilization plan for the 2028 2029 year by a draw down of 175 million
from the OPED trust. We clear? >> Yes. >> Okay. Uh now for the vote. Miss Newell >> passes. >> All right. I'll come back to you. Dr. Rivas, >> yes. >> Mr. Meloinne, >> no. >> Miss Grigo,
>> yes. >> Miss Gomez, >> yes. >> Uh Mr. Franklin is not here. Board President. >> YES. >> Miss Newell. coming back to you. >> Please, I need to have a conversation with legal.
>> Just a moment, please. Thank you. Congratulations. This is this is probably more emotional than it should be. Um, it's not even just say yes. We take a point of privilege.
We come in here and we disrespect this room often. We need we need collectively working together to make the change for this district ongoing
every one of us. So, it's not just say yes, but we are working together. And oftentimes, it doesn't feel that way as we continue to fight for our black students. Yes. Our black students. Yes.
As the only black board member up here. And it's not that act. It's not an act at all. It's never been an act. YES, >> we have um one vote to collect. And now, uh, the board can continue to
discuss the FSP under tab 2 with the amendments included. >> Yes. I have a question. Since you've been digging for money, I've been digging, too. And I have a question that I've had for 30 years.
>> Yes. 30 years. Textbooks and materials. To me, that is the biggest mystery of the century. So, what I'd like to know is I know there's a lot of money in there, right? But I really don't know what it's for. So, what I'd like to eventually find out from you. I don't expect you to have it in the top of your
head. Is uh how much is going into buying physical textbooks? How much is going into laptops? How much is going to iPads? And you know, given the the plan to reduce the use of uh techn not technology, um iPads and and uh and and
laptops, uh could we allocate some of that money towards Well, we already have the money for BAP, and I appreciate that, Carla, but I was going to uh ask for money from that savings to go to BAP, but I still like like to know the savings that we could have out of textbooks and materials that that that
special account that >> Sure. >> confuses me. Yes. The fiscal stabilization plan already includes $200 million of reductions to the non-school non- labor budget. That's an over 25%
reduction. So, I shared some pie charts that gave a little bit of a breakdown of those funds, including textbooks, but we can certainly follow up with additional additional information. Um, but yeah, that that reducing reducing those things, all of the things that you just
mentioned is already >> in the fiscal stabilization plan at the amount of $200 million >> and I appreciate that, but I still like to know the breakdown if I could eventually. What What is that money spent for? Thank you. That's it for me, >> Rosil. Yeah, just on you know I guess we
were we were all searching right for funds um to cover you know what means a lot to us which is BAP and and Senny um so looking and also going on the same line of questioning as our board
president on books and supplies so in the budget book the actuals for 2324 for books and supplies was 597.2 2 and 2425 it was 460.5
and estimated amounts for 2526 is 494.8 but then for 2627 we have 757 which is doesn't match what has been spent in the you know prior three years.
So why is that discrepancy in terms of why is it inflated given that in previous three years the district has paid for at least 200 has spent 250 million less than what it was allocated.
>> So not to repeat the answer I just provided to Mr. but obviously we're we're going to cut by even more than it's already been cut to non- labor. Um is there more juice to squeeze? I would say no. >> Nothing. >> Others can disagree. I would say no.
$200 million is a lot. In the past, when schools had carryover, those carryovers were budgeted in books and supplies. And so that contributed to a significant amount of the underspend you just highlighted. Given that there won't be carryover
starting next school year for the first time as was part of the previous fiscal stabilization plan, we expect the difference between what was spent and what was budgeted that variance to be much much smaller. Um it could turn out differently. We we'll see, right? The proof will be in
the pudding when we get to first interim and second interim. But because the carryover is zero, we don't expect to see that large amount of variance uh in >> so do you expect to spend close to 757? >> So there's another distinction I want to draw. There's the approved budget and
then the estimated budget. And I know these terms are a little bit confusing. The authorized budget is what the board is approving. Uh what ultimately gets spent. Uh we know that we're not going to spend everything that's budgeted. And so the multi-year projection that I
showed you does not assume that every budget that's approved is spent. We know that there's going to be underspend and especially in the non- labor areas. And so the multi-year projection is based off of that lower number, not the full authorized amount. And so I don't know exactly what uh will be spent next year
for books and supplies. Uh to the extent that there's less spending than we expect, that's part of how we'll get to the $200 million which I had shared earlier is going to be very very challenging. So by the first interim you'll have a clear picture as to that's right how and then we'll know if there's some savings right and then we can
allocate those savings to some some measure in the FSP. >> It is possible at the same time we may realize we've fallen short on some of the other altern items in the fiscal stabilization plan >> have to move a move money. >> Yeah. So let's say that our at first
interim our spending on books and supplies is lower than even what we're projecting. It's not necessarily the case that we'll be able to use that to restore programs because we may need it just to offset the fact that we might be unsuccessful in negotiating furloss or unsuccessful in negotiating benefit
agreements uh or health benefit cost sharing. So there's going to be a lot of things that are going to be updated >> at that time. That's right. >> I think Mr. Bravo Karimi highlights a key piece. You know, books and supplies is one line item. you know, our job is going to be to review every line item to
see where there's potential underspend opportunity. Um, that is the work, you know, between now and the next uh update that we'll give around the FSP. When Sammy are under attack, what do we do? >> Stand up.
>> When Sammy are under attack, what do we do? So I don't have any other questions. I just want to appreciate my colleagues in exploring ways to protect BSAP and Senny with as equity is clearly a priority for every single person every board member
here. So I want to appreciate that. Um, and I also had a motion, but it's at this point it's um it's pretty mute. Uh, but it reflects what Miss Kelly Gonz has presented, which was coming back to make
sure there's accountability, asking the district to come back in September to provide some recommendations um as to how to address the FSP given that, you know, revenues will hopefully
um will increase coming from the state. So, I look forward to continuing to work and addressing the FSP so we can put more money into Senny. That's all. Thanks. >> Thank you. Thank you, Rosio. Mr.
McClean, >> uh, still have to vote on tab 2. Is there further discussion? >> Okay, no further discussion. So, now we're voting on tab two with the two amendments that have been made. Uh, the tab two was first moved by Mr. T Franklin and seconded by Mr. Melvinne.
the vote on tab 2 uh the fiscal stabilization plan. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> no. >> Miss CGO, >> yes. >> Uh, Miss Gomez, >> yes. >> Miss Ortiz Franklin is not here right now. And board presidentson,
>> yes. >> That's one, two, three, four, five eyes. One no and one not here yet. So, FSP passes. Okay, we have other business to conduct today. Um,
we could take the consent calendar and see what items are going to be placed on consent. >> Give me one moment, please. Yeah. >> Okay. So, as most of you know, the consent calendar is a procedural mechanism the board uses to take a
single vote on multiple items at once. As I read through the items uh set for action today, the board will indicate out loud whether or not they have questions or wish to discuss it or if it should go on consent and I will say it out loud what they would they choose. So, uh tab one, there is no action on it but is sunshine agre agreement. Tab two
has been acted upon already. Uh, tab three, >> consent. >> Consent. >> Tab four, >> consent. >> Consent. Tab five, >> consent. >> Consent. Uh, tab six,
>> consent. >> Consent. Uh, tab seven, >> consent. >> Consent. Tab eight, >> consent. >> Consent. Tab nine >> question. >> All right, we'll put that in discussion
for board presidentson. Uh, tab 10 sent with comment. Tab 11. >> And as you know, tabs 12, 13, and 14 are hearings. So, we're going to take a lot of speakers on tabs 12, 13, and 14. The
time is now 4:14 p.m. Um, and we will begin taking Oh, hold on. Let me consult here. I don't usually do an iterative process. How many folks are here to speak to the LCAP? Can you put your hands up?
And how many are here to speak to general public comment? Okay. So, um we're going to go to the general public comment. It was supposed to start around three, so we're an hour hour behind. Um I'll call on the folks who are listed
themselves as being in person first and then we will call on those. >> I'm sorry. No, we don't we're not going to recess. Um >> All right. Laura Olivan, are you here? Laura Ols O Sullivan.
All right. come on down. And then after Miss O Sullivan is Michelle Fret and Delana Walker. All right, let me make sure the microphone is on please. >> All right, please go ahead. The two minutes is yours. >> Yielding Doo Kanchanche
start. >> Good afternoon board president who's not here um and members of the board. My name is Lucante. I'm the executive director of expand LA. I represent nearly 500 youth serving organizations across LA County. We are a sector. I'm here today because the funding
structure governing CBO after school programs is broken. And this board has the authority and the opportunity today to fix it. This is fundamentally a question of equity, equity in access, equity in funding, and equity in quality.
on access. State law requires ELOP funds be blended and braided to guarantee universal access to expanded learning programs. ALUSD receives 469 million in ELOP for fiscal
year 2627. That's almost 500 million annually just for after school cannot be used for inschool only after school. But it has yet 278 million has been allocated to non-school programs before
the required after-school programs are fully funded. That's a sequencing problem with real consequences for students. Investing in our afterchool CBOS guarantees quality programming, quality staffing, a wide range of enrichment that cannot be achieved on $8
reimbursement fees. on funding equity. CBOS's operate 154 sites in the district. That's 31% of all LUSD after school programming yet receive 10% of the total afterchool pool. Our ask is
modest to get 24.7 million. That's less than 7% of the 20 of the pool that's being used for um after school programs most eleas. So, we're only asking for less than 7%. Most alas in California
already fully fund their CBO partners. We're one of the only districts that doesn't, and you get the most money across the state. And the math favors that. Was that it? You have the ability to make a difference today.
>> Thank you so much for your time. >> All right. Michelle Fruter. Michelle F. Michelle, are you here? Michelle Frutter. Let me see if this person is online with us. No. Uh Delana Walker,
>> come on up. And uh a after Miss Walker is Kelly Woo. Good afternoon board members. My name is Delana Walker. I work at the Los Angeles Conservation Corps. The core has proudly partnered with LA USD for more than 40 years. Today, we serve 6,000 students
across 22 LA USD schools and board districts 1 2 3 5 6 and seven, many of the district's highest need communities. This is not just work for me. I was born and raised in LA, attended LA USD schools. I grew up in this community and
have a deep connection to this city. Many core staff are also LUSD graduates have returned to serve the same neighborhoods that raised them. Employed, teaching, mentoring young people and pouring back into the next generation.
That is what long-term community investment looks like. CBOS are not vendors. We've been partners before the inception of Beyond the Bell. Many partners now entrust us with their children once participated in
our programs. These relationships have been built over generations. Program programming for hundreds of thousands of students are on the line. Family depends on these programs so that they can work and support households.
Yet, we have been asked to do more with contracts that have not been kept pace with actual program costs. For years, CBOS have fundraised, leveraged outside resources, and absorbed rising expenses to keep services available. This simply
cannot continue. We simply cannot continue to operate this way anymore. Board members, please act now before programs close and students lose access to services this state has already paid for. Establish rates that reflect actual
program costs. bring master contracts current protect the CBO providers who have delivered district high needed stu high need students for decades. We are not the problem. We are the solution and we care deeply and wholeheartly about
student families and communities. Thank you for your time. >> Thank you for your time. >> Kelly Woo. Kelly W, are you here? Kelly Woo. All right. Individual identified solely as Daniel.
Daniel. All right. Annette Tuscano. Annette T. All right. Come on down. You have two minutes to speak. Why don't you begin? Uh, good afternoon board members. I will yield my time to Valentina Viskaya, one
of our youth. Valentina, >> you got this. Thank you. >> Hi, my name is Valentina and I am in third grade. I'm here today because the after school program at my school has made a real difference in my life and I want you to know and I want you to
understand what it will mean to lose it. Every day when school ends, I walk through the doors of my after school program. Inside there are people who are happy to see me. We do we do homework together. We play. We do art projects. It feels safe. It's fun. And it feels
like a place where I belong. When I'm stressed, the coaches are there for me. They are patient and they help me with my coping skills. When I struggle with math, my coaches help me. I improved and I felt proud of myself. This program just does doesn't just help me. It helps
my mom. My mom could go to work cuz she knows I'm she knows I'm safe. I'm here today to make sure that your pro that that you know how important that my
after school program is for me and all the kids kids at my school. These programs need to be important to you too because we because we need them. You have the power to make sure that our
programs get funds get the funds they need to provide with all the kids with great after school programs. Please please support our programs. Thank you for listening to me. >> Okay, let's see. Camille Dial. Camille
Dial over here. >> Good job. >> Here she comes. >> All right. Thank you. And then after Camille is Chastity or Chastity Franklin, >> come on down. You have two minutes to speak. Why don't you begin?
