May 12, 2026 - 10:00am Regular Board Meeting

001right away. >> Good morning all. >> Welcome. The time is now 10:03 a.m. on May 12th, 2026. We are going to begin this regular meeting of the Los Angeles Unified School District Board of Education. Here we go. I'm going to take role. Miss Newell >> present. Dr. Rivas >> here. >> Mr. Meloinne >> here. Miss Grigo, Miss Gomez, Miss Ortiz Franklin >> present. >> Board President Schmurson >> present. >> And student board member Yang >> present. >> Okay. Right now we will go into the pledge of allegiance which is a video brought to us from board district 5. >> Y >> and I think it's Kim Elementary School. So let's all uh do the pledge. Hello, we are third graders from Asian Elementary School. >> I also the flag of the United States of America

002and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you everyone. Now we will go directly into the land acknowledgement. We'll pull it up on the screen in just a moment. We acknowledge that the Los Angeles Unified School District operates on land originally and still inhabited and cared for by the Gavaleno and Fernando Tatavian peoples who have stewarded this land for generations. We recognize these indigenous communities ongoing presence and contributions and honor their connection to this region. We recognize Gabileno people as the original stewards of the Los Angeles basin and the nearby coastal lands and the Fernando Tavium as protectors of the northern valleys. These lands have and continue to hold deep cultural and spiritual significance to their people and have shaped the community we

003live in today. We pay our respects to the hanuketam ancestors aihum elders and aohhinken our relatives and relations past present and emerging and commit to supporting indigenous communities through education ensuring their voices are heard and their legacies are respected. We commit to deepening our understanding of the histories and cultures of the native peoples of this land. This acknowledgement demonstrates our ongoing efforts to build and sustain relationships with indigenous communities and contribute to healing and reconciliation. Okay, good morning everyone. We'll begin with our labor partners. Do I have a labor partner who would like to begin? Morning. >> Hi. Good morning everybody. Uh good morning board. I see we're back labor partners. Um, my name is Santos Robles and I am a member of the SEIU Local 99 bargaining team and um, a proud IT worker.

004I really love my job. I really love going out to see the people uh, helping them. So, we do the on-site services portion. Um, we just ratified CIU Local 99 just ratified a historic contract. um which um it's a tenative it's a tenative agreement and the workers across the district stood united fought for respect dignity and stronger schools for students and obviously that includes uh making our community stronger. So we're really proud that we're able to work together and accomplish that. uh that agreement shows what possible when workers organize and stand together and obviously when we work as a team um we say the boss and the workers and we try to come up with solutions. Um as part of the fight as a district rescended the layoffs for the IT department which is 224

005people. Um there are still uh recognizes that there are other still other essential workers um that help keep the district running day after day and they currently have some rifts that are affecting them also. So we are um hoping that you could we you well you guys decide but um we can figure out a way to uh resend those rifts also. Um again for the same reasons you know we provide services students the community. Um so these are the workers basically clean our schools support students and families maintain campuses and keep transportation moving and they make sure that the schools are safe and functioning day after day. We want the board to extend that same commitment to the uh and fairness to all classifications. So, it goes back to obviously rescending the rifts. We also

006urge you to resend layoff notices to send workers that the district has incorrectly classified as restricted workers. And that's becoming an issue. I've been hearing about it. I don't know if you guys have. Um many community representatives and other workers with parents and students receive reduction in force notices even though they are permanent employees and not unrestricted status. So there must be some obviously paperwork problem or some procedural issues that are happening. Hopefully we can resolve those. That would be good. Our schools work best on experienced district employees who know our students, our campuses, and our communities because we live in them and we are the ones that do the work. Not that you don't, but we do that work. You guys do other work. This is an opportunity for the board to move forward

007in the spirit of the agreement that was just reached and send a clear message that LUSD values all of its workers. All. So today we want the district to do for all classification what was done for IT workers. Rescending the remaining layoffs and protecting the workers for making our schools um and who make our schools run every single day. Because when we invest in workers, we invest in students, families, and stronger schools for everyone. So, we hope that you will continue to invest into your payroll, right? Obviously, the employees, and we obviously will continue to do a great job and different jobs that we do. So, I bring that to you guys. Thanks, Good morning, LA USD board members, friends, family, and our labor partners. My name is Pastor Laneir Boyd Peterson. I am here

008today not only as a pastor, but as in transportation, I have been a school bus driver for the last 35 years of service. I am here to stand in the gap for many people, but most of all our bus drivers and our classified workers. I'm here to ask you why is it that we continue to lay off people? Clearly, yes, we won 24% but in retaliation now we are laying off bus drivers. We are laying off different people in classified working. I stand here today that we will not be quiet. We will no longer stand for this nonsense. Across the district, there are multitudes of people that are dealing with layoffs that are unlawful. These are the same people that continue day after day to continue to clean, to serve, to run your routes each

009and every day. It is unacceptable to continue to have contractors running routes. Why is it when we already have great bus drivers that can do the job, >> but yet we continue to contract out to such as Zoom. >> Contracting out is clearly against our bargaining contract, but yet we continue to do it. Sometimes I have to think about and look at why do I do this job? I do this job because I love the students that I transport. I love the fact that I leave a legacy that is unbearing for you to understand. But the children that I go to each and every day. Like a little boy that I used to pick up that was only six years old. This little boy would walk to school all by himself. But he knew that

010when he got to Miss Boyd's bus, he would be safe and okay. One day he came to the bus and I was looking for him, but I can see him in my rearview mirror. And I wouldn't leave the stop because once you identify with the kid, you are to stand by and wait for that student. The student came and I said, "What is going on with you?" He said, "Miss Boyd, I just left my grandmother dead in my living room." But he knew to come and see who Miss Boyd because she was going to get him to a safe location. So how dare we continue to contract out when you have the best sitting right in your face? How dare you consider to sit up here and contract out when you have each and every

011one of these classified members that come here and show up every day? I stopped by to tell somebody that never see the righteous forsaken nor his seed begging bread. We're tired of begging because God is not in that. So, I stopped by to tell y'all and wake y'all up. I know y'all looking real crazy right now, but I stopped by to tell somebody that we will not stand for these cuts. We will not stand for our people to be dismayed. >> I stopped by to tell you it's a warning before destruction. >> Wow. Good morning, superintendent, board members. Uh, thank you for allowing me to come up and speak. Uh, my name is Tony Amada. I have been a truck driver with LUSD for over 21 years. I was also a member of our SEIU

012Local 99 bargaining team that just negotiated a historic agreement with LUSD. Just a few weeks ago, when we announced a tenative agreement, you said that our work was essential. Yet, the district has issued hundreds of reduction in force and layoff notices. That includes three of my fellow class B truck drivers, dedicated drivers who have been there for students and for this district for nearly 10 years. During COVID, when schools shut down, these drivers risk their lives to deliver food, PPE gear. During the wildfires, these truck drivers went out impacted communities to support cleanup efforts. Every day, truck drivers make sure that our cafeterias have have food, that classrooms have papers and pencils, that inner school mail is delivered, and that students have books and computers. We have been doing this even with serious staffing shortages.