>> Good afternoon board members. My name is Camille Dial and I have proudly served LA USD for the past five years. First as a navigator and currently as a PSA with BAP. I am speaking today because I recently received a letter stating that I was not endorsed for continued
employment and that my contract will end on June 30th, 2026. What has been most difficult is not simply receiving the letter, but the fact that I still do not know why I was not endorsed. Throughout my time with LUSD, my evaluations have met or exceeded expectations. I have
never received discipline, a negative evaluation, or any indication that there were concerns about my performance. In a recent written response, human resource confirmed that my evaluations are satisfactory and advised me that BAP admin oversee the endorsement process.
Despite multiple requests for clarification, I still have not been provided with the reason for any non-endorsement, the fact um non-endorsement, the factors considered or information about any review process. I'm also aware that only a small number of BAP employees receive non-endorsement
letters. To date, no explanation has been provided as to why only a few of us received these letters. And I have received conflicting information regarding my future and the program's future in the district. At my school, we have improved attendance, straighten
strengthened family engagement, supported students, and built a positive school culture. Our principal has expressed support for my return because she wants to continue the progress we have made together. This is not just about me. Employees deserve transparency
when decisions are made that affect their careers, their reputation, and their ability to continue serving students. Schools also benefit from continuency when staff members have established trusted relationships with students, families, and school
communities. I'm not asking the district to guarantee grant guarantee employment. I'm simply asking for fairness, transparency, and consistency. I respectfully have asked the board to protect BSAP and review the BSAP non-endorsement process. The communication provided to affected
employees and where their adequate safeguards exist to ensure fairness, transparency, and consistency. >> Thank you for your time and consideration. >> Thank you for your time. Cassidy Franklin. Cassidy, I think you're here in person. Come on down. You have two minutes to
speak once you begin. >> Oh, okay. Oh. Um, good afternoon boy. My name is Chassity Franklin and I'm going into my senior year at George Washington Preparatory High School. Before coming
to Washington Prep, I attended Norbond High School, which gave me a different look on how support systems impacting students across different communities. When I transferred to Washington, I wasn't sure what to expect, especially because that's one of the schools, you know, you hear rumors with. One of the
reasons I found my place at Washington Prep was because of BAP. I seen BAP as a place where students felt comfortable sharing their experiences, supporting each other, and building community. For many of us, BAP became one of the few spaces on campuses campus where we felt
truly and felt understood. Since then, BAP has became a place where I eat lunch, connect with other students, and hear stories from young people who are often misunderstood, overlooked, or struggling to find support. That's when that's why I've chose concern about the
custody. As a black student, I know what it feels like to be judged before if someone knows who you are. I have been ignored. I have been targeted and treated differently based on assumptions. Assumptions people have made simply because of how I looked or even because
of the mic's report they will read. My story is not those of the reports or behaviors. In those moments, programs like BAP provide something school police never could. Trust, understanding, mentorship, and a sense of community. LUSD spent $70 million on school
policing. Yet, students like me continue to experience profiling and bias. Meanwhile, the programs that actually build relationships, improve school climate, and support black and brown student success are being asked to do more with less. At Washington Prep, students are already facing a loss of
critical resources. Cutting BAP and Cinei funding by over 80% is not investment in student success. It's a decision that will hurt the very students these programs were created to support. I am asking you today to listen to the students. Protect BSAP. Protect
Seni. Invest in support not cuts. Invest in students and not the systems that make us feel less safe and less understood. Thank you. Keep your time. Uh, Kalila Williams. Kala, are you here?
Let me see if Kala is online with us. No. All right. Uh, Jackie Cohen, are you here? Jackie Cohen. >> All right. Come on down, Miss Cohen. And then, uh, after Jackie Cohen is Ian
Kyler and Naja Khan. Thank you. I yield my time to Chris Jefferson. Thank you. >> My name is Chris Jefferson and the YMCA serves thousands of students across dozens of LUSD sites throughout the district. The YMCA's relationship with LA USD goes far beyond our afterchool
contracts. When schools close unexpectedly, we get the call. When there's a crisis in neighborhood, we show up. We are proud to be long-standing partners with LA USD and the communities we serve together. That is why we believe it is important that the funding decisions being made for the fiscal year be based on a complete and
accurate understanding of what it actually costs community- based organizations to deliver these programs. The district has presented cost comparisons between CBOS and district operated programs. The challenge is that those comparisons do not measure the same thing. For organizations like the
YMCA, our contract rate must cover everything it takes to safely and effectively serve students. that staffing, support, human resources, insurance, technology, compliance, training, and organizational leadership. Those are real costs of delivering highquality programs. District operated
programs are funded differently. Before funding decision decisions are made, we believe it is important to have a fully transparent apples to apples comparison that reflects the true cost of operating both models. We should make decisions based on complete information and a shared understanding of what it actually
costs to serve students. CBOS are currently receiving what is equivalent to 27 cents on the dollar compared to what the district spends to run its own programs. The base rate CBOS's are asking for is $1563 per student per day for general afterchool programming. And we are
asking that proportionate higher rates for TK students be maintained alongside alongside it reflecting the genuine cost difference of serving our youngest learners. 1563 is not an aspirational number. It's the floor. It's the minimum needed to deliver the base program and
keep the doors open. We can and want to do more for these students. The YMCA welcomes real accountability, transparent standards, honest evaluations. We respectfully ask this board to invest in the funding model that reflects the realities of delivering quality programs for students and families, and establish rates that
reflect actual cost, modernize the master contract, and continue supporting community organizations that have partnered with LA USD for decades. Thank you so much. >> Thank you for your time. All right, Ian Kyler, are you here? Ian K. And then
after Mr. K is Naja Con. >> Hello board. My name is Ian Keeler. I'm with a world fit for kids and for 32 years we have served thousands of students across LUSD. My message today is about accountability. Um, and we welcome it because it offers structure for us to demonstrate the value and
impact that we have in our communities. Unfortunately, what we've seen in recent history has not been accountability. For example, LD re LUSD reimbures CBOS on ADA, a precise daily auditable attendance metric. CBOS are penalized
for absent students. However, district-run programs do not and have no performance metric, no attendance consequence, and no requirement to justify their costs. the way CBOS's must this struct this is a structural double standard we believe the board has an
obligation to correct CBOS have received cease and desist letters for practices in place with full district knowledge for decades review scores that reflected our quality for years have dropped sharply without explanation we have even been restricted from surveying our own
families removing the very evidence we would use to demonstrate our impact and generate matching funds Real accountability requires clear explanations, honest process, and tools to show what we deliver. CBOS's additionally are asked to justify every
dollar of PU per pupil cost while district programs exclude every dollar spent by HR, IT, facilities, risk management, and central administration from their reported program costs. This is not sound stewardship of public funds and is not a fair basis for any
comparison. We're not asking operate without oversight. We're asking for oversight that applies equally and that is designed to strengthen programs, not destabilize them. So, please direct staff to apply the same ADA based, fully loaded cost accounting to district-run
programs that CBOS are required to meet and to commit to genuine transparent accountability process built in partnership with the providers. In summary, please establish rates that reflect the actual program costs, modernize the master contract, and
protect CBOS that have been doing this work for decades. >> Thank you for your time, >> Naja Khan. Naja, are you here? >> Naja Khan, >> I might be mispronouncing your name.
Naja Khan, I'm going to check online. All right. Makada Walker D. Makada, are you here? >> Is that that lady in the wheelchair? >> All right. Marissa Kamacho.
>> Okay, come on down, Miss Kamacho. You have two minutes to speak. Why don't you begin? >> Good afternoon. Yielding my time to Danny Salas. >> Okay, thank you. Please go ahead. Good afternoon board members and superintendent. My name is Danny Salas. I'm representing
Woodcraft Rangers who has served 10,000 students across more than 55 LUSD sites in every board uh district. We have served this community for six generations. 40% of our staff are alumni of our own programs. We are not visitors of uh we're not visitors to this
community. We are the community. And I need to speak honestly about what is actually taking a part here. We have built together. What we have built together is not what after school used to look like. We are not a babysitting program. We are not a recreation hour. We have evolved into something far more
intentional, active, and collaborative. We are meaningful learning environment where students don't just pass time, they discover who they are capable of becoming. To dismantle this work now would be would be to erase and transform um erase a transformation that took generations to build. The outcomes are
real. Students in our in our quality after school programs attend more regularly, perform better academically and develop the resilience to stay on track. These are not soft outcomes. They are metrics this board monitors and we deliver them at scale where the need is greatest and the alternatives are
fewest. The board has named graduation, aptentiism and enrollment as a priority. We move all three. The board has named reducing screen time and expanding arts and sports priorities. This is exactly what we provide. Defunding these programs does not advance those
priority. It reverses them. An ELOP opened the door that had never been be that had never been before for students with disabilities. If CBO programs close, those students don't lose an enrichment activity. They lose a legal required service the district has already been funded to provide. We are
asking the board to protect the programs that deliver on your stated priorities: graduation, attendance, enrollment, and equity. direct staff to fully fund community-based providers before organizations are forced to make permanent decisions about next year. We are asking for the board to act now
before programs close and students lose access to services this state has already paid for. Establish rates that reflect actual program costs and modernize the master contract. Protect the providers who have delivered for the district's highest need students for generation. Thank you.
>> Thank you for your time. >> Demani Turner. Demani Turner. Deanna T. >> Demani. >> Uh, Deja Chitham. >> Oh, >> Deja. >> Okay. >> Uh, Maria Daisy Ortiz.
>> Wow. >> Oh, Deja's coming up. MTO Ortiz. >> Okay. Please go ahead that you'll have two minutes to speak once you begin. Oh boy. Oh, no running in the boardroom. It's >> an easy joke. I make it every time.
>> Hey, you owe my sign to Kim Richards. >> Okay, please go ahead. >> Sorry about that. Hi. Um, my name is Kim Richards and I represent Boys and Girls Clubs. We serve 44 locations, uh, 13,000 students, and like the Y, when school is out, clubs are in. Thank you for
listening to the concerns raised today by the organizations that deliver expanded learning programs ac across Los Angeles. You have heard about funding formulas, reimbursement rates, staffing costs, and program requirements. Those details matter because it's core and it
the conversation is about something much simpler. It's about whether the organizations that help make afterchool programs possible can continue to do so under the existing funding structure. Community based organizations are not asking for special treatment. We are asking for a funding model that reflects
the actual cost of delivering services LUSD pro expects us to provide. For years, the district uh recognized this reality by utilizing ELOP funding to help bridge the gap between the reimbursement rates and the program costs. The challenge before us today is
not the need that the need has disappeared. The challenge is that the gap still exists. This is not about winning a negotiation. It's about ensuring that students continue to have access to safe, highquality programs, families can rely on afterchool care and
enrichment, and schools can continue to partner with experienced organizations that know their communities. We remain committed to this partnership. We remain committed to serving LUSD students. We respectfully ask that the board direct staff to continue working with providers
to identify a sustainable solution that preserves access, quality, and stability for the students and families that we collectively serve. We are asking this board to act now before programs close and students lose access to services the
state has already paid for. Establish rates that reflect actual program costs. modernize the master contract, protect the community-based providers who have delivered for this district's highest need students for decades. Thank you.