013Because keep in mind that we have mail, we have 40 mail delivery routes, but we only have 28 drivers. Okay? Just yesterday, three mail delivery routes did not go out because we don't have the drivers. But yet here you are proposing that you're going you're going to reduce drivers. It just doesn't make sense. Okay. How will the schools get the food supplies and mail that they need? Okay. Or are you proposing to expand subcontracting to Amazon and other private delivery companies? That I will remind you is a violation of the contract agreement we just reached and unlawful to lay off workers while contracting out our work. Not to mention the safety concerns it raises for students and staff at our schools. That's why we're here to demand that you stop the layoffs, resend the reduction

014in force notices to all workers, and let's make sure students have the services and support they need to learn so that they could be successful in school. Thank you. And now I'll be passing it over to Jennifer from CSEA. Thank you brothers and sisters from SEIU. Greetings board members, superintendent, labor partners, and esteemed guests. My name is Jennifer Dietar, CSEA first vice president, and I'm speaking here today on behalf of CSEA members being displaced due to central office reduction and force. I'm here to advocate for CSEA members. CSEA represents approximately 4,000 members and our roles include payroll specialist, insurance technicians, accounting technicians, human resource professionals, library technicians, financial managers and a whole host of other technical professional and least of not least of which the IT customer service rep customer service support technicians whom I

015have here with me today. I appreciate the difficult position making decisions regarding staffing creates and would like to help guide the conversation with facts. One thing I would like to bring to your attention is that although many of our members are not school-based, our members support teachers and staff that are. We again come to request that board that the board reconsider how closing positions of CCM members are ultimately impact the entire district. We respectfully ask how cutting workers without proportional cuts to management makes operating diff make makes operating district offices more efficient or provides appropriate support to teachers and students. These CSA displacements and layoffs represent less payroll specialists, less student resource navigators, less office technicians, less admin aids and a variety of other positions that directly support LA employees. We again asked how how

016it is less expensive to rehire reirees than to maintain permanent employees. Schools have hard choices to make regarding staffing due to decreasing in federal funding and increased costs of salaries and benefit contributions. I will also remiss in not requesting that as we anticipate more cuts to come that we ensure that all positions that are vacated when staff resign retirees retirees or promotes that their positions remain open allowing displaced employees to return as quickly as possible. There are often unintended consequences when trying to do the right thing. We are not asking for equality. We're asking for equity and that current reduction of force has been authorized disproportionately impacts our members who represent essential services to all district offices. All CSEA positions in the district are critical to support teachers, supporting students and supporting the LSD community,

017even those I did not read here today. We are the face of the district and provide support to all stakeholders. I implore you to I implore each of you to request detailed data to determine how rehiring retirees, retaining managers, outsourcing and AIdriven initiatives that remove CSEA member jobs align with your values and for what is best for teachers, students, staff, and all other LD stakeholders. Thank you for your time and consideration. Uh hello, my name is Ruben. I'm with the IT uh ITC CSR team. With that said, I'll be reading a uh passage. Uh dear board members and superintendent uh Andreas Uh, I stand here to express deep concern regarding the proposed layoffs impacting the IT customer support representative team at LUSD and to respectfully ask that you oppose this reduction. The ITCSR team serves

018as a critical access point for students, families, and staff across the district. Every day we resolve issues that directly affect a student's ability to learn, restoring account access, supporting enrollment, and ensuring that district systems function when they are needed the most. When these systems fail, instruction is interrupted. And we are the frontline team responsible for restoring that access. Our role extends beyond technical support. We guide families through complex and time sensitive enrollment processes such as independent study, a virtual academy, and the choices program. Many families depend on our assistance to successfully navigate these systems, particularly those who may face language barriers, limited access to to uh technology, and unfamiliarity with the district processes. During times of crisis, our importance becomes even more evident. During the cyber attack, the ITCSR worked extended hours managing overwhelming call

019volumes, restoring access, and supporting employees, families, and families under stress. We have also assisted families during wildf wildfires, emergencies, and other urgent situations. helping connect them to vital resources and services for uh for many in our community. We are not just a help desk, but we are a reliable and accessible point of support within LAUSD. Even under current staffing levels, uh our team manages extremely high uh high call and chat volumes. On days when staffing is reduced, weight times is uh weight times is increased and service delays becomes unavoidable. A reduction of this magnitude will significantly impact our ability to provide timely support uh particularly during critical periods such as the start of the school year when demand is at its highest. Students unable to access their classes, families unable to complete enrollment, and staff

020unable to use essential systems systems are not isolated issues. there are disruptions to the educational process itself. I also want to respectfully acknowledge and thank board members Carla Kelly Rousio for previously taking a position opposing the layoffs. Your leadership reflects a commitment to protecting essential services and ensuring that students and families continue to receive the support they need at this critical moment. I urge you to maintain that position and hopefully convince other opposed board members to join to join you in in opposing the layoffs. Continuing to oppose these layoffs will help preserve equitable access to education and prevent avoidable disruptions to learning and district operations. I respectfully ask that you vote to protect IT uh ITCSR positions and uphold the level of service that our students, families, and schools depend on every day. Thank you

021for your time, your leadership, and your continued commitment to the communities you serve. Good morning. My name is Ricardo Bauto. Before I begin, I want to thank board members Rosio Rivas, Carla Ggo, and Kelly Gonz for recognizing the value of classified employees who keep this district running. Today, I want to speak about the IT customer support representatives, the people who answer the phones every day when someone in this district needs help. We are the first point of contact when a parent is worried about their child's education. A student cannot log into schooly, a teacher cannot enter grade, a staff member has a payroll issue, or when schools and families need urgent support with the IT help desk, Mices, Schooly, Walligen, and parent hotline services they rely on every day. Most people never see the work

022we do. They only notice when system stop working. But every day, our team house keep the district moving. Many people do not realize that when systems go down at schools, classroom are impacted right away. Teachers lose access to tools they need to teach, staff cannot complete important work and families are left waiting for answers. Our team helps keep those system working so schools can continue operating every day. I know the thought of losing over 200 IT support positions sounds devastating and it is. It truly is. But for ITCSR, the proposed loss of 29 positions would eliminate more than half our entire team. We are stretched thin. Yet, we continue to show up every single day, whether by phone or chat because students, families, and staff depend on us. If these cuts move forward, support will

023decrease, wait times will increase, and the people who will feel it the most are the students, families who who rely on us when something goes wrong. Technology in school is no longer an option. When support is cut, access to education is affected. Employees did not create this financial problem, but employees are being asked to pay the price. Behind every position is a person. Behind every person is a family and behind every family is a future. The strength of LA USD has never come from a spreadsheet. It comes from the people who answer the calls, solve the problems, and support this community every single day. We're asking you to protect these positions for students, family, and the staff who depend on us. Thank you. Is there is there another speaker coming? >> Thank you. Come on

024down for other labor partners. Come on down, Miss Nichols. >> Good morning, everybody. >> Good morning. Good morning board members, steam superintendent. We are here again in coalition as you can see our brothers and sisters from labor unions advocating for dignity and respect and human capital being available at schools to serve. But we also know that our financial crisis is real when we have the governor holding on to 5.6 billion dollars of Prop 98 and we understand that. However, we cannot balance this budget on the backs of our employees who carry this district who are the heart and soul of this district and take away services and programs needed for our students. So we have a moral responsibility now, a moral calling to really work beyond just labor coalition, to work with LUSD management, to

025work with board members, to work with um all our partners to really impact advocacy at the state level because it really is the state that is holding the money that we desperately need to have all the human capital here that is represented today and to continue the programs that we have to serve our students. On May 7th, we had a historic Sacramento lobby day, a fundamental shift to how we work. Our recent lobby day in Sacramento marked a historic moment with labor board members, government relations, and our acting superintendent, Andress Chait. We walked into the governor's office side by side. This defies the traditional model of labor relations. labor partners always coming to fight for every single little morso that we can get for our for our employees and for our students. Traditionally, labor advocates

026for resources. That's what we're doing right now in coalition, human capital, and management sites budget limits. And we stand on opposite sides of the table. In Sacramento, we stood side by side. Yes. Let's give us all a round of applause because we are changing and breaking barriers and we need to stop pivoting once one against the other and start demanding the needed resources and funding that our boys and girls need so that we can have decent paying jobs. to be able to show the people that carry this district. What is it? Your 85,000 workers dignity and respect so that they can be able to afford to live and serve in Los Angeles. You know, that day we analyzed the exact same data together. We advocated with the exact same voice and we presented a united

027front for sustainable school funding. Again, we cannot budget. We cannot take this moment and not pause and reflect on the impact that this can have and will have. And we cannot make budget decisions on the backs of our employees and our students. We need fair funding and we need Prop 98 to be released and we need to fight for it together at the state level and beyond. When labor and management stand shouldertosh shoulder, it becomes impossible for legislators and the government to ignore us. We can no longer be dismissed. We can no longer make uh we can no longer make separate tasks and work in silo. We are demanding collective action. And why do we do this? What are we trying to protect besides our jobs and our well-being and our human capital that are

028critical for this district to be able to move forward? We are trying to protect also what happens every day when leaders have the resources to change student lives. Let me give you an example. Dr. Charles, principal of Wittman continuation has been called upon to work with the most vulnerable of students. students that maybe society look at as disregarded continuation schools. She has just received the California Option School Award and is also a recipient of the state level CCEA program award. This is huge. Why? Under her leadership, Woodman created a dual enrollment program that allows continuation high school students to enroll in junior college while still in high school and earn college credit. She relies on counselors to do this and all the other human capital folks that support student safety and supervision and all of

029the people that we need to run a school. This is a paradigm shift. Moving beyond credit recovery, rising expectations to college and beyond, bringing advanced academic opportunity to some of our most vulnerable students. She is changing the ceiling for what continuation students believe is possible. Why is this important? What is the moral anchor in this? This is why we fight for sustainable funding so that exceptional leaders like Dr. Charles have the resources to build programs that change the trajectory in the lives of our students. This is the connection between the macro politics of state capital and the micro reality inside a high school classroom. I call us to call I call us to have a call to action collectively. Let's not continue and let's not allow this to be a one-time collaboration. Let's continue to

030link arms, labor, management, board members, labor partners, and coalition. Let's continue to demand that Sacramento release the funding earmarked for students so that programs like dual language enrollment at Wittman continue to thrive so that marginalized students continue to access groundbreaking college pathways. We proved in Sacramento that unity produces power. Let's keep moving forward, refusing to get stuck in old models and continuing to fight the bureaucracy that stands between our students, our employees, and the resources we all deserve to make this district continue to grow and to thrive. When we stand together, we are no longer asking. We are demanding what our students need to succeed. Thank you. Thank you, Maria. I also see UTLA ready to come up. Come on up, UTLA. Good morning uh board members, acting superintendent Chait Georgia Flowers Lee representing United

031Teachers Los Angeles this morning and I am here with a group of members who are representing diverse job classifications within our unit, but who are facing issues at the micro level at their school sites. And these are issues that they are feeling very called to bring to the attention of the board because these are issues that fundamentally impact our students and they they feel very strongly that the board needs to hear from them directly and so I am going to turn it over to our first member Don Wilson who is an adult educator. Good morning. My name is Don Wilson and I teacher >> and I teach adults computer skills. In my 24 years of teaching, I taught thousands of students computer skills for better jobs and a better life. I have also led professional

032growth workshops for my fellow teachers many times and have encouraged other teachers to present at trainings in order to develop their skills. Two weeks ago, I was shocked when my principal told me that I would be non-reelected if I didn't resign by the end of the week. When I asked why, she gave no reason. This is not just a job for me. Being in the classroom with my students and helping them to achieve their goals and learn is the most important thing to me. The thought of not being with my students is so distressing. State law has recently changed, providing a path to permanent status for CTE teachers. Due to this, all CTE teachers in the district are probationary one status this year. Ironically, makes us vulnerable to be declared non-reelect even after years or

033decades with the district. While my principal has the power to do so, I feel that is profoundly wrong to treat a teacher of 24 years as non-reelect, a designation almost universally given to new teachers who have taught only a few months. I believe the only reason for this dismissal is that like many experienced teachers, I have an FMLA requiring more absences. I'm here asking you to reconsider this inappropriate treatment of myself and all experienced CTE teachers who are probationary 1. Thank you. Good morning, members of the board. My name is Sonia Kamacho and I am a teacher at Wilshire Park Elementary and a UL LUSD employee for 38 years. We are here because our community deserves better than the leadership that are currently Leanne Creary leads at our school. Today we are turning in a

034petition that represents the voices of families and community members who are deeply concerned about the climate, leadership, communication, and overall direction of our school. This petition is not about division. It's about accountability, transparency, and creating a positive learning environment where students and staffs can and staff can succeed. Unfortunately, many families and staff members no longer have confidence in principal cury's ability to effectively lead the school. Over time, trust has broken down, communication has suffered, and concerns raised by our community have not been adequately addressed. When families raise concerns, they should not feel ignored or dismissed. Teachers should not be told to move on after our colleague is murdered. Our community has tried to address concerns through proper channels and now we are asking the board and the district leadership to listen and take meaningful action.

035We ask the board to review our concerns to listen to the families and staff affected and take action and prior that prior prioritize students families and the long-term success of our school. Thank you for your time. Good morning. My name is Yan Estrada and I am also a teacher at Wilshshire Park Elementary. I have been teaching for about 24 years. And I'm here today because I care deeply about our students, our teachers, and the future of our school. Families should feel proud and confident when they send their children to school every day. Unfortunately, many parents at Wilshire Park no longer feel the sense of trust and partnership with the school's leadership. Parents and staff have raised serious concerns about communications, school climate, leadership decisions, and the way concerns from families have been handled. This is

036not the kind of environment for our stu that our students deserve. A strong start start a strong starts I'm sorry a school starts should be starting with a strong leadership a leadership that listens collaborates communicates openly and brings people together most of us no longer believe our current principal lean query is able to provide the leadership needed to move our school forward this is why a 100% of our teachers and I mean 100% of our teachers have signed and are committed to this petition in addition to many of our parents who are also with us. Um this does not come lightly especially after the events that happened this year in our school but this is what almost what broke the camel's back. So, we are asking the board to please, please listen to us and

037we're asking the board and leadership to hear our voices, review our concerns, and respectfully to re to re we are requesting a close session to go over specific documented examples. We ask the board to take meaningful action to restore trust within our school community. Thank you for your time and for listening to the concerns of the Wilshshire Park families. Good morning board. My name is Kaia Bailey. I'm a BAP pupil services and attendance counselor. I've been with the district for 10 years. Before BAP, I was a school-based PSA, so I know very well the nuances and differences in the work we do in BAP. I'm here today to advocate on behalf of the 22 BAP PSAs on temporary contracts who are going to be losing their jobs at the end of this school year. Many

038have been on a temp contract for more than one school year. Our positions rely on continuity and stability. So these folks should have never been put on a temporary contract in the first place. We need to get to the bottom of why that happened and make sure it doesn't happen again. And for some of these temps, they've received non-endors letters. We need answers on why they are not endorsed. We have asked multiple folks and we're not getting answers. Our unit has over 70 BAP PSAs, which means 30% of us are on temporary contracts. 40% of them are in group one schools which are schools that excuse me that demonstrate the highest need in performance indicators. So this issue absolutely affects each of the board members here because all of you have BAP schools in your

039districts. Just so you know in the last 5 years of BAP implementation reduction in black student chronic absenteeism has been 15%. Which is huge but we know there's still more work to be done. These BSAP PSAs are doing work in schools that have not had any PSA in years. They're building meaningful relationships with some of the most difficult to engage students and families, and they're creating safe and supportive school cultures. As a result, we're seeing increased attendance, obviously, stronger engagement with BSP families, meaning parents are more receptive, communicative, and proactive. We're seeing more staff engagement with mentorship and ownership of attendance systems and elevated positive identity for black students who take pride in their strengths. This is the foundation of BAP. These BAP PSAs went through an additional interview process to work in BAP specifically.

040Also, we're all receiving all of the BAP PSAs this year are receiving a certification in cultural proficiency, which is all the more reason to protect their positions. After decades without this level of support, we're finally building something our students and schools believe in. The academic gains we're seeing start with attendance. If the students are in C, they're not learning. And those academic successes become exponentially more difficult to attain. If black student success is truly a district priority, then the people carrying out that mission must also be treated like a priority. I'm calling on this board to uplift continuity and retain all temporary contract BAP PSAs and protect the relationships that are actually changing outcomes for black students. Thank you. Buenos Diaz. Good morning. Uh, members of the board, superintendent, and community. I am Delisa Alejandre.