>> Thank you for your time. >> Okay, Maria Daisy Ortiz, please come on up. Uh for those of you in the audience who do not speak Spanish, Miss Ortiz is going to speak in Spanish. And if you'd like to hear what she's saying in English as she's speaking in Spanish, please put your hands up and we'll get
you these translation headsets. A couple more. Anybody up top need a translation headset? >> Okay. Gracias. >> Good afternoon everybody. My name is Maria Desi Ortiz and I want to recognize that here there was a committee the CAC
who recognized the faults that the district has shown that there's no parent enga effective parent engagement establishing committees because the federal law has title one for parent engagement and is so that parents can
participate and are informed. And so my question to you is seeing those faults shortcomings that parents don't receive the information that parents do not have interpretation. Here I see interpretation here. I see safety here. I see that the air conditioning is not
in uh it's works. So are you more important than students? No. You have work because of our students and those that you have to serve is our students. But those students are not orphans. They
have parents. And so you need to change your anti-parent bulletins because the law for parent engagement states that the district needs to train their staff so that they can work with parents. But no, but now what you
use is that how to send a parent uh disrupt a parent letter, how they shouldn't come to school. So now parents have to make their voice heard and exercise their rights because the parent is the students advocate. When you take
away the parent, you have to live according to the theories of Eddie Ergensson that in the environments for our students, school environments and families and they need to work together and you are not doing that. And so
because of that and the money you are receiving it, you're just spending it in other things and so you bulletins need to be changed so that parents are able to participate. you need when did you last train your staff so that they stop
sending the parent disruptive letter. All the families are important. They matter and you need to make changes because they are the ones that generate the funds so that you can work. Do not use your positions for intimidation to that. >> Thank you for your time.
>> All right. There's some folks who I think were not here when we first called. Mallayia, are you here? Mallayia Tavarez. Malaya, is that you? Mallayia. >> All right. Thank you, sir. All right.
And then after uh Mallaya, is Kelly Woo in the room? Kelly Woo. Daniel. >> All right. Uh Daniel, you're you're gonna go right after Mallayia, come on up. You'll have two minutes to speak.
Why don't you begin? Hey, I'm a senior at Washington Preparatory High School. As I've said time and time again, I come here to speak up because I care, but I haven't always felt listened to. That's why I keep showing up and using my voice. Our students need support, opportunities, and resources, which is why we need to
continue funding BAP. BAP has made a positive impact on students like me. Whenever I need a break, I go to BAP. And even when I just need to to warm up my food, I go there because it's a safe place and a welcoming place. Taking away that support will hurt our school
community. As my last year of high school approaches, I'm ask you to continue funding BAP. As an African-American student, this program is important, not only to me, but also to my family, friends, and peers. I want you to understand just how much BAP
means to us. Being black, I already face barriers and I do not always feel safe or seen. At my school, the BAP counselors and staff make me feel important, valued, or and heard. They check on me every day. They genuinely care about my well-being, and I can't
say that about a lot of people. They have created a space where I feel supported, where I know my voice matters. I'm asking you to listen to our voices and to continue investing in programs that help black students succeed. Please continue funding BAP so
other future so other students can have the same support opportunities and sense of belonging that I have been lucky enough to experience. Thank you. >> Thank you for your time. Uh Daniel,
good afternoon school board. It's been uh it's been a minute, huh? Y'all made me lose my World Cup game. So, but I want to thank firstly I want to start off by thanking Carla Grio and Kylie Gonz for bringing that resolution and motion into into the uh fiscal stabilization plan. And I want to thank
Miss Newville here for voting yes. I know that sometimes it feels like disrespect, but I promise you it's just advocating. It's just organizing. And that's how we get things done as organizers and as advocators. And let it be known too that it is we are not finished. We are not finished here. We
will continue to push and we will continue to fight for what is rightfully ours which is BAP Seni and and more funding towards schools that really need it. So I'm really I'm still really grateful for Miss Gonz and Miss Ggo for proposing these two amendments to the to
the fiscal stabilization plans. And I'm gonna give my time to >> um and I wanted to say once again, like he said, I wanted to say thank you to all y'all for voting yes. For those who did vote yes, especially to Miss Carlo and Miss Kelly, thank you so much like for supporting us for BAP and Senny. And I also want to say we do want to work
together with y'all and we will always try to make this together as us as the staff and the students who are part of LSD with y'all to like make accommodations, but we will always be here to fight for what's right like especially for what we need for our schools for us as students. And thank you so much.
Thank you for your time. >> Hey, still looking for folks. Maria Miranda, are you here? Come on up. You'll have two minutes to speak once you begin. >> I'm yielding my time to Trevor Lander.
>> Hi everyone. Uh my name is Trevor, director of education advocacy at One Institute. Um we empower youth and teachers and families across L USD to bring queer and trans histories into classrooms and communities. And I'm here today um in solidarity with my
colleagues from the Rainbow Education Coalition, from Students Deserve and UTLA um to call for the protection of BAP funds and the establishment of an LGBTQ plus steering committee. I want to echo uh the appreciation for board
members Gonz and Grigo for bringing those amendments um earlier and for everyone who supported those. Um in 1963, the legendary black gay writer and civil rights activist James Baldwin gave a talk to teachers in New York and he shared these words that I that I want to
quote. We are living through a very dangerous time. Everyone in this room is in one way or another aware of that. We are in a revolutionary situation. No matter how unpopular that word has become in this country, the society in which we live is desperately menaced not
by Kruev but from within. To any citizen of this country who figures himself as responsible and particularly those of you who deal with the minds and hearts of young people must be prepared to go for broke. End quote. Um, according to
GLlisten's 2025 National School Climate Survey of LGBTQ plus students, 48% of black and brown LGBTQ plus students reported facing harassment due to race or ethnicity in the 2023 2024 school year. And black LGBTQ focus group
participants reported feeling disconnected from their school GSAs. So, I want to uplift again the importance of BSAP programs um for all of our uh black students in LA USD. Um again, thank you
for these amendments earlier to the FSP. Um and we'll continue to be here to advocate for BAP and for an LGBTQ plus steering committee. Thank you. Thank you for your time. All right. And we have one remote caller, Adam Gotautle, I see on the
line, Adam Gotautle, please press star six to unmute yourself. And you have two minutes to speak. Once you begin, Adam Gotautle. I can see you online with us. Uh Mr. Gotautle, please press star six to unmute yourself and you'll have two
minutes to speak once you begin. >> Last chance. Mr. Gotautle, I see you're with us. >> Good afternoon. Sorry, sorry wasn't getting to work. >> Can you please speak up, Mr. Mr. Gotautle, slow down for one sec? >> Can you please speak up and clearly because you're a little bit muffled and
then the two minutes is yours, sir. >> Uh good afternoon board superintendent. My name is Adam Gotautle on behalf of LA's Best uh which has operate expanded learning programs in partnership with LA USD for more than three decades. Uh I'm glad to join a a community of expanded learning partners in the room today uh
to talk about the vitality uh of enrichment programs that LD students and families uh certainly need at this time especially as cuts to enrichment success programs are being discussed today. Uh as you've heard allocated nearly million
years and >> Mr. Gotautly it sounds like you're underwater a little bit. Okay, if you >> We paused. >> Is that any better? >> That's so much better. Please go ahead. >> I appreciate you pausing. Sorry about that.
Um headphones. You never know what they're going to do. Uh if we can uh jump back into it. Really just want to talk to you about the importance of uh working with CBO partners to uh better fund and uh uh better serve students and
expanded learning programs. LA's Best, as many of you may know, uh, operates in more than 200 schools uh, across LA USD in before school, after school, and summer programming. Uh, we're just one of many providers that represent a
significant portion of the district's expanded learning footprint. Uh, that said, collectively, the community is operating on roughly 10% of the after school funding pool uh, for after school programs. The current per student rate for CBOS is about $9, which is significantly less uh than what LUSD
pays for uh in their own per student uh funding. In the new budget year, CBOS are asking for $1563 per student, still less than half of what the district spends on itself, but necessary to close the gap for students for community to operate these programs
for students and family families. Uh the funding cliff is is causing LA's Best's own relationship with the district to shift out of necessity, forcing it to act more like a CBO than a jointly operational entity that we've always been. Uh this funding concern is very much our concern and we stand with our fellow providers and informing you all
about the current structure and how it's not sustainable. Uh the board has the authority to act today as the funding for ELOP is already there. Uh the documented need and ask 24.7 million is modest uh relative to the cost of inaction which the district estimates as
over $50 million. Uh so I'm asking the board respectively and urgently to have to close that gap and to modernize the master contract. >> Thank you for your time. All right, that concludes all the speakers for general public comment and we now have speakers to items specific
comment for items that are on the consent calendar. So, >> oh, who was who? >> I have >> Oh, Kala, I'm sorry. Come on up. You have two minutes to speak. Kala, please come on up. Yeah.
>> Hello, school board. Um, my name is Kala. I'm yielding my time to Ezekiel. >> Good evening, members of the board. My name is Ezekiel Gatacho. I'm a rising senior at King Drew Magnet High School and a leader through students deserve. To begin, I would first like to acknowledge the improvements to student wellness brought under the Black Student
Achievement Plan. to name a few. Under BAP, black students have received academic support and counseling, mental health services, college and career readiness, cultural education, mentorship and community connection, and additional staff and school resources. I want to thank Carla and Kelly for the amendments they made to continue to
further protect BAP and Senny in their budget. This is a strong step forward and is greatly appreciated. And with the changes of the FSP, I want to take this moment to strongly advise against any further cuts to BAP staff positions. If we do not continue to protect BSAP staff positions, the impact will not
just appear on a budget stress. It will appear in our classrooms, in our counseling offices, in our students lives, students will lose access to trusted counselors, to mental health professionals, mentors, and support systems that would help them stay engaged and succeed in school. I would like to remind us remind us all of the
mission statement of this very district. Realizing excellence for all students by providing the unique, rigorous, and culturally relevant education that each and every student deserves. This action of and plan to remove stamp staff positions contradicts the promises of this very district. The district must continue to uplift and meet the needs of
its black and brown students. The district must ensure the black student achievement plan receives no cuts to staff positions and that the students who look like me are receiving the greatest, most equitable education to available to them. Thank you. >> Thank you for your time. >> All right, let's see if I missed anybody
else. Naja Khan, are you here? Naja Maka Walker D. All right, come on up, Maka. It's your time to shine, Michaela. All right, Demani Turner. Is someone going to get Maka? Is that
the feeling? >> And then she was not. Okay. Um All right. If she comes back, we can probably give her a time. So, on tab three, we have public speakers. This is for the Los Angeles, Orange County.
>> Okay. I was reading that real slow. >> Come on up, Maka. Are you here, Maka? Outstanding. Come on up. You'll have two minutes to speak once you begin. >> I um I'm actually going to yield my time >> to
>> you. You You're giving your time to another person. Oh, Vince H, Vincente, >> come on up, Vincente. You have two minutes to speak. Why don't you begin, sir? >> I want to start by saying thank you for passing the amendments. I know that this
is a big decision and I know it's more than just a yes, but it is more than everything for the students that this is going to benefit. So, thank you for everybody who supported our students. My name is Vente Rubio. I'm an incoming junior at San Pedro High School and I'm
a youth leader of students deserve and I want to offer some perspective on how a lot of people are like what we're afraid of and what we're thinking. There's been an undeniable spread of white supremacy across all of America,
especially when we look at DC and that's just the truth. And it's also undeniable that black and brown students have been given a disservice when it comes to public education. And especially when we look at the history of LA USD,
these two issues go hand in hand and they run side by side. So you can't talk about one without talking about the other. We are hoping to see continued support that for LUSD to protect our black and
brown students against this push and we appreciate all the help that we have received. I also want to talk about continuing the support for Senny. I appreciate the support that we got with Miss Gonz's
amendment and that's very important because my school will be losing around 1.5 million and other schools will be losing much more because our these are this money is necessary for our schools for our counselors and all our necessary staff
for our students that help them see a better future. I also want to talk about continuing to fund BAP and continuing to keep the staff for BAP funded as that is also completely necessary for our students.
That's all. Thank you. Have a good day. Thank you for your time. >> All right, Demani Turner, last call. All right, that concludes general public comment. We have comment on action specific items coming up. This
is tab three. Los Angeles Orange County Constru County county's Building and Construction Trades Councilou. Uh, let's see. Tab three. First individual is Alonzo Borin. Are you here? Alonzo W. Uh, Mr. David Tokauski.