041I'm an educator at Katherine Johnson STEM Academy since the beginning, joining in August of 2017 uh, school year. Before I begin, I want to share with you that the vote of no confidence documents from staff and families um, are going to be shared with you today. And we are currently gathering more family signatures. And during our initial meeting, all the families agreed that our current principal, Aoyo, is not a good fit for our school leadership and request request for her removal. Today, I stand before you representing a super majority at the staff at Katherine Johnson STEM Academy. We are here because our school community is in in a crisis and the crisis can no longer be ignored. This is not just about personality conflicts or isolated disagreements. This is about a serious breakdown in leadership

042that is harming students, staff, and the overall climate at our campus. Under A Royal, under Principal Aoyo's leadership, we have witnessed an alarming rise in student and family conflicts requiring repeated police intervention. Staff members are left without adequate support while students are faced to learn in an environment marked in by instability and tension. We have also seen the continued marginalization of black staff and programs through the lack of meaningful support for the BAT plan and the Black History Month initiatives. Additionally, black staff members have experienced targeted denials of leave requests, contributing to a hostile and inequitable work environment. At the same time, critical illness paperwork and payroll approvals have been delayed, directly impacting the financial and personal well-being of employees who dedicate themselves to our students every single day. Board member Nick Malvoy had the

043privilege of visiting our campus under previous leadership and witnessed a thriving school community, students engaged, staff united, and a campus filled with pride, stability, and joy. The condition at our school today is unrecognizable from what he has once saw and frankly it's heartbreaking to witness how things have de deteriorated under the current admin. Staff members have documented concerns, followed proper channels and attempted collaboration yet consitions continue to deteriorate. This is why the staff at Katherine Johnson STEM Academy took the extraordinary step of conducting a formal vote of no confidence against Principal Aoyo. And that vote passed with a clear supermajority. And this board must recognize that this is not an isolated incident. This is now the second school community that has been forced to issue a vote of no confidence under Miss Aoyo's leadership. That

044is a pattern, not a coincidence. Today, I'm handd delivering our signed letter to the board. Our students deserve safety. Our staff deserves dignity and respect. And our families deserve trust and stability. for the well-being and future of our school community. We are demanding immediate attention and the removal of principal Yenya Aoyo. Thank you. >> Good morning. Um if you don't remember me from the last um board meeting, my name is Da Ward. I am the BAP counselor at Western Avenue Tech Magnet. I've been there for the last five years and I've really enjoyed working with the students. As I mentioned previously, I had uh worked at previous districts and I saw really great programs and this is for students that actually have resources and support from parents at home, but I really wanted to work

045with our black students and coming down to South LA, right? I know that these we all know that the students in these communities don't have the same resources that you'll find in with students or schools in region north, region east, region west, right? They're dealing with helicopters, police helicopters flying over them all day. Um what's it called? Homeless people, um prostitutes, you know, people that are using drugs in the streets. Like this is what they deal with going home to and from school every day. And so these students need and deserve staff that are there to support their mental health, that are there to support them with these adverse childhood experiences. That's what BAP was designed for, to provide counselors, PSWs, PSAs, school climate advocates that are there to provide that extra support for those

046particular students. Unfortunately, that's not what's been the case at our school, Western Avenue Tech Magnet. Unfortunately, as I said before, and as you saw in the reports that we gave you, our BAP team has have BAP has not been implemented with the fidelity that we were expecting it to, right? We're not being allowed to work together. Um, our resources are not being spent as they're supposed to. The resources that are given are being wasted, sitting, not being used. And so, we're really pushing you to make sure that we are keeping our students at the focus. Right? Our BAP PSA has changed every single year. Every year our kids ask me, you know, where is so and so? Oh, now there's a new person. Oh, where is so and so? That's what comes when we have

047these PSAs on temporary contracts. Kids need consistency. They need relationships that they build with staff like me with our PSAs, PSWs that are going to be the same people year after year. The tra the adverse childhood experiences and the traumas that they experience every single day in their everyday life outside of school is enough. We shouldn't be contributing to those by having rotation of people that they end up getting and losing every single year. They need and deserve consistency. So please, our call is for you to make sure that our schools are giving those kids this consistency of resources and support that they need and the principles that are in destroying these programs and not implementing them with fidelity and retaliating against staff, which is ultimately going to affect the kids, right? That staff that's

048scared to speak up because they know that they're going to be retaliated against. people that are I'm the only one standing up to speak for a lot of staff and teachers because they're all scared. They know that they're going to retal be retaliated against. But our students need and deserve staff that are going to stand up and advocate and fight for them and say no, they need and deserve better. And we are here to fight for them to get better that the resources that they need and deserve. And so please help us make sure that these kids get the resource and the support they need with consistency with the mental health support of counselors, PSAs, PSWs that are going to be there for them year after year. Please. Thank you. Hi, my name is Ava.

049I'm a PSW. I've been with the district for about nine years and I was in BAP for a few years and I'm the UTLA member on the BAP steering committee repres representing UTLA. Um I just I want to come today to talk about the reduction cuts, changes, alterations that are being made to BAP this year despite the board and LUSD saying that they are not going to reduce BAP. they're not going to um be cutting our funds. Um but that is happening. I It's like there's so many semantics and terms in LA USD. It's like I don't even know how to talk around them. Um essentially, you heard 22 temporary contract BAP PSAs. Those positions are closing. Are they going to be refilled by some other people who didn't go through any of the trainings

050and haven't been doing the jobs? Unclear. um six mental health advisors, BAP mental health adviserss who are tasked with educating our entire district about critical uh racialized in incidents and crises, providing support to our administrators, to support to our parents, doing trainings, educating on colorism, educating on how to address the use of the n-word in schools when these issues come up. And like we cannot pretend that these things are not happening. Like nothing has changed. If anything, the racial climate in our country gets exponentially worse as the minutes tick on. Um not to mention in BAP in the mental health, which we keep saying we support mental health. We support mental health. We support mental health. an administrator in BSAP, Valerie White, her position is closing, who oversees all of our 50 60 PSWs. Um

051Tasha Esparza is a um coordinator in uh PSA who the only black coordinator in PSA who is supporting all of her staff and been doing this work for years. Um, we have Westside Global Magnet closing a span counselor for BAP SPAN counselor. We have Western closing the BAP position. Um, there are cuts and changes happening all over the place. I feel like there's something I'm forgetting right now. But regardless of what you want to Yeah, that's a whole another, you know, another topic. But I really want us to stand on what we say. Say what you mean, mean what you say. Forget the semantics. We can't cut these positions. It's gutting the program when we need it most. So, I'm going to close it out. And you already know how I'm going to close it

052out. My name is Cesaly May Cruz. I'm the United Teachers Los Angeles president representing 38,000 members strong. You just heard from folks here today and um those mental health advisors that uh Ava just uh spoke about, they wanted to be here today, but they were bullied not to come here today. So, it makes me wonder, Maria Nichols, our labor partner, spoke about, you know, the historic visit that we went up to Sacramento. And I'm thankful that we have board members, you, Andres Trait, um, standing with us and and doing that work because we've got to push to make sure that, uh, public education is fully funded, especially making sure that Prop 98, you know, is not, we want more money, not just the meager crumbs. And we talked about that. We talked about special ed.

053We talked about all these things, but we just had a historic contract working with SEIU, working with Ala Teamsters and ourselves, averting a strike that we would have shut down this absolute city. Averted a strike and then now we got people on THE CHOPPING BLOCK. >> How does that happen? So, we have all these temporary contracts. They're arbitrary in nature. We need to fix that. I told you specifically and Kristen Murphy what I thought about BAP and what and you already know, right? I told you that BAP should be premier. I talked about that. I've spoken to board members about that. And so now we're here and we've got uh BSAP folks that students are depending on those counselors. Those are lifelines, PSYCHIATRIC SOCIAL WORKERS, PSAS. WE'VE TALKED ABOUT THIS AND now they're going to

054be not at the SCHOOL SITES. WHAT DOES THAT do to our students? WHAT DOES IT DO? IT'S NOT STABLE. We talked about this great contract that we won, but then our adult educator, Dawn, 24 years at her site. It seems a little bit like retaliation, LIKE WE'RE GETTING PERMANENT status from the state, but now this lady's losing her job. That's instability for her students. Come on. >> And then we have a school community THAT HAS BEEN ABSOLUTELY TRAUMATIZED, Wilshshire Park, by the unthinkable, unspeakable act of murder. And Myra Lopez, I want to put her name in this SPACE BECAUSE SHE WAS FIGHTING THE FIGHT AT WILSHIRE PARK. That community needs to be uplifted. WHEN YOU'RE TRYING TO TAKE THE sub out of the classroom and do all of these shenanigans. The principal SAID THAT IF

055UTLA COMES OVER, SHE WAS GOING TO call school police. >> Shameful. So, I tried it out cuz I want you to do that TO ME CUZ YOU ALREADY KNOW WHAT WILL HAPPEN. I'll light it up. >> We need to do something about that. Katherine Johnson STEM Academy. You know, we had a really great principal at that school that cared about the folks there. You know what it looks like on Westchester's campus, a small gym. It had been absolutely created and now we have things that are absolutely decimated. WHY? WE TALK ABOUT BSAP. say that we want people to be in those programs. We get the training, the implementation, but then you discard them like trash. And I specifically on that last night of the bargain, I specifically said why I felt BSAP was so important.