Come on up. You'll have two minutes to speak once you begin. >> I I'm unsure. Am I under oath when I speak to tell the truth? >> Or we just assume that everyone who goes to the microphone is telling >> you have two minutes to speak, sir. Thank you. >> Okay.
>> I want to speak in favor of this contract. Of course, it's asked backwards in the sense that you should be doing the fiscal stabilization plan after you do the contracts. That's a no-brainer. Okay. You're increasing the number of employees. Good stuff. But
that adds to the the three-year issues. But the facilities guys and the gals who help pass all of our billions of dollars of bond, their contract is essential. I'm here for that. I'm here because you are spending general fund on a regular
basis, general fund money to pay for facilities things. Let me give you example. In the next three years, you will be de paying $28 million a year. That's 90 close to $90 million close to the BAP number. You're paying out of
general fund to pay for facilities, coops, and it. Number two, you're paying ELOP money, the most flexible money in the world. You're using it to pay for facilities for rubber mats on the playground when you have 9 billion or 14
billions of dollars. Why are you not vigilant on your general fund consolidation in in your in your fiscal spaghetti plan? Consolidation has been pushed back two years. What does it take? Do maybe we should hire Deote and
Ernston Young to do some work. Do you know that this district is under a federal disproportionality complaint on African-Americans being disproportionately put into
special ed? It requires that you take 15% of your federal money and apply it to African-American students. Well, duh. That should be part of the BAP. You You should find out where that $22 million is. your LCAP today.
Let me just say that that whole discussion that you was presented about your uh um monies in the OPEB from Gazsby and all that $1.5 billion is growing into the OPE. It is over a
billion dollars. It is raising major money and interest. Thank you for your time. >> You're welcome. All right, the next speaker is Lauren Book. Lauren B, are you here? Lauren Book, not here. Okay, so moving on to tab
four. The UTLA 25 through 27U. This is tab four. We have four speakers. Oelia Ryan, Oelia, I think I saw you. There you are. Come on up. You have two minutes to speak. Why don't you begin?
>> Thank you. Greetings, board members. I'm here Sophie Ryan to I am here along my fellow itinerants to urge to urge the board to ratify our labor contract. PSAs are the front
defense against chronic absentism. We are the bridge between school sites and vulnerable populations. We cannot support our families when our own rights are left in limbs. So I'm asking you to verify the contract to ratify the
contract because it's a prerequisite for equity. I'm also asking you to continue supporting BSAP and to ensure that our BAP schools group one and group two are fully staffed. We need our students need
the consistency. Our families need to support and our co-workers need to know their rights are secure. Please continue to help us. We need to fully staff BAP schools to close historic achievement
and opportunity gaps. We cannot undo years of progress towards racial and educational excellence. So, let's ratify the contract. We have been bargaining for over a year. Thank you for your time. >> Thank you for your time. Adriana Deator.
Adriana. All right. Martha Cox, are you here? Martha C. They actually might be online. I'm sorry about that. Hold on one moment there. All right. Uh Carmen Alberto, are
you here in person? Carmen, not here. All right. Moving on to tab five of the consent calendar. SEIU Local 99ou for units B, C, and G. This is tab five.
Uh, let's see. Leila Parales, Lila P. Lilia P. Marisol Graales. Maris Solj, are you here? Come on up. You'll have two minutes to
speak once you begin. Hello, my name is Marisol Graales and I'm the community school coordinator at UK Elementary and I'm here to support and to help ratify the SEIU contract. However, I'm also here to ask for you to
resend the RIFF notices for our classified staff. Uh we at Uclid are feeling it and we I'm going to share one of our parents. I'm also here representing our parents who I have received many letters that I have shared
with our district 2. Um, and she will share one of the letters from our parents. >> Hi, I'm here to respectfully request that Miss Erica Sanchez remain in her current position serving our school community. Miss Sanchez is an invaluable
member of the Uclid Avenue Magnet Elementary School family. Through her dedication, professionalism, kindness, and commitment to student and families, she has created a welcoming and supportive environment for everyone who enters the parent center. Miss Sanchez
consistently goes above and beyond her job responsibilities. She provides parents with valuable information about community resources, various safety programs, education opportunities, and service that benefits our families. She encourages parents in involvement and
helps create meaningful connections between the school and the community. Many parents have become active volunteers because Miss Sanchez's encouragement, guidance, and welcoming spirit. She has successfully organized fundraisers, coordinated family engagement
activities, and provided parents with opportunities to learn new skills. Her her positive impact can be seen through our school community. Most important, Miss Sanchez genuinely cares about our children. She treats every student with
kindness, respect, and compassions. Students know know her, trust her, and look forward to seeing her. Her presence contributes to the school and supportive culture that makes Uclid Avenue magnet school special. We believe Miss Sanchez
is an essential part of our school community and that her loss would have significant impact on students, parents, volunteers, and staff. We respectfully ask that you, the district, reconsider any district, please. >> Thank you. >> Thank you. >> All right, the remaining on tab
remaining folks on tab five are call in. So we'll see who's here with us. Uh, Isabel Agir, so you're on the line with us. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Isabel Agir. >> Hello. Good afternoon. >> Miss Ag is going to speak in Spanish.
So, if you'd like to hear what she's saying in English, please put your hands up and we'll get you these translation headsets. >> Okay. Ready, Miss Ag. >> Good afternoon. My name is Isabel Agira. In regard to number five, unit B. My
main worry, it worries me because what the district says that the training for DI isn't optional. Also, now with the accordance with district, SEIU would not privatizing work with special education.
I know you always give priority to labor partners although it shouldn't be like that because you are here to care >> for the student rights but pardon my ignorance I am not sure if I am right and I would like
clarification there in regard to that not privatizing work with special education this doesn't violate the rights of students due through the idea law, IDA
law, which is a federal law. I would like for us to put more emphasis on that and give more information in regards to that because it seems as if the students have the right to receive and the parents have the option as right and they have
the right to receive services from providers that are qualified. I would like then for you to take informed decisions to prevent conflicts in the future since we are now at a huge deficit. Thank you for your attention. Have a great day.
>> All right. I have concerned parent listed as speaking remotely. Um Oh, you're also speaking on the LCAP. So, here you are. Concerned parent, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Concerned parent.
>> Good afternoon, board members. no privatization of special education work. We let the district know that all student services including BII services and special education must be performed by LUSD stu L USD employees
unit Z subcontracting 1.0 Z. There shall be no further subcontracting a board historically and exclusively performed by SEIU employees without the express agreement of SEIU
board members. Special education services are the decisions of the required IEP team members. SEIU and other unions are not required IEP team members. Furthermore, special education is a federally and statemandated
which provides parents procedural safeguards and rights. This is not about privatization and this is not about political theater. The reason NPA and nonpublic agencies are contracted is so that students receive timely services in
accordance with their IEP. This has nothing to do with privatization and all of the little uh quotes and and little phrases that most unions go by and then they just run with it. What this article
has the potential to do is force a one-sizefits-all model that will steer away from the individualized and IEP. This will further create adversarial IEP meetings but more importantly limit student services. This also has the potential to increase the cost of due
process. So board members, is this appropriate and is and is this legally compliant with the ID IDA and California education code? I don't think so. So please look into your contracts and see what you approve because we've already
proved to be fiscally irresponsible and we don't want to continue that irresponsibility with our most vulnerable students. Thank you. >> Thank you for your time. All right, Lauren Hancock, you're are listed as speaking remotely, but I do not have you online. Are you in the
room, Lauren Hancock? Uh, Janine Stra, you're also listed as speaking remotely, but I do not have you online. Are you with us, Janine Stra? That is a no. Okay, moving on to tab six.
Associated Administrators of Los Angeles Teamsters Local 2010, Unit J 25 through 28U. We have one public one commenter. Um, Alan Paul, Alan Paul, are you in the room? Alan Paul, you're listed as speaking
remotely, but you are not online. Okay, so that finishes tab six. Going to tab seven. There's the tab seven. Going to tab eight. There is one speaker. Adoption of the comp compensation proposal for district representative and
non-represented classifications for 2527. Sale, are you here? Sale, not here. S R, are you here? Nope. Okay. Going on to tab eight. I mean, I'm sorry, tab nine.
That's on discussion. Uh tab 10 with a comment. We have public comment for tab 10. Um, Miss Newell, did you want to open with comments? Oh, you want to do the public comments
first, you say? Okay. Uh, Destiny Ray. All right, Miss Ray, come on down. Um, Joseph after Destiny and Marquavius Moore is after Joseph. So, come on down. You have two minutes to speak to tab 10.
>> I had to speak. >> It's all yours. Yeah, please. Two minutes is yours. >> Um, I was going to talk about the BAP cuts, but that was um I suppose fixed. Um, I just wanted to thank you guys cuz BAP is a program that I didn't I don't personally attend, but
I know people that attend it. And I I honestly didn't think it was going to get passed. I thought I thought I was going to get cut, but you guys pleasantly surprised me, especially you. You you had your moment, but I appreciate that instead of saying no, you did say yes.
Um, that's really it. I just wanted to say thank you. >> Thank you for your time. Uh, Joseph, uh, there you are. Come on down. You have two minutes to speak. Why don't you begin? >> What's up, board members, um, and Superintendent Chait? I I want to thank,
um, first board member Gonz, board member Grigo, who are not here, um, for taking the initiative to have some hard conversations. We know the district is having to make hard conver uh hard decisions that were not easy and we deeply appreciate that folks on this
board took seriously the impact that th those cuts would have on students who are in the district right now um and made decisions to help protect programs that have been lifelines, literal lifelines, especially for black students in this district. We really appreciate that. We appreciate all of you board
members who voted yes on that. And we understand that these are difficult decisions and we understand that folks also have very strong feelings about this and as Destiny said um did not feel did not have confidence that their district would vote in a way that made them feel seen that made them feel heard
that made them feel cared about. And so we appreciate it. And as many students have said, we are also in this fight with you to protect the district and to protect the transformations that this district has engaged in that have
massively massively massively shifted conditions for some of the high and highest need students, some of the most marginalized students in our district over the past five plus years. We are with you in the long haul to protect those transformations and to continue to
make even more transformations in the district. We will go with you to Sacramento. We will go with you wherever we need to go to help fight for the funding that this district needs. We know we know that public education must be funded more. We know that. We know
that billionaires and corporations in California must pay their fair share for public education. So, we appreciate that this board said we will not balance the budget on the backs of black students. We will not balance the budget on the backs of high and highest need schools.
Although we still know that there's more work to do there, we appreciate the commitment to refunding those programs and we're recommitting to working with you all. So, we appreciate you all listening to students today and we look forward to continuing to do this vital work uh moving forward. Thank y'all.
Maravius Moore, come on down. Maravius Moore, >> I'm back. >> Oh, you're back. Okay. >> Marquius, are you here? >> Okay. Christian Flag, are you here? I saw both these gentlemen earlier
calling in. All right. Christian flag, I'm hearing you're calling in remotely, but I do not have you online in front of me. Jordan, not here. Channing Martinez, I'm certain
I saw Mr. Martinez earlier. All right. Now folks calling in remotely. Jason Melendez here. Dia Ahmed also not online. And Crystal Goff or Crystal Joff.
That concludes the public comments for tab 10. >> Right. Well, thank you. Um, this resolution and we're bringing it obviously with the ask of a 72-hour waiver. Um,
ironically, as we speak of black student achievement and Junth being a holiday that obviously uh we recognize
only 5 years ago, kind of synonymous with BAP and um to even speak to Junth Um I I'll read my notes and then I'll share after. But
um United States obviously is marking 250th anniversary this year. We have a unique and profound obligation to reflect on the complete story of our nation, its triumph, its struggles and its ongoing journey toward liberty and
justice. Junth which we commemorate on June 19th and as mentioned this is the first that was in June of 2021. This marked a new dawn of emancipation of enslaved African-Americans in
Galveastston, Texas. Two years after the Emancipation Proclamation, it represent a pivotal moment when the reality of freedom began to catch up with the promise of our founding documents.
This resolution honors the immense contribution, resilience, and leadership of African-Americans who have shaped our democracy, economy, and culture despite the systemic barriers as we mentioned here
tonight. Today, LUSD serves as one of the most diverse student populations in the nation, providing inclusive, factual, and culturally responsive history,
education, directly strengthening our students engagement, and culturally empathy. as we mentioned right now with our BSAP program and in honoring the day of freedom, culture,
excellence, and community across Los Angeles Unified School District, I encourage everyone to lead with responsibility, respect, and care for one another. Every choice that we make helps create a
positive environment where families, students, educators, and neighbors can enjoy this important celebration together. This resolution isn't just symbolic. It encourages our superintendent and
individual schools to actively back our classroom instruction, culturally programming, historic exhibition, and community partnerships that elevate the African-American, the black history. And this is to be done
all year long. And so it is fitting today as we commemorate this uh Junth on this day and uh to be known for so much more.
But it is important I think and and this is version two you have coming around and there's a a piece that was added to the end of this um resolve that LUSD will continue to support respectful conduct of all of our students
participating in every community celebration. And that was added because we want to make sure that as we celebrate blacks in Los Angeles, across this country, across uh this state, that we
do it respectfully. And I think it's important to elevate that and that our students participate with respect as well as we model that for our students in this community. So as we bring this resolution, I hope my
colleagues would join in me in this opportunity to celebrate what we can celebrate annually and obviously participate in our schools across the district even though our schools will not be in session but we know as we
continue this work all year long. Thank you. >> Go ahead. Okay, very good. So, I want to mention a few things that Charlotte has said already, but I think they're worth repeating. Um,
Junth and the spirit of the legal documents that made it possible. The Emancipation Proclamation and the eventual passing of the 14th amendment are all connected to the important holiday that we are going to celebrate
on June 19th. But as a resol as the resolution calls, it is important to reflect on where we are now. The Emancipation, the Emancipation Proclamation, the 14th amendment, and Junth are all interconnected and they are all under threat.
In a few days, the Supreme Court of the United States is set to rule on Trump versus Barbara regarding what the 14th amendment means. Although the language is clear, as it says in the first sentence of the amendment, it says all
persons born or naturalized in the United States and subject to the jurisdiction thereof are citizens of the United States and of the state wherein they reside. So, in my opinion, there should be no consideration for a lawsuit
because the amendment makes it clear if you were born here, you're a citizen of the United States of America. And that's why Junth is an important holiday, not just for African-American history, but all American history. And by the way,
yes, thank you. By the way, African-American history is American history, right? Okay. It is to rebuke to the It is a rebuke to the ideology that some people are less than others due to their lineage, due to their spoken
language, due to their race, due to their ethnicity or culture. And it is a rejection of the supremacist theory that entire community can be rejected because of their family history. Finally, Junth is a testament to the power and
resilience demonstrating that this nation's strength lies in the diverse experiences of every man, every woman, every child, regardless of their race or their ethnicity. So, please add me as a co-sponsor.
>> Thank you, sir. >> You're welcome. >> Go ahead. Yes. So, um yes, I want to thank um my colleague uh Miss Port member Hendy Newell for your leadership and bringing this important resolution forward. I also respectfully asked to be
added as a co-sponsor and just you know at a time when um there are growing efforts across the country to narrow how history is taught and to diminish the experiences and contributions historically of historically marginalized communities.
It is more important than ever that our students have access to an honest, complete, and inclusive understanding of our nation's history. Junth commemorates a delayed arrival of freedom to the last enslaved African-Americans in Texas and serves as a powerful reminder that
progress has never been automatic. It has always required courage, advocacy, and a steadfast belief in the dignity and humanity of every individual. As we approach the 250th 250th anniversary of this country, we have an opportunity and
a responsibility to ensure that students learn not only about our country's triumphs, but also about the struggles and movements that have expanded freedom, strengthened democracy, and moved us closer to realizing our highest ideals. Teaching this history does not
divide us. It helps us better understand one another and equips young people to become thoughtful, engaged citizens. In this moment when questions of equity, belonging, and representation are being debated in communities across this country, Los Angeles Unified has an
opportunity to reaffirm that diversity is a strength and that truth matters and that every child deserves to feel seen, valued, and connected to the rich history that has shaped our nation. So, thank you so much for bringing this forward. >> Thank you,
>> Carla. Go ahead. >> Thank you, Charlotte, for bringing this forth. I just want to uplift the areas that speak to supporting instructional resources, curriculum enrichment, student activities, um and then um just let's see here
appreciation for um historical understanding, respect for diversity. um you and I sit on the uh curriculum and instruction committee and we've heard it from educators and parents about the importance of curriculum and the importance of our students being seen
and so I appreciate that you've brought this into this resolution as well. Um and I would like to be added as a co-sponsor if that's possible and thank you again. >> Yes, >> Kelly. I'll just add my my voice to the
chorus of gratitude to board member new bill for bringing this resolution. As we reflect on the last 250 years of our nation's history, it's important that we uplift the full true narrative of the American story because we can't celebrate the ideals of liberty and democracy without examining all the
struggles and resilience um and the continued ways in which we we fail to get there as a nation. And we know that Junth is a critical part of that narrative and our shared history. And um doing true justice to our students is giving them that complete education that reckons with the wrongs of our past, the
continued wrongs, and uplifts the stories of those who've been marginalized to help shape a better and more just country in the future. So I would love to be added as well if you'll have me. >> Mr. Nick, >> please just add me as a co-sponsor as well. Thanks, Shil.
Well, thank you for all the co-sponsorship. As we know, this work is not done alone and would hope that we continue to elevate the thoughts and the education of our history. And as mentioned, this is our American history.
So, thank you. >> All right, that was a consent item that had a an amendment to it which was discussed and also the rule 72 will be folded into the consent aspect here. There's also tab 11 which um has no
public comment on it and I failed to have the consent calendar moved. So can I have a move? Motion >> move it. >> Move by Miss Gomez. >> Seconded by >> All right. Miss Newill. >> We will vote on the consent calendar. Miss Newell.
>> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvin. >> Yes. >> Miss GGO. >> Yes. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin I think is joining remotely shortly. And board president Schmeur. >> Yes. All right. That's six eyes and one return vote. Um, we have one matter of
business left before the hearing on the LCAP. Uh, let's see. We've got tab nine. U President Morlson, you had a question. >> I do. I do. Um, this is about the 55% expenditure
um for uh hiring classroom teachers. And I and I know that um it seems like we're not trying hard enough, but we are. But we are. Um the district has been making investments in students that are not directly in the classroom, but they do
help with safety and academics. So Mr. Karimi, can you tell me whether positions that support students mental health such as psychiatric social workers, therapists, psychologists are
included in the 55%. >> They are not. >> They are not. And that's why we're not making the 55%. So, here we are trying to help the kids the best we can, but they don't count towards the 55% because they're not classroom uh teachers. Is that correct? >> That's right.
>> Okay. So everybody knows that we're doing our best. Thank you. Thank you. >> Kelly, >> Carla. >> Yeah. I just want to ask a quick question. Son, when this is I think the third year that we have not met that, what is do we have a plan in place for
next year? What is our expectation next year? for next year. >> Most likely we will have a lower and lower percentage as a result of the labor agreements that are being approved today. Um those labor agreements for one increase the positions that board
president Shimmerson mentioned. Um very important supports for students that have not just a social emotional but academic benefit but they do not count towards the 55%. Also, the salary increases for our classified employees is larger than
those uh within the classroom that count towards the 55%. So, the combination of those factors will result, all things being equal, with a lower and lower percentage. Um, now there are parts of the fiscal stabilization plan that include some very substantial reductions
to those same types of positions. So, that'll move in the other direction. Um, so it's hard to know exactly how it'll play balance out in in total, but about a third of unified school districts are submitting waiver requests. It's not a LUSD specific
challenge. It's a statewide challenge. Um, and because school districts more and more are providing supports for the whole child, um, then that's why so many school districts are now below the 55%. So, um, but I just wanted to make clear
that the labor agreements today, um, is not good or bad, but with respect to the 55%, they'll certainly move us, uh, to a lower percentage. >> But if we maintain the same staffing levels in this next year that we have right now, would we end up in the same about the same then? >> Yeah.
>> Okay. Thank you. >> Or or lower. >> Okay. Thank you. >> I'm going to move the item. >> All right. Moved by Miss Gomez. Second. >> Seconded by board presidentson. Are there any further questions as to tab nine?
>> Seeing none, Miss Newell. >> Yes. >> Dr. Ivas. >> Yes. >> Mr. Melvin. >> Yes. >> Miss CGO. >> Yes. >> Miss Gomez. >> Yes. >> For President? >> Yes. >> And we will return for Miss Ortiz Franklin's. >> I'm here. >> Oh, there you are. Outstanding. Um. Ah,
there you are. There you were. Can you're on Zoom. Can you announce that uh do the usual >> for childcare purposes? Yes. >> Thank you so much. How do you vote on tab 9? >> Yes. >> Okay. Um how do you vote on the consent
calendar? >> Yes. >> How do you vote on tab uh two? >> That's the FSP. >> Uh the underlying or the amendment or both? >> Okay, let's start with the amendments.
Well, I guess I'm a no on both, so maybe that makes it easy. >> That's easy enough. So, no. No on the amendment uh for the Grigo amendment. And as to the Kelly amendment, you have a yes. And then as to the actual um resolution, I mean
actual uh FSP. >> Yeah. Also no. >> Also no. Okay. Thank you. All right. >> And on the Junth resolution, can I be added as a co-sponsor, please? Yes. >> All right. That is a yes.
>> Okay. Now we have the LCAP public hearings. I have statements to read and then we uh take public comment. Thank you everyone for your patience. I know it's been a long day.
Okay. This is for tabs 12, 13, and 14. So, tab 12, adoption of the proposed 2627 budget. Tab 13, adoption of the 2026 LUSD uh local control and accountability plan and presentation of the 2026 state accountability dashboard
local indicators. The presentations occurred earlier today. Tab 14, adoption of the LUSD affiliated charter schools 2026 local control and accountability plans. Uh this constitutes a public hearing for those three items. A maximum of 45 individuals who wish to address
the board on these items will be heard. Each speaker will be able to make a two-minute presentation. Those who wish to speak should sign up in person or online. So, let's pull up the speakers. All right. So for tab 12, uh, Raina
Leva, Raina, see if you're online. You are not online with us. Maria Louisa Palma, I see you are here. Please come on up and you'll have two minutes to speak after you begin.
Well, I was surprised today. I had hopes that there was more sense in this room than I heard today. Uh, but thank you, Mr. Melvoyne. Thank you, Miss Ortiz Franklin, for voting no on the insanity that was proposed. Thank you,
Mr. Chade, for attempting to insert uh your thoughts and thank you to Mr. Saman Bravo Karimi for being so gracious in the face of so much madness that was discussed here today. Uh I really had high hopes that you would pass the FSP
and that you would have a really good chance of not being taken over by LEO. But hearing after what I heard today, wow, I think LEGO's coming out here, huh? I didn't think I was gonna be glad about that. But hearing what was discussed, I'm about to do a little
dance here. Cuz if that's what you all think is prudent fiscal management, you don't belong in those seats. I think LEGO could should come and take you over. You sit here and you only talk about the money, revenue, revenue and trying to take money from here or there
from this fund or the other, but you never talk about whether the money being spent is effective or ineffective. You know, my other favorite topic is LCAP. is not just here for you to rubber stamp it but the process is there the law is there that requires in LCAP that the
money is connected to the actions and is the money is connected to the outcomes the academic outcomes for the children these are the state priorities and I don't ever hear any of you discuss these outcomes and yet the money the money
needs to keep falling from the sky and that's the only focus here you all argue about that and now you've taken money from a fund that you should not take money out of and I don't think LEGO is going to be very happy with you. But hey, the stage is set. We'll see what
happens. And I'm rooting for Leo at this point. You've surprised me. I thought you all were better. >> Thank you for your time. Uh let's see. Sade Lopez, are you here? >> Come on down. You'll have two minutes to speak once you begin. And then after
Shade is Cheyenne Phoenix. >> Good afternoon, superintendent and members of the board. My name is Shade Lopez. I'm here today to urge this board in the strongest possible terms to fully protect and preserve funding for SENI and our dedicated psychiatric social
workers. Seni is not just a formula on a spreadsheet. It is our district's promise of equity in action. It ensures that resources go directly to schools and communities that have historically faced the steepest systemic barriers. Cutting SNI funding would dismantle the
precise tool we use to close the achievement gap and provide our most vulnerable students with a fighting chance. But equity isn't just about textbooks and technology. It is about the human beings who keep our students safe and whole.