056And here is the reason why. Because now I have to stand here and talk and really be super passionate about keeping our people. I've talked to you more than once. I've talked to board members more than once on this folks. I've like had it because we say that we care. We say we want mental health supports. We say we want stability of our for our students. We talk about immigration, right? When we talk about immigration and Kelly uh zip code, her area is the most targeted zip code for ICE. Folks don't know that. I'm glad that I know that and I'm glad that it's being portrayed and and put out there. Folks need to understand when we talk about programs that affects we talk about declining enrollment, the immigration affects the the enrollment. >> It

057declines. We told the legislators that in Sacramento. Conversely, if we have all of these counselors and PSAs and psychiatric social workers and mental health advisors that are going to lose their jobs, it's unstable for folks. And also, the mental health advisors deal with antilackness. They deal with a racialized antilackness. And it is pervasive here in LA USD. I know I could speak for it in UTLA, but I could speak right here about LA USD. When folks get into positions and they don't understand what we are trying to do, we know that it's antilackness. Why is it that it's a lot of black folks losing their positions? I guess our senial hall would say things to make you go h. So those are the things that we're standing here today and we're asking this district to

058take action at Wilshire Park. We're asking you to take uh action at Katherine Johnson STEM Academy. We are asking you to take action for Don Wilson. We're asking you to take action at uh Western Tech 107th, the BSAP folks. We're asking YOU TO TAKE ACTION. And we are not we are not we are not going to go quietly into the night. Students will be here today. I will be back here today and we are GOING TO CONTINUE TO TALK ABOUT this because this cannot happen. Enough is enough. That's right. >> Are there any further labor partners? Okay, we'll take a few moments to let folks grab their seats or cycle cycle out of the room. We're going to go a little bit out of order right now. Let me just pull up my agenda. Uh

059we're going to move to board uh president's reports uh then superintendent reports and go directly to the classified employees of the year finalists, everyday heroes, just as folks are cycling out of the room. to my classified friends. I I you're here for the recognition. I'm I I assume when you're done, you're going to leave. So, please take the seats that stay reserved and when we're done with presentation, we will unreserve them. Okay. And now it's my honor to present our superintendent for the superintendent report. Thank you, board presidentson. Good morning all. Uh and and just a very quick note before we move into an item of celebration just now. Um, I did want to affirm to our labor partners that their voices always resonate with us. That the advocacy that they bring never lands on

060deaf ears. Um, our our charge, our commitment is always to to listen and engage as much as we can. And thank you for the advocacy. Today, we are proud to recognize our 2026 classified employees of the year. Extraordinary individuals from across the district whose dedication, professionalism, compassion, and leadership help make our schools safe, welcoming, and successful every single day. Classified employees are often the first to arrive, the last to leave, and the steady presence that keeps our schools and operations running in support of students and families. They support students not only in classrooms but also through transportation, nutrition, health services, technology, campus safety, maintenance and operations, and family engagement. Thank you to all of our classified colleagues who contribute daily to the well-being of our school communities and students. This year's honores represent the very

061best of LA Unified and we are honored to celebrate them today. I'd like to invite David Greco, Kristen Murphy, our nine classified employees of the year, and any of our classified labor partners up to the podium. For our classified employees of the year, when I say your name, please come to the front of the group. After everyone is recognized, we'll take a brief pause for pictures. So, I'll just have a moment so folks can gather and then we'll recognize our amazing employees. Please join me in recognizing Amy Rendon, special education assistant at Evergreen Avenue Elementary School located in Board District 2 and Region East and SEIU represented. Amy's compassion, creativity, and patience help students with diverse learning needs build confidence, independence, and a true sense of belonging within their school community. Congratulations and kudos, Miss

062Renon. Let's give her a hand. Our next honore is Jeremy Agurusa. IT business efficiency analyst part of IT team and CSEA represented. Jeremy's innovative work developing technology and data systems has strengthened device management across the district and helped ensure students have equitable access to the tools they need for learning. Congratulations, Jeremy. Next, we recognize Carista Gardinas, police dispatcher, part of the communications center and watch commander team and CSEA represented. Miss Gardinina's calm professionalism, technical expertise, and commitment to public safety provide critical support to students, staff, and families during moments of crisis and emergency. Congratulations, Carista. Next, we honor Justice Bradshaw, licensed vocational nurse, part of the district nursing services team and CSEA represented. Justice's responsiveness, compassion, and leadership help ensure students receive the health care support they need to safely participate in school each day.

063Congratulations. Next, we honor Marco Davalos, heavyduty bus and truck mechanic, part of the transportation services team, and SEIU represented. Marcos's technical expertise, adaptability, and leadership help keep our transportation fleet safe, reliable, and ready to serve students across LA Unified. Congratulations, Michael. Next, we honor Estella de la Cruz, building and grounds worker at our Minta Street Early Education Center located in Board District 6 in region North and SEIU represented. Miss Dela Cruz's tireless work ethic, attention to detail, and warm spirit help create clean, safe, and welcoming learning environments for students, staff, and families every day. Congratulations, Miss Dea Cruz. Our next honore is Stephanie Manriquez, school administrative assistant at Diego Rivera Learning Complex located in board district 7 and region south and team serves represented. Miss Mriquez's leadership, professionalism, and extraordinary compassion have helped strengthen school

064operations while supporting students and families during both celebrations and times of hardship. Congratulations, Miss Monriquez. Up next, we recognize Miss Lyanna Safarayan, senior food service worker at Sutter Middle School located in Board District 4 and Region North and SEIU represented. Miss Safarian's positivity, kindness, and commitment to excellence ensure students are served nutritious meals with dignity and care in a welcoming environment. Congratulations, Miss Safaray. And for our final honore this morning, we honor and recognize Mr. Pablo Lopez, senior heating and air conditioning fitter, part of the facility services division team and represented by the Los Angeles and Orange County building and constructions trades. Mr. Lopez's outstanding leadership and service earned him recognition not only as LA Unifi's classified employee of the year in skilled trades, but also as the 2026 California classified school employee of the

065year in the skilled trades category. Let's give Mr. Lopez a big hand. His dedication and commitment to excellence have helped modernize critical HVAC systems across the district and ensure safe, comfortable learning environments for students and staff during emergency situations, including the 2025 wildfires. Pablo played a critical leadership role coordinating crews and air filtration efforts across schools throughout LA Unified. And it will be my honor to join Mr. Lopez next week in Sacramento where he is further honored. Let's give him one more big hand. Closing. On behalf of the entire Los Angeles Unified community, congratulations and thank you to all of our 2026 classified employees of the year. Your work strengthens our schools and represents the very best of Los Angeles Unified. Congratulations all. Now's a great time for photos of folks. Time for photos. Photo

066ops. Let's do this photo ops for a few moments. Congratulations. Thank you. Congratulations. >> Congratulations. >> You wanted mama. That's >> right. at high school. >> Congratulations. >> You have no hands. I'll give you a >> I was watching him. >> Congratulations. Whoever wants, I took all the pictures in the middle. So, somebody else Okay, thank you very much. >> Get that last Kodak moment. >> All right, Kodak had it all. Okay. >> Oh god, >> next I'm going to hand the uh board meeting back to our superintendent and he has another report for us. >> Thank you so much, Board President Schmurson. Uh today's next presentation provides an update on the district's ongoing work in response to the building stronger communities leveraging school facilities for engagement and financial stewardship board resolution. As reflected in

067the April informative provided to the board, staff has already been evaluating opportunities to modernize and improve the district's policies, procedures, technology systems, and fee structures related to community use of district facilities. Our schools and facilities are important community assets that support youth programs, recreational activities, nonprofit services, family engagement, and a wide range of community partnerships outside of the instructional day. At the same time, the district has a responsibility to ensure these facilities are managed in a transparent, equitable, operationally efficient, and financially sustainable manner. As staff will outline today, this work includes proposed updates intended to improve consistency and customer service, strengthen compliance and administrative processes, modernize outdated systems, and better align facility use rates with the district's actual operational costs while continuing to support community access. With that, I'll turn it over to Isam Dadul,

068director of facilities planning and development, and Mark Borrison, director of real estate and business development, to provide the presentation and answer any questions the board may have, of facilities planning and de uh development. Um along with Mark Boren, our director of real estate. Um, as part of the resolution to strengthen our processes for community use of our school facilities, we've been working on many fronts um to make these improvements to our processes. So, this includes we currently have an RFP out um to um for our outward facing platform to improve our website and to uh improve the user um experience. We'll also be issuing an RFP in the next month to improve internal document management um software. And we're currently in the process of updating our current policy, which you will be hearing about today.