That is why we cannot talk about Senni without talking about our psychiatric social workers. PSWs are the frontline anchors of our school's mental health. Every single day, they show up to handle crisises that regular staff are simply not equipped to manage. They address
toxic stress, unpack trauma, and provide a safe harbor for students who are drowning in anxiety, depression, or instability. We know the data. When schools have active PSWs, attendance goes up, suspensions rate drops, and graduation rates rise. You cannot teach a child
whose mind is in crisis. Academic excellence is entirely impossible without emotional stability. And PSWs provide that foundation. If you cut if you cut funding for SENI and eliminate PSW positions, you are not just balancing a budget. You are
removing the safety net from children who have nowhere else to turn. You are asking teachers to be therapists and you are leaving our highest need schools isolated. Please prioritize our children's mental health and equitable funding. Keep Senny strong and keep our
PSWs in schools and show our youth that their well-being is worth investing in. Thank you. >> Thank you for your time. Cheyenne Phoenix, are you here? Cheyenne, >> come on down. You'll have two minutes to speak once you begin. Y
I greeted you in both my traditional languages. I am Da from my mother's side. I am Northern Pyute from my father's side. I come here as an auntie, an organizer, an activist, a community member, but also um an alumni of LA Unified School District. Um and I've been here a few times before. I'm here
to represent American Indian and indigenous students, standing with Native parents, Native community, indigenous community, um and California Native Vote Project. My experience as a student was very isolated, marginalized. I just spoke to folks outside um and
we've shared a similar experience of being the only native kid at school. Being the only native kid um at school, it felt just uh in a way where you know you feel like you can't get through the system. I didn't feel encouraged. I didn't feel
like I could do my homework. I didn't uh I wasn't represented in the books and the materials. this the classroom um the native teachers right um the staff in school so I'm here to ask you not to defund the indigenous student American
Indian indigenous student comprehensive plan but rather invest more and keep it the way it is um and invest more because the future will change the indigenous students and native students are always the last ones they're always the ones
put to the bottom I hear y'all talking about Junth I hear folks And I see folks with the flags for LGBTQIA plus uh Pride Month. But in reality, you can't have none of that without first acknowledging the first
wrong of this so-called United States being founded 250 years ago. But also the the wrongs that come with that. And the wrongs that come with that comes with healing, comes with, you know, making corrections and making things right. So, we ask you to continue a
multi-year plan uh for this um to please give us a timeline um and to continue funding the indigenous student comprehensive plan um and including native communities, native languages and for the future, right, for the next seven generations to come. So, thank you.
>> Thank you for your time. Joseph Williams. Joseph Williams. All right, Danna Guen, come on up. Miss Guien, uh, Joseph, I see you, but I I think you were gonna
>> You good? Okay, come on out, Miss Guian. You'll have two minutes to speak once you get Miss Gen's going to speak in Spanish. So, if you'd like to hear what she's saying in English as she's speaking in Spanish, please put your hands up and we'll get you these translation headsets. Gracias.
>> Would you let a doctor that is crying when you see you have an accident? Would you let them uh operate on you or uh tend to you if that person is hurt? A doctor needs to think with a steady mind
not with empathy with the experience that they have and the decisions that they must make. The financial decisions are in the same way. You can't be taking may be made making financial due to emotional incompetence because you due
to the emotion you voted in that way and you talk about equity, equity, equity, equity, black and brown, all those things. when 23% of students is an English learner and they've only given them from LCAP
$24 million. But for African-American, you give them $175 million. Is that equity? The English learners are the ones that are performing the lowest. I am here to advocate for Latinos because we are the
ones that are most left behind and the ones with the most need. But you're not here for us and you're not here for African-Americans. You're here to pay for political favors that you have for other people. And also I was seeing how
I would like to know how is it that BSAP is managed because what the parents have told me is that it's pizza parties or they take him to the university like Louisiana, Georgia. But in math, the students in 11th grade are at 74% below
and 51% is three levels behind a grade level. That's what you need to see. So has BAP work to improve these numbers. Is it all these decisions that you emotional decisions that you will help so that students can improve
academically and have a better future? The future is not about emotions. It's about decision making. that even if it's tough, even if they boo you here just like they did for me, that you are able to withstand it and make the right decisions. Mr. Meloerti, thank you to
make better decisions. And it's I'm sorry that not everybody has the same mentality. >> All right, Karina, are you here? Karina >> uh Vincente Vincente uh John Paul Aienagga are you here? No.
Thank you. Jane Taylor >> Jana believe I saw Jana earlier. We'll be here for a minute if she comes back. Uh, Mason Thomas. Let's see. Micah.
Micah, are you here? Alberta Moore. Alberta Moore. Uh, Mare. Uh, Nyla. All right, let's see if the remote
callers are here. We have let's see Adriana Perez. Please press star six to unmute yourself and you have two minutes to speak once you begin. Audriana Perez. Hi. Okay. Um, yep.
>> Okay. Uh, 107. >> Well, good afternoon. First of all, my name is Adriana Perez and I represent Midamonte School. Today, I address you to make a formal complaint about the uh
uh school site. Two years ago, I noticed that a few classrooms in the cafeteria do not have air conditioning. And I think that it's not the only school. Due to this, some of the children have suffered from nose bleeds and headaches.
We have informed the principal or reported to the principal and she gives us different versions and does not resolve the problem. Also, we have taken it to the uh council the same problem and it's not resolved. And also I called
the operation center for region south to make that report and it's been a few months and they told me that they would call me to see what they could do about it and up to today they haven't called me. And lastly, what I'm asking is that
not a luxury. It is a n basic necessity because I am sure that the children it is difficult for them to learn in a environment like that just like the teachers as well and they cannot uh provide quality education. The students
cannot learn in that kind of situation and well thank you for your attention and you have a good afternoon. >> Thank you for your time. Let's see. Concerned parent, you were here uh just moments ago online, but I see that you are not online anymore.
Um, let's see. Nelly Mendes, you're signed up to speak remotely. Nelly Mendes, here. Uh, Karina Lopez, you're signed up to speak remotely. Karina Lopez, are you in the room? No.
Araceli Cabrera, Araceli Cabrera, are you here in the room? No. Marcela Garcia, also not online. Are you in the room, Marcela? Okay, we will go on down the list.
Kate C. Kate Calaboger, are you here? >> Not here. Kate, I can't pronounce this right. I believe Kate Cali. B U G A R. All right. Uh, Maria Daisy Ortiz, here
you are. Come on up. You'll have two minutes to speak once you begin. Miss Ortiz is going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put your hands up and we'll get you a translation headset. Okay, gracias. >> Good afternoon once again. My name is
Maria Dei Ortiz and well, you're here uh just painting a picture to say that you consulted and you know what you're going to do and how you will be approving certain things. But well, in reality is an embarrassment for those who voted
yes. And if you vote in favor to approve LCAP because you know very well that parents don't even uh aren't even explained about LCAP. They don't even know how LCUP works. Therefore, you
think that this is transparency just like the board president said or is it equity knowing that today's education is it's like luck to see who has a better teacher, better program because you make
decisions based on your political interest and you react that way. They're not proactive. If you're not proactive and you don't do the right thing, you don't even listen to your to to the people who advise you. You listen to the people that clean your mess. Those are
the ones you support. In reality, I would like for each and one of you to explain in which side because you have many recommendations and many actions that are recyclable every year are the same things, but the actions are outside
of what you put on your comments. But can any of you tell me what are the actions the effective ones that will help close the academic laws for AC and the for the students lowinccome and and the English learners?
What side of ELCAP is that on? I don't think you even read it or understand it. You only have people that inform mediocre information. This is why you give mediocre information. You leave you live in a mediocre way. And in reality, you are the most corrupt people when it
has to do with education. And you and I support LEO and I hope the government, the federal government, because I'm still writing to other institutions so that they can investigate you because this corruption needs to stop. What will you do with all this loss? Will you continue the new year and doing the same?
>> When will we have change? >> All right. Alonzo Warren, are you here? Alonzo Warren. Come on down, Mr. Warren. You'll have two minutes to speak after you begin. And then Latana Hole will be next. Hello everyone. My name is Alonzo Warren
from Kadre. First of all, I wanted to say thank you to uh Gomez and GGO for uh those amendments, but also for the rest of the board for gracefully uh passing those amendments as well. Um I think we did had a good day today, right? I mean, a lot of things happened, too. So, um
you know, but y'all were able to hear uh what parents had to say, you hear what the youth had to say as well and just kind of let it hit in your hearts around how much these resources mean to this community, right? how much the resources actually mean, but also what is the
impact? What is the impact on the ground? What is the impact in the schools? And what is the impact in homes, right? So, when folks go home today, they're going to know like, you know what, we are being supported. We have worked really, really, really hard and tyrously to be able to organize and
come out and show out. So, it's not as for as far as like um you know catching attitudes or all that, but the other person said this is how we advocate as well, but also this is what it looks like when folks feel like their lives on
the chopping block. This is like this is what survival looks like, right? So, yeah, just want to say thank you with that too as well. And um yeah, so uh cut school police continuously fund BAP. We wanted to continuously fund it today as well. Um, but like also other folks have
mentioned well and I'm going to continue with this too. We will go to this to the Capitol with y'all. We will make sure that this uh you know that we uh continue to advocate together and make sure that we are winning. That's it. Thank you.
>> Thank you for your time. Latana Ho. >> Thanks, Bert. Translation mic. Thank you, sir. Check check. Thank you. >> Jesus. Oh no. Good afternoon board members. My
name is Latana Hull and I'm a senior court parent from Cadre. Today's al today as you prepare to vote, we parents demand you reject cuts of BSAP incent. As parents, we know what our children
are carrying into schools every day. We see the effects of trauma, poverty, housing, instability, community violence, foster care involvement, and over policing. We see students struggling with attendance,
mental health, and academy and achievement. These challenges do not disappear because the budget is reduced. Our children need access to mental health services. They need counselors. They need PSAs,
PSWs, and trusted adults who can help them navigate crisis, build healthy relationships, and stay connected to schools. The students impacted by these decisions are not numbered on a sweep on a sweep
sheet. They are children who deserve every opportunity to succeed. Black students in attending high need schools continue to face barriers that require targeted support and investments. Parents have to spend years
advocating for resources that addresses these these challenges. We have to share our stories. We have to ride forward solutions. We have to show up because we know what is what's at stake. Today, I'm
asking you to listen. Balancing these budgets through reducing the fall hardest on black students in high need schools send a message about who needs or considered essential, who needs or
considered negotiable. Protect BAP. Protect resources. Protect mental health support. the staff who help students and families every day. The decisions you make today would affect students long after these.
>> Thank you for your time. >> Thank you. >> Thank you for your time. >> Okay. The next speaker is Paige. Paige, are you here? >> Come on up. You'll have two minutes to speak once you begin. >> I don't want you to trip on me. Just get this out.
There we go. >> Good afternoon, board members. My name is Paige and I am a parent leader at with Cadre. I'm here today speaking not only for my own family, but for parents across the district who want our children to have the resources they need
to succeed. I have seen firsthand what happens when schools receive targeted support through the Black Students Achievement Plan. I have seen students receive the attention, interventions, and opportunities they deserve. I have seen students become more engaged, more
connected, and more hopeful about their future. That's why it is deeply concerning to hear discussions about cuts to BSAP and reductions that could impact Cena schools. The needs of black students have not disappeared. The achievement gaps have
not disappeared. The barriers facing our highest need schools have not disappeared. When budgets get tight, the solution cannot be the balance to budget on the blacks of the black students and the schools that need the most support.
Equity cannot be something we support when life is good and abandoned when times are difficult. As parents, we expect the board to protect the investments that are making the difference. Protect BAP. Protect Cena schools. Protect the resources,
services, and staff that support students every day. Our children should not be asked to pay for the to to pay the price for our biggest crisis they did not they did not create. We urge you to stand by your commitments equity to
vote to protect the students and families who need these investments most times. Thank you. Thank you for your time. Okay, the next speaker is Thalia Carmona. Thalia, are you here? Not here.
Roslin Broadnax, are you here? Roslin. All right, come down. Come on down. Take your time. You have two minutes to speak. Why don't you begin? right here. >> Yeah. >> Hello. Can you guys hear me? >> Yes, ma'am. Please go ahead. >> Good evening. Good evening. Good
evening. I am Rosalyn Broad with Kadre Community Access Development Redefining Education for the last 25 years. I've been at this board all together at least 15 times. But I can say today we're very grateful as parents in this community.
And I also can say also I'm a messenger. So I'm not going to go into detail with that. And I can say you made the right decision today despite what other folks going to think today. It's not going to always be popular when we make the right decision because a lot of times we do the wrong thing for the right reason and
the right thing for the wrong reason. But at the end of the day it's still wrong. But when you do the right thing for the right reason, it's not popular all the time with men, but it's popular with a higher power. So the right thing is the right thing. And so I want to
share too with Ding Tink. I'm so happy I'm not leaving this place today. We're not knowing we're celebrating our independence day as black people. But I did as a parent take in my heart of what the two uh young ladies said concerning
the the the our people are Indian family sisters and our Spanish sisters because for one this foundation that we fight for as black folks in United States have built the foundation blood for others of color can stand on and fight for their
human right and their civil rights. These things are getting tore apart right now as we speak. Our schools are getting gutted. Gutted from the inside out. Our education department is gone. And so for our Spanish parent that feel that she's just here for her for Spanish children, I beg the different because
Kadra is here for all children. All children. If one win, if one succeed, we all succeed. And until we start learning how to stop saying me and start saying we like you guys did today, then we're all going to continue to stand for the
opposite sides and fall for anything. So I say we are so happy today because I'm as parents we are so tired of sitting back watching our children fall through the cracks standing aside watching them die mentally and spiritually. So with that said parent power thank you and we
will will be here and we will be monitoring anything and everything. Some of you guys know us well those who don't just parent power. >> Thank you for your time. >> Uh Jova Angel are you here? Jo to Angel.
>> And then after Miss Angel is Jason Melendez. Are you here? Come on down. You have two minutes to speak once you begin. >> She'll be speaking in Spanish. >> Yielding your time. Yeah. Can you just say it into the mic for me so I can
I'll be yielding my time to Maria Miranda. >> Okay. Miss Miranda is going to speak in Spanish. So if you'd like to hear what she's saying in English, either use your translation headsets or put your hands up so you can have one. Okay. Sorastos. Gracias.
>> Good afternoon everyone. I am Maria Miranda and I have a daughter in 75th Street Elementary. I am a mother with cadre and I'm a promoter with Los Angeles Women's Center. I am here to ask for you not to cut make any cuts at the schools especially those that have the
most needs to invest in the future of our children. It is important for schools to have quality education and for our students to be at a competitive level with other states. It is necessary for the district to choose how to use
the money in our schools to be used in an adequate manner since in past weeks was the final my daughter came to school with new books from all the units at school without using. I asked her if
they had some same ones to use at school and some at home and she said no it is the same books and they didn't use them in the whole school year. My daughter is in fourth grade. She got to an fourth
and then she came home with two trophies, a certificate for honor roll, silver honor role signed by the principal when she barely reached her level. I don't understand where her honor role is. If my daughter is not at
grade level, that is adequate. Same for all students with an IEP. It's important for the principal to be able to commit with all her students. We want to see results with our children
and with their knowledge, not on a paper. It doesn't help me as a mother to see my daughter have a three or a four when I know that her knowledge is not in her mind. Thank you for your time. >> Thank you for your time. Uh let's see.
Uh Jessica Santiago right here. Jessica, come on down. You have two minutes to speak once you begin. And then after Jessica is Cal Callahan. Minister to speak. Why don't you begin?
>> Hello, my name is Jessica. I'm with Latino Equality Alliance, an LGBTQ plus nonprofit based in Boille Heights and in the city of Bell. I'm also here with the Rainbow Education Coalition of Los Angeles. I want to start by thank you thanking you all for passing the pride
resolution last Friday and to remind us of the board informative due in less than 90 days. We urge meaningful collaboration in establishing a community alliance steering committee to advise on the allocating allocation of funding, resources, and support for LGBTQ plus affirming programs. I'm also
here to strongly oppose cuts to BAP and Seni and urge the board not to derail the progress black and bipok students have made. I wrote this before the amendments passed, but still the work and struggles are not over. The BOP star steering committee has shown us the
power of of bringing diverse voices together to advocate for black student equity. According to a 2020 National Black Justice Coalition and GLlisten report, over half of black LGBTQ plus students felt unsafe at schools because of their sexual orientation. And nearly
a third reported missing at least one day of school in the last month because they felt unsafe. Our youth need support and now is not the time to deny that support to them. According to a 2020 Hispanic Federation, Unidos US and Glisten report, over a third of Latin,
LGBTQ plus students reported missing at least one day of school in the last month as well because they felt unsafe or uncomfortable. Now is the time to reflect on the harsh experiences our students face on a daily. As we celebrate Pride Month, I reflect on my journey as a student in LSD from
elementary to high school. The challenges I faced as a queer student back then are still around today. And in some ways, they've gotten worse. I know this because of the students, families, and teachers we work with who are so open about their struggles on their school campuses. Our most vulnerable
youth and teachers, our career and trans community, our black and brown families, all need you to step up to fully support their academic success and mental well-being. Thank you for your time. >> Thank you. Uh Cal, come on down. You have two minutes to speak once you begin. And after Cal Callahan is Mr.
David Tokovski. >> Hello, my name is Cal Callahan and I'm a high school educator for sophom sophomores and seniors at Southgate High School and a member of educators for excellence and a member of the Rainbow Education Coalition. I'm here to advocate for the establishment of a
community alliance steering committee to advise on the allocation of funding, resources, and support for LGBTQ plus affirming programs. I also strongly oppose proposed cuts to BAP and commend the board members who voted yes today on the amendments to support BAP and SENI. As a queer educator, I create an
advocate for safe spaces on campus for queer students. Not only do they often come to me asking for help with advocating for things like gender neutral locker room spaces for PE, coming out, transitioning, etc. But also for some, I am the first queer adult that they know. Being a successful queer
adult in their lives is a sign that they can have a future where for so many for so many years there was not a way to see a happy future for themselves. I also am a resource for questioning and ally students. Since I'm a more reliable resource than the internet, they come to me with questions about themselves and their own identity that they are looking
for the words to describe or with questions on how to be respectful and supportive of their queer friends. As a literature teacher, I do incorporate information about queer authors and characters into my curriculum. This is natural for me because I have always gotten excited when I see people like me represented in the past. It is important
for students of all identities to learn that queer folks have always existed. However, I know for a fact not all of the English teachers at my school are doing this. Not to mention these details could be incorporated in all subject areas across the curriculum. I think many folks think they need to make a whole LGBTQ plus lesson and are afraid
that they would not do it justice. I just include things into my regular curriculum and address questions when they arise. However, it is not my job to educate my entire department or all of my colleagues on these issues. Nor it is always is it always safe for me to do so as one of the only trans teachers at my school. We would like to thank the
district for allocating 2 million last year for LGBTQ plus programs and for the passing of the pride resolution last week. At the same time, we maintain the importance of institutionalizing methods of the community participation in the decisions being made about LGBTQ plus policies. We need transparency and
engagement with stakeholders on the roll out of funds. Thank you. Thank you for your time. Uh Mr. Tarovski, come on up. You'll have two minutes to speak once you begin. >> Thank you very much. Board members, public, when you hear that the county has sent a letter, that letter is
public. You can get it by calling anybody at the county and get the letter and the letters each and every time. It is not attorney clown uh p attorney client privilege. It is a public record and it was represented here as something that they have some concerns about. Let's get the concerns on paper. Find
out what they are. If they're concerned about the health benefits and the furlows which have to be negotiated and therefore in two three weeks you'll get a letter for them that says you have to find another 300 and something million. Get the letter. Speak to people next. Continue to fight for the revenues. The
3.9 billion which is about 280 million for this district will probably be released in in September or October sometime uh what we call that Christmas and summer. Uh in addition, you have a new Congress that is coming in about five months. A new Congress. That new
Congress can do a lot on special ed. We know that the president will sign special ed bills because many Republican states have significant populations there. Additionally, you'll have a chance to fight for the rainy day fund to make sure they don't put any more money because the economy is booming. I don't know if you saw the stock markets
except for Amazon. Everything else seems to be booming. You're going to get so much money in December from corporations and from April that it'll make this year's boom look even more wonderful. Finally, uh there are issues like AB1200. CTA is moving to get rid of the
third year of the plan of the AB1200 which I saw be created. You should weigh in as an Amikus and help with that and make it not controlling but make it there. Additionally, Santa Monica is doing a citizens parcel tax just like uh that's a 50% not a 2/3. Finally, the
Brown Act. If you meet with the superintendent staff and they are encouraging in some way to get an awareness of a seven to no vote, that is a violation of the Brown Act and you could be deposed and guilty of a misdemeanor. So, be very careful about that. And finally, in the end, it's
either fear or hope. President Obama taught us that if you want to live by fear, I think you have the today the fiscal stabilization plan, which is more like the fear and the scarcity plan. Don't worry about takeover. Jim Morris is doing quite well in Englewood. Thank you.
>> Thank you for your time. >> All right. Uh Dearus Hernandez, >> Dearus Hernandez. >> Asher Titan, are you here? Asher. >> Um I have someone listed just as cadre parent.
anyone have to. >> All right, we'll be back. >> But Hoba, you already g you already you already had a slot on on this on this one. I'm I'm so sorry. I do not like turning speakers away, but we have
rules. Another cadre person who hasn't spoke on this item. No. Uh let's see. Gina Biola. Gina, are you here? Uh, Juniper Pon, come on down. You'll have two minutes to
speak. Why don't you begin? Hello, my name is Jun Pon. I'm a D LUSD alumni and today I represent American Indian and indigenous students and their families. As an American Indian LUSD student, I often felt singled out and tokenized at the hands of my peers, teachers, and administrators. When it came to showing diversity in LUSD
schools, I was made a priority. But when I experienced chronic bullying due to my native and economic background, when my teacher referred to native people as redskins, when my teachers shared inaccurate American Indian history, your staff turned a blind eye, leaving me without support. I urge members of the
LUSD board to continue funding the American Indian and indigenous student comprehensive plan as it can help American Indian and indigenous students receive the culturally accurate curriculum that they deserve. Increase awareness on lack of American Indian and indigenous student achievement by sharing best practices and research on native students. provide intentional
space for American Indian and indigenous students to be visually represented and overall address the inequity and support that native students experience. This is all at the hands of LUSD in your institutions. The implement the implementation of all listed will ultimately help American Indian and
indigenous students feel represented, supported and set up for success which is exactly what all students deserve. A thank you. >> Thank you for your time. Shannon Rivers come on up. You have two minutes to speak. Why don't you begin? Shannon Rivers.
>> My name is Shannon Rivers. I'm representing the California Native Vote Project. There are 640,000 Native American students in the United States. Do we know how many are in LA USD? No.
LD is the second largest unified school district in the country. We have over 300,000 Native Americans that live here in in Los Angeles, but LUSD still struggles to count our Native students.
The American Indian indigenous student comprehensive plan funding is necessary. It is necessary for not only our curriculum, not only our our our education, but it's important for us as native people to never be erased again.