069So, as I mentioned, our focus today is really going to be on the policy update. Um, I'll go over how we're looking to update that policy, as well as introducing what we're calling a new student benefit rate and some details about that. as uh as as we go forward and looking at the updates to our policy, we also are looking at the rates um and making sure that we're looking at our overall rates and how we're rolling those out um and an outreach strategy and next steps. So, I'd like to start with the policy updates. So, our goal of in in as our process of updating our policy, we're looking at really three things to try to hit. We want to streamline our internal processes. We want to minimize the administrative process for our repeat

070applicants. So for our users that are out there, we want to make that process easier. And we also need to update the policy to reflect modern technology. So how are we going to do this? So there on the civic center permit side, our civic center permit process, we're adding a verification list. This will help our internal process and help streamline that. We're going to recommend changing from 6 months as a maximum in terms of how long you can reserve for up to 364 days. This will help minimize the amount of of applications that need to be processed, especially for those that um use our facilities on a frequent basis and are repeat customers. We're going to be looking at our civic center rates and we're the only school district that currently has one rate across

071all different facility types. And so we're looking to no longer have just one rate. We're looking to have different rates dependent upon the type of facility, whether it's a gymnasium, auditorium, etc. For the license agreements, um we're looking to strengthen our what we call our notice of intent process. This is the process that if anything over 364 days a year, if the term of that um that lease, bless you, um anything over that uh term would require a um notice of intent. And so we're we're beefing up that process. And we're also recommending going up to up to five years. It's currently up to three years. And again, this is to reduce the administrative burden both on the district and um our community use u representatives. We're also going to simplify the number of categories.

072Right now under the license agreements, we have five different categories in our current policy. And we're going to be bringing it down to two, which is going to be market rate and then the student benefit rate, which you're going to hear about in a little bit. Why are we making these changes? So, we're really looking at refining our existing policy. We want to have repeat applications for year-long multi-year pro uh programs and we want to automate our workflow, streamline our process um and really just make the process easier for both the internal management as well as the external um user. So this new policy would be coming to the board u would supersede the board rules that were dated back in October of 2023. So let me tell you a little bit about this proposed

073student benefit rate. And so what this will do is this will allow us the flexibility to calculate specific costs on a case-byase basis. So we will have civic center rates which is a which is based off of average costs and the the cost to the district. We have market rate which is the market uh the rate for what the the general market um would cost and also to recoup our costs. And this proposed student benefit rate would allow us to work closer with the schools um and the user to identify the specific costs for the use of the facility instead of that predefined civic center rate um which again is based on the average cost to the district. Um those that would qualify under this program. So this reduced rate would u be for nonprofits

074um official department events example would be city of valet voter registration. It could also be used utilized for early childhood care providers um that are s serving students and families. And so the in order to qualify you would have to number one verify that you're a 501c3 serve families and students through youth programs, education services or family support. And most importantly must not charge our students or families to participate in programs or services. And so we will work with u applicants to make sure they meet these qualifications. And the goal being that it would ensure that we have equitable access to our facilities that are providing services um to um to our youth. So I mentioned it a little bit, but ultimately we're going to have three different rates. You'll have the student benefit rate,

075which I've just talked about. The civic center rate and the qualifications for that is nonprofit. Um, this must be for public benefit, education, or recreation. One of the key components components of this is if you're a youth sports league, you must charge less than $60 a month. Um, and then the organization cannot operate for commercial profit for the facilities. So, a great example of this would be like an AYSO as long as they're charging less than $60 a month for their um for the participants to uh play. Market rate would be anything that doesn't meet the student benefit rate or civic center rate and is not an L USC L USD sponsored event. So, a great example would be a club soccer team that is it requires tryyouts and charges uh fees to be on

076the team. I do want to mention that boosters, PTAs, and PTO's would continue to be processed under the civic center, but then the district would continue to cover the fees as we've been doing on an ongoing basis um for some time now. Okay. Okay. So, what we did um as as I mentioned earlier, one thing that we wanted to look at is also looking at not only the policy but also the up the update to the rates. So the last time the rates for both Civic Center and Market have been updated was in 2018. So our goal is to maximize the community access but while minimizing the cost to the district. And so what we've done here is we've looked at current rates, our current rates compared to our peers. And so we looked at

077eight peers across and did an average. Um we looked at for example Oakland, Santa Ana, Pomona. Those are some of the um comparison districts. Overall, the district is below all other jurisdictions on civic center rate in all categories. We're also below the peer averages across all facility types for market rate as well. And so as we go into looking at rate recovery or setting the rates and cost recovery, we're looking at the ultimately the cost recovery to the district. And so updating the rates to to make sure we're doing that. And just as an just FYI, the um the averages requests you can see in some cases, you know, this represents an average. So ultimately these facility charges are across different capacity types. So a large gym depending on the size of it and capacity

078might have a slightly different rate than a slightly smaller gym. And so these are averages that we're using here for example. So, we thought it would be helpful to have a cost analysis. And so, we took a case study for athletic fields and we're looking at if you had a 60,000 square foot field and what is the actual cost to the district for the use of that field. And when I say cost, we're talking about the cost of the maintenance, utilities, custodial staffing for opening up the field, closing the field, if you have to have a beyond the bell person there, supervising, um restoration and repair costs, and then in this example, we um added on one restroom for use for that particular community user. Um, so based on civic center rates, so we're currently

079charging $38 an hour and you can see that the actual cost for the district is 368. And so there is a the district is absorbing a cost for that civic center hour for the athletic field that's being utilized. On the market side, you have $260 is the is what's the what's being charged um for this specific use and then the difference being $108. And so again, that's a cost that the district is absorbing. And so as we continue if if we continue to keep the costs stagnant or the rates stagnant, then obviously that differential will only continue to increase as we have an increase with rising costs. And just uh as an FYI, we have 40,000 hours per year that our fields are being used throughout the district. And that's between both civic center and

080market um rate. So, as we consider raising rates, what did we consider? I won't read through all of this, but ultimately we need to look at what are we allowed to charge for Civic Center. And I just mentioned all of those um things, so I won't repeat it again. And for market rate, it's wholly set by the district. It's unrestricted by state law um or regulation. Looking again at the money we're bringing in and then the costs that the the districts are absorbing to go out and whether it's an annual if you add up all the different types of facilities, we're looking at approximately $8 million right now that we believe the district is absorbing for the use based on our current rates. And what's important to know is the the district's rate the district's

081um facilities are being utilized um quite significantly. We have 5,000 active agreements across the district per year. Um, and our top 100 schools are nearly fully scheduled on um, week nights. And so our facilities are being utilized by the community. And then, as I mentioned before, we're the only district um, when it as it results with a civic center that has one rate across all different facility types. So we charge right now the same for an auditorium that we do for a field. And we're the only district that seems to do that. And so that's one thing that we've also wanted to correct as part of this update. So the rate updates. So our proposal is we're we're planning to roll this out over two years. And so that two years would start not in