We are celebrating, you are celebrating 250 years of this country. We've been here a lot longer than that. We are older than the concept of America. And we have to understand that indigenous peoples lack representation here and in
this school in this most diverse city. We still struggle to have our voices heard. We have rallies. We we send letters to LA USD and we still need accountability from LAUSD regarding the comprehensive plan. $10 million is
nothing. We need more. We need more to fund not only our programs but curriculum change and lesson plan development teacher cadre and culturally relevant programs in LUSD. And why education
matters is education is more than a path to academic achievement for native people for native communities. It is powerful. It is a powerful tool for cultural survival, sovereignty and healing. When education centers native
values, language and histories, it becomes a space of preserving tribal identity. teacher teaching native languages for example is not only the strength of cultural knowledge but also connects young people to their elders and to our
systems of ways of living. Thank you very much. >> Thank you for your time. Eric White, I see you're out there. Come on up. Eric White, come on up. You have two minutes to speak once you begin. Hold
on one second. Okay. Uh good afternoon, good evening. Um yeah, my name is Eric White. I'm a parent first. Um and my son go to Bowman Hills Elementary in District 1. and
um I'm a organizer of Reclaim Our Schools LA, a member of Black Lives Matter Los Angeles, and um I'm a parent leader with students deserve. And um I do many, many other things. Um but I'm here today to talk about number one, I want to acknowledge,
right, the vote and everything that happened with that. So that was very important and um it meant a lot to me as a black father with a black son. Um although I am a little disappointed in uh some folks how the vote went. U Mr. Melvoy and especially my son attending
um district 7 school. I'm definitely disappointed at how that vote went. Um and I wanted to acknowledge that. Uh couple things I wanted to name real quick today. Um it was a lot of district personnel. I counted myself upstairs at
least like 10 to 15 of them. I don't know what they here for, what they doing, but they was taking up a lot of seats from people that we had outside waiting in the sun, you know what I mean? That was out there hot. Some people actually went home. So, I don't know what they all doing, if they all need to be here, especially when there's
a big vote taking place like this, you know what I mean? I don't know how necessary that is. So, I just wanted to make uh mention that. And also, I wanted to mention that the street sweeping is on Tuesdays. So, the parking was horrendous today. Uh I was in and out all day trying to help people. navigate,
find where to park, people that never been here before. It's an accessibility issue. So, I don't know if LA USD can connect with the city, if we need to move the meeting day or what what we need to do, but I just feel like it's really like uh we actually had a parent
who got a ticket today because of that. Um so, I just wanted to mention that, let you all know that um yeah, I'm very very proud uh that BA is going to be around at least for the next couple years. Appreciate it. >> Come on. >> Thank you for your time.
All right. Now, I'm going to call on the folks who are listed as speaking remotely. Christian Flag, I see you're on the line. Christian Flag, please press star six to unmute yourself. And you'll have two minutes to speak once you begin. Christian flag. >> Christian flag, please go ahead.
>> Hello. Can folks hear me? >> Yes, we can. Please go ahead, sir. Yeah. Uh, good evening. Um, first I want to just apologize to Sister Shallette. I missed my public comment on
your resolution, the Junth uh, acknowledgement. I think that's really powerful. appreciate you and others that helped to make sure BAP was saved today because what better vehicle to ensure the history of Junth, the history of
black people in this country is elevated and acknowledged than something like BAP, right? Um, but yeah, going beyond that, talking about the budget and the LCAP, right? I think what really I'm going to just go back to the fundamentals because we we've talked
about this thing. We know what's going on. But the LCAP tells us on the very first page, right, when it shows this uh what is it? N7 billion. No. Yeah. 6.6 billion,
right? 1.6 billion of that is extra funding that is based on the enrollment of high need students. And you have a mechanism that the community helped design for you to identify where are these high need students because we know
that they're concentrated in particular communities. Cinei, the student equity needs index helps you to actually figure out how to redirect the resources to ensure that this extra funding that we got actually goes to those students.
That's that's not happening because we just gutted Ciney, right? We we did a little bit of a a stop gap. We, you know, I applaud we were uh able to get some concentrated funding to the high and highest need schools, but we have to figure out how do we do this thing
better. We're talking about billions of dollars that are generated by high need students that are not getting those resources. And I'll just go on the the LCAP lays out how much Cinei has been helpful in actually moving the numbers.
How much things like BP has actually been helpful in moving the numbers over the last three years. We see kind of positive trends in all of the measures. Thank you for your time. Thank you guys. >> Thank you for your time, sir. Okay. The next speaker is
Jason Melendez. calling in. Jathan Melendez, are you on the line, Mr. Melendez? >> Okay. Uh, Dariah Ahmed, Daria Ahmed, Selena, see you're on the line. Please press star six to unmute yourself and you'll
have two minutes to speak once you begin. Selena. >> Hello. Can you hear me? >> Yes, please go ahead. >> Hello. My name is Selena McLuren from Catalyst, California. Speaking on behalf of the Equity Alliance for LA's Kids. Um, I'm here to urge you to make good on
your commitment that any and all additional district revenue be used first to restore the cuts to the student equity needs index and the black student achievement plan by prioritizing the high and highest need schools and BP's group one schools. and that community be meaningfully involved in this process.
Um, at the beginning of this school year, Superintendent Carvalo stood before the LUD community and celebrated our progress, especially the gains of the black and brown students. And after looking at the LCAP that was released ahead of this meeting, I hope you guys noticed these gains have continued to rise, especially for our SENI high and
highest need students. But we must also be honest about what made them possible. Those gains happened because LUSD made intentional investments in equity through programs like SEI and BSAP. These programs both represent hard-fought community wins seeking to repair the generational harm that black
and brown students have experienced throughout the district's history. Given that black, brown, and English learner student enrollment are all positively correlated with these school needs, cuts to SEI budgets will fall unevenly on these student groups. The $700 million cut to SENI and the fiscal stabilization
plan will undoubtedly move the district backwards. At a time when these same students are under attack from the maniacs in the White House, these cuts exacerbate the loss of funds, supports, and safety that these students feel. As they all explained to you today, we will continue to organize, advocate, and work
alongside the district to ensure that these resources are restored to the students and schools who need the most. Black and brown students should not be asked to pay the price for the fiscal instability facing the state and this district. Thank you. >> Thank you for your time. All right,
we've got some more callers. Uh, Olga Gonzalez, I see you're on the or no, Leah Driscoll. Leah Driscale, 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. Leah Driscoll. >> Good evening. My name is Leah Garcia and
calling from the Partnership for Los Angeles schools and the Equity Alliance for Ellie's Kids. I want to start by saying thank you to board member Gonz and Grigo for their budget amendments today that reentered the needs of black and brown students by refunding VSAP. I also want to thank acting superintendent Chase for the conversation he had with
the equity alliance about our concerns regarding the proposed fiscal stabilization plan. Your team acknowledged that our high and highest need schools are being disproportionately impacted in the FSP and you committed to allocating additional state funds to Sunny and to BAP. And while the commitment and the budget amendments address some concerns,
the fiscal stabilization plan still proposes fully defunding Senny by school year 28 and 29, which will roll back a community victory established over a decade ago. Since Sunny was passed via resolution, any changes should go through a resolution, not through the fiscal stabilization plan. You've made
decisions proposed in this plan and this budget without real community engagement or consideration of our feedback. And I understand that the board wants us to find solutions to the district's budget problems and we are committed to advocating for more revenue with you. But the responsibility to protect our
high and highest need students through Senny and BAP is yours and yours alone as our elected leaders. By maintaining the proposed cuts to Senny, you are not prioritizing our high and highest need students. You are not prioritizing black and brown students. You are not prioritizing multilingual learners on
house students or students who your own indicators say they need additional funds to succeed. Our schools have already been devastated by the disproportionate impacts of semi- budget cuts for the next school year and the increased cuts and elimination of equitable funding streams like sunny are going to limit our students success
inside and outside of the classroom. We will lose counselors, mental health staff, academic support, community reps, and critical programs and services that our high and highest need schools need to make sure students are safe, healthy, and thriving. We urge you to invest the
full 700 million in SENI and codify the full investments in VSAP to affirm LUSD's commitment to educational justice for our black and brown students and high schools. There is no equity in LUSD without a fully funded sneak. Thank you. >> Thank you for your time. The next
speaker is Olga Gonzalez. Olga, I see you're on the line. Please press star six to unmute yourself and two minutes to speak once you begin. Olga Gonzalez. >> Hi. Can you hear me? >> Yes, we can. Please speak up a little bit, please. >> Okay.
>> Uh, good afternoon, Superintendent Shade, board members, and department leaders. My name is Ola Gonzalez and I am a community organizer and former LA USD student speaking on behalf of Innovate Public Schools. Innovate builds the capacity and parents of parents and
families to organize and advocate for highquality K through2 public education for lowincome students, students of color, English learners, and students with learning differences. We know LA USD is facing physical fiscal realities. Declining enrollment and rising cost
requires hard decisions and we appreciate the district's effort to engage families and organization in throughout the LCAP budget and SC and SP process. The district has identified equity, academic excellence, English
learner supports, family engagement, student wellness, and BSAP implementation as priorities. Those priorities must remain at the center of this conversation in every budgetary decision moving forward. Families understand that budgets are more than
numbers. Budgets are statements of values. When resources become limited, the students must already the the students who already face the greatest barriers should not bear the greatest burden. And thank you. So, thank you to the board members for your work to
protect BAP with the decisions that were made earlier. As the district moves forward with the fiscal stabilization plan, we urge you to continue investing as many in the programs, services, and supports that help students succeed, especially in our highest needs communities. This includes maintaining
meaningful investments to support student wellness, special education, English learners, family engagement, and equity focused programs that were created to address long-standing opportunity gaps. Please partner with communities, families, and community-
based organizations to ensure fiscal decisions strengthen, not weaken the support that our students rely on every day. We are ready to partner with the district to continue advocating at the state level to ensure our most undeserved students and districts like Eli continue to receive the funds they
need to help students thrive. Please protect these critical programs with our district. Thank you for your time. >> Thank you for your time. The next speaker is Laara V. Laura V. I see you're online with us. Please press star six to unmute yourself and you'll have two minutes to speak once you begin.
Laura V. Laura V, I see you're with us. Please press star six to unmute yourself. And you have two minutes to speak once you begin. Laura V. Last call for Laura. All right. Uh, Karina Lopez, I see you're on the line with us. Karina
Lopez, please press star six to unmute yourself, and you'll have two minutes to speak once you begin. Miss Lopez is going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put on your translation headsets. Okay, perfect. Yes, my name is Karina Lopez and I'm
calling well yes just to give this comment that well the difficulties that we face daily when it comes to the question of education and the lack of inclusion within the
committees to give recommendations for experiences lived experiences and the damage that it's causing that we are causing right that we're causing to all the students now that we have the celebration for
Junth or is that what it's called? I'm not sure if I'm pronouncing it correctly. I'm since I'm a Mexican. Uh my main language is Spanish. However, it speaks of the about of the slavery,
but we remain the same in some way. And well, segregation doesn't have doesn't have a limit on the part of the ones who are in control and can and direct things. The situation of which we're living
chaotically with our students, especially when it comes to special education. the schools, the nonpublic schools as well, they need to be investigated deeply and well, they they need to improve and to not be
hypocrites that they like love their children and the family. That's false. That's all false. 20 years of advocacy and I don't see any anything congruent with anything that they say. And so
we're just causing a lot of damage and we want to resolve it. us parents. Yes, we want to participate. We would like to thank you for Laura V. La V. Are you on the line? Please press star six to unmute yourself, Laura. And you'll have two
minutes to speak once you begin. Okay, that's the last call for Laura. That concludes uh the LCAP hearing. I have a statement to read. The board will be taking action on the proposed Los Angeles Unified School District 2627 budget, the 2026 LUSD
LCAP, and the affiliated charter schools 2026 LCAP at the June 23rd, 2026 board meeting. Uh so that's when the board will act. Sorry. That statement is just to say the
hearing was today for the public to give public input. There's no action taken today. Action is taken at a subsequent meeting which is next week. Hope to see you all there. Um are there any uh adjourning motions? >> Does anyone object to adjourning the
meeting? >> There are no objections. Thank you. The time is now 6:33 p.m. Thank you.