082this upcoming school year but in the 2728 and then the 2829 school year to allow us to communicate and do outreach and let people know that the rates are going up and give time uh give time for people to understand that these rates are going to increase. So what does this mean for L USD school groups? They will continue to use the facilities free of charge. Obviously, student benefit rate um will be introduced as a new rate as we've been talking. Civic center rates, the rate reflects 50% of the civic center cost. So, ultimately what we did is we looked at the current rates or the current costs of each facility and what the district um on average is spending to open up those facilities for those particular hours. going all the way to 100%

083was a very large increase and so we've landed at 50% um across the board and you'll see those numbers shortly. And then for market rate, that was a little bit easier because we looked at the 2018 and from 2018 to 2026, there was a 34% increase of CPI. Um, if you look at year-over-year and so we've increased market rate by CPI. Um, and we will continue to um look at cost recovery as we move forward. So the rates themselves, so what you see here is the proposed civic center rates. Um, and you can see for our current rate, as I mentioned, we have $38 across the board for all facility types. Our what we're proposing is to increase those um for 2728 and then continue to 28.29. Um, the 50% that I mentioned is the

0842829 number. So, based on our cost today at 50% that we're using that number to the uh to get to 2829. It's also important to know that the peer average is in today's dollars as well. So we're actually if you're comparing the peer average to what our costs will be in 2829, you're comparing the rates in this year, not two years forward. So at the end of the day, for civic center rates, you know, we're still uh going to be below the peer districts in three of the four categories. And for our um for the fields, we'll be in the bottom 30% again from two years from now. And then here's our proposed market rate. As I mentioned, this is a CPI adjustment. Again, there's a range because the range it's going to be based

085off of the size of the facility. So depending on the size of the gym, there's different rates depending on how big it is, um, etc. Um, but you can see, I won't read through here, but you can see what those rates are. Again, this would be a two-year roll out and the the 2829 is the 34%. So, at 2829 is when we would have have gone from today's dollars to the 34% CPI adjustment. So, the way we plan on rolling this out, as I mentioned, it's a two-year process, but we want to do a few things to make sure that the public is not caught off guard. Number one is on our current permit and license applications, we will be putting a note that lets people know that we're going to be raising rates um

086in uh about a year and that we're going to roll it out over two years. We'll be updating our website to make sure that it's uh folks are informed as well. And we'll be doing specific outreach to our high schools and our high use users to open up the the dialogue and have those conversations to let them and make them aware of what we're planning to do. And so we'll continue to do that. And we've I do want to mention we've been doing that as we've been developing the policy and updates. So, um last but not least, our next steps and timeline the fall of 2627 school year will be coming back to the board uh for the updated policy. So, we'll be back um with that board action sometime in the fall and then

087in the summer of 2627 and then the 2728 is when we would be taking those steps to increase um the rates. So with that said, um thank you very much and if there's any questions, >> Mr. Melvin, >> thank you Mr. Dadul and um and and the team. Um I know part of this resolution, part of the exciting changes coming to this process that weren't mentioned. I I know we have an active RFP, so I won't say much, but is about the modernization of the system um as well. So, I just want folks to be aware in addition to the rates, which I have some questions about, it is about going to one website and being able to search by zip code, by community, by school, and see what's available and then book it and

088pay by credit card and things that we have been really um behind the times, I will say. So, I'll just note, and I don't know if you have anything that you can add. >> Yes. Um uh the RFP for the website is out now, and we should be receiving uh proposals, I believe, sometime in early January. So I think >> and then there's a second there's a second RFP that we're working on for more of the internal software and management as well so that we can have a better management system internally. So both of those things are happening >> and one of the pain points or difficulties for a district of our size is the coordination with school calendars. I know when we talk to partners it's like it really requires school principles and to

089like post when they have a game and all that. I will say for partners who are looking at just the rate increases there is another side of that coin which is the the uh ease of use for the community will will improve dramatically. Um the do we have an incre an estimate of increased revenue based on these new rates like if we take what people are paying across all of our facilities and then we say in two years with the like >> yeah so we looked at it it's close to I think it was $2 million. So, if the gap right now is eight million, we're gonna we're gonna put a dent in that at approximately $2 million. >> And the civic center um the $60 that's a matter of state law, right? >> That

090is correct. That is not something we the district can control. So, for civic-minded organizations like an AYSO who might now be charging $80, um, who are, you know, going to be concerned about this, their advocacy would be directed at the state in terms of like just CPI adjustments and all that because they're not trying to make a profit necessarily, they're just trying to cover costs, but they might. So, that's a state issue. >> Correct. And I don't think that number has changed for as long as I am aware. And then um when we looked at peers, I mean it's this the um like Oakland is is somewhat relevant, but I guess for our partners who we're going to maybe be hearing about, it's it's more like Santa Monica, Los Virgin, Culver City, um you know,

091the other 81 school districts or 80 school districts in the county. So do we did we look at what we're charging compared to those so that when we hear again from the partners we might hear from, that's the more relevant comp. >> Yeah, Los Virgin was definitely one of the ones that we looked at. Um, I don't believe we looked at Santa Monica, although I think they're much higher than we are. So, we tried to pick comparable school districts. Um, Los Virgin, I can check to see what the other ones were. >> It seems like we're still coming in under. I just know that when we when we start hearing outreach from folks to be able to say like, you know, that are the the peer review was based on, you know, actual fields that

092are actual spaces that they might be utilizing. We looked at, I believe it was Torrance, uh, Santa Ana, Oakland, um, ABC Unified, Los Virgin, and then I'm blanking on the other two, not sure. >> Nor Norwalk was the other one. >> Um, who's in the county. And then, uh, one of my questions was about PTO's, PTAs, parent boosters, but you clarified that they'll still be paid or still be charged zero. >> Correct. So there the district would ultimately u we would process them as a civic center but as we had been doing in the past we would continue to um wave those fees if you will. And then my last question is just the community engagement and stakeholder are we, you know, I think you alluded or you mentioned at the end, but every current

093partner who leases district facilities through one of these different avenues will is being notified about changes and being engaged and if they have concerns like they think they should fit in another category like they'll they'll have an opportunity to do that during the stakeholder engagement process. >> Absolutely. Yes. Great. Thank you. >> Other board member questions. Tanya, >> uh, thanks so much for the presentation. We get a lot of questions about these. So, there's about 5,000 agreements. Does that reflect the same number of like users or are there more users or less users than the 5,000? >> I'm going to let Mark answer that question because he's got more specifics. >> Thanks. >> There's 3,200 individ 3,200 individual users. >> Okay, that's helpful. Um, and then just one other question for me. Not sure to

094whom it goes. Does the the cost and the re andor revenue go to the school or to the central district? The civic center permit is reimbursed on their costs and on licensing it's split between the district and the school. School gets 62% of the revenue on a license agreement and the Bodri building collects 38% general. >> But given that we're sort of encroaching a little bit here, is it generally beneficial for a school site to engage in these or does it hurt their bottom line? uh civic center comes at a cost to them but licensing is a benefit to them. >> Okay. And my and we do more civic center than licensing. >> No, actually we do more licensing than we do civic center. Civic center represents about 3% of the revenue. 97% comes out

095of licensing. >> That makes sense. Okay. Thanks. >> Not hours used but revenue. >> Yeah. Yeah. Yeah. Because then it's so much more too. That makes sense. Yeah. Okay. Thanks. >> Other board members then I have a couple of statements. First of all, I have some questions, but I'll make some statements. Um, I think that the prices are uh very very fair compared to others, but there's one fault that I have not seen a change in, and that is customer service. It's just not right. It's just not right. This school district is supposed to facilitate its properties to have school use. I want people to come to see our schools. I want PTAs to come in and have fairs at the schools. I want to have civic se civic center permits but I don't know

096whether it's a lack of personnel you know I I don't know because this is not Mayberry school district Mayberry USA this is LA USD we're a big school district and you have to perform so let me give you some that's my statement let me give you some questions so um I'm happy to see that um even with these changes we're still offering a better deal than other districts that is absolutely true however as a consumer. I hope to see better customer service whenever there is a price increase. And can you tell us um how you plan to increase customer service or customer satisfaction for our communities that rent facilities? >> Yeah, that's a great point. Uh thank you, board president. Um I think a couple things, one is we're going to be, as we mentioned

097earlier, we have an RFP out to um improve make improvements to our website. And I think that's where some of the um angst has come from some of our community users is the ability to go on. We do have a website now that they go and they can process. And so we're trying to make improvements to that by going out to a third party. And so that that should help alleviate a lot of the concerns that we've get as it relates to customer service and just culturally speaking in terms of how we communicate to um users. That's something that we can continue to work on um internally as well to just try to improve that experience for our community users. >> The angst is mine too because they call me and they tell me what's

098going on. I've been trying, you know, and I I feel bad. They're my constituents. So, okay. Next question. This is an issue I have raised before. For community groups that rent facilities annually, are they still required to go through the full licensing and agreement process as if they were renting for the first time? >> That is a great question. I don't know, Mark, if you want to address that. >> And the second part, why not keep the information for these groups on file and simply allow them to upload any updated documents or information? Now, go ahead. >> Two things. One, we're going to take care of that by giving them a longer term agreement. So, if they've got a schedule and they got a calendar, they'll do one agreement for multiple events. And then two,

099we one of the things we're doing in the document management system and the online system is increase the recordkeeping. So, we can just have them reapply by hitting a button. And one of the things we're doing with PTO's PTAs is by having them in civic center, it's a much more simple online process for them. >> Okay. And the the end of the questions is does the district have enough staff to process these applications in a short period of time. And I don't know how you're going to answer this because you always need more people to work in the office. I don't know how many people you have in that office. I don't know how many people do certain jobs. And if somebody's sick, you know what happens? What happens to all those people that are

100waiting? Yeah, we have I believe we have currently six folks that are um specifically assigned to processing civic center and license agreements. And so we do have enough coverage um in case somebody is out sick or is out on vacation. >> So six people do the entire LA USD district from from San Pedro to Silar all over the place. So six people. Well, I don't think that's enough, but that's my opinion. I know it's probably yours, too. That's my opinion. and you you just have to have the people. If you're going to have a product, you're going to have to make sure it's a good product and have people to service. So, that's my questions. Thank you. I'm not mad at you. I'm just telling you that's how I feel. >> Other Kelly, >> thank

101you. Well, I appreciate the update and um you know, we know that access to the our spaces on our campuses is really important. Um our schools are the hearts of our community. So, um this is important as well as the revenue opportunities at a time of uh tightened budgets. Um, couple questions for me. I'm uh excited to see the new student benefit rate. I think it's important to prioritize access for organizations that are serving youth. Um, the word students, does it specifically mean LUSD students? Is it about children more broadly? I'm thinking for example of children who are not yet school age, um, which is an important population to serve. >> So, it's a very, very good question and we specifically did not say LUSD students because that would have been very limiting and very

102difficult to process. And so it just says students because then for early education for example, if a student is not an LEU student yet, they can still qualify. So it makes it much easier to manage um from that standpoint and I think it's a bigger better benefit to the overall community of Los Angeles as well. >> Got it. So maybe uh children benefit rate or something might might be just is it an organization that serves kids? Yes, it's students can be students from I guess from my standpoint a one-year-old can be a student and they're no they're not necessarily an LUSD student. I guess that's that was the point. But yes, that point well taken. We could just say children. >> Okay. And uh board member I'll just take I'll just ask because she whispered

103into me. What about adult education students? Would would that rate also um apply for >> Yeah, I think it's um good point. I think as it's educational services that are being provided then I don't think we're limiting it to just um K through 12. >> Okay, great. And then a few questions about um the increased rates. Um well, one the $8 million subsidy approximately. Can you give me a sense of is that driven primarily by civic center use or the market rate? Yeah, it's so it's mostly driven by the fields >> by fields >> and it's mostly driven by market rate. So um I would say of the 8 million 6 million of it is on fields alone and of the 6 million I think it's 4 million on market and 2 million on civic.

104Even though civic center represents a much smaller percentage of even the field use because of the larger gap it still ends up being quite a bit of the um the gap in terms of the dollar amounts. >> Yeah. Um and then one question, you know, in the analysis of looking at other peer districts, are there any places that have like a variable um market or civic center rate depending on the community that's being served? I guess one thing that I think about is that we know that park space, for example, is more limited in our higher needs communities and that these school spaces can be really essential to be able to provide uh public use for our communities. Did we ever consider like a a variable rate that might take into account the need of

105the community that's being served? >> We did not um for civic center we were not able to identify how we could equitably divide that civic center rate into multiple categories. So we tried to simplify and then that's why we created the student benefit rate so that it gives us some flexibility in terms of just looking at actual direct costs. So the student benefit rate will be less than the civic center rate and will allow us as long as they meet those that criteria. Then we'll be able to work with them to and the school to identify the exact costs and it's it's more time it's more u management time to to do that work. But for those specific um applicants, we can dive in deeper so that they're only paying like the true cost of

106their specific use, not the actual average that we're we're putting forward in terms of the um cost of all the various items that um go into the civic center rate. >> Okay. Um and then um on the market rate, I'm just curious if there do any other districts have like a set formula over time where it creates greater predictability of what that market rate will be based on like things like inflation or or labor costs. >> We Yeah, we didn't necessarily look at where they were going with their rates. So, we just took we reached out to each of the school districts and got their actual rates. Yeah. >> Okay. um that might just be not that I think it's important to to raise the conversation publicly and to reflect on how well it's working.

107I do think greater predictability is is helpful in general as um folks are planning for the future. So that that might be something that we we want to consider moving forward. Um and just last question for me um certainly have heard about the difficulty of navigating the system currently the the website improvements that we are seeking. What is the approximate cost that we're expecting that? >> So right now there's an open RFP. >> So the RFP is seeking a third party. So right now our our website is managed in house through its and so what we're looking at doing is finding a third party that would help manage the um a website for us or utilizing their website and then we would upload our information. We have not received proposals yet. So I can't I

108don't want to spec I I'd prefer not to speculate on what the potential costs are but from what I can understand it's usually a percentage of what is brought in is what is how um some of those management companies work. >> Gotcha. Okay. And did we seek whether there might be an internal solution that could be that could help us achieve similar ends as a third-party route? So, we we looked um and worked with it and identified that although we're still going to be going out to have somebody else manage it, it would still be very heavily involved because there's a lot of backend um technology that needs to to happen even for for our website for their website and our internal processes to to work together. >> Thank you, >> Chair Lit. >> Yes.

109Uh, thank you so much for this update and appreciate the work. I had just a few questions. I think they were touched on, but wanted clarification with the amount the $60 a month. Is that for the entire group or per person? How does that distribute that $60 cost? >> So, the So, just so I understand, you're referencing the $60 a month charge to qualify for civic center rate, correct? >> Yeah, that is a per uh person. So, that's per athlete. So that's if AYSO is charging your kid $60 per month, then they would qualify under civic center. If they charge $70 a month, then technically they do not char they do not qualify under civic center and we would have to go to market rate. >> Got it. And then with the comparisons that we

110had used when we talk about developing that system because of course I think we've all um been labored on the calls and how we get this process through. Were there examples in those uh school districts that we compared to that already have systems that are we're referencing as far as third party? >> Yes. So, some school districts do use a third party um similar to what we're seeking. Absolutely. And some some do it internally themselves. >> And then with the information that we receive, would that slow down our process or will we get it real time if a third party is going to be getting information to us? >> So, it should be no, there should be no loss of time. So that's why that as I was mentioning earlier the our um IT department

111and the third party will have to be able to work so that we can see everything that's coming in at the same time and so that it's not just going to them. So those will details those are going to be details we'll work out with whoever the third party vendor is. But yes absolutely we don't want any loss of time and it has to be that our staff can see the applications coming in real time. And for those that are already in our system using it, this upgraded system, they will be notified in advance when that system comes about and how just as well as how they'll be notified for the up charge. >> 100%. Yes. >> Okay. Thank you. >> Carla, >> hi. Thank you for the presentation. Um I have a you might

112have mentioned this but I might have missed it. Um the license agreements. Who are the folks who get these licenses? >> So licenses would be anybody who does not qualify under uh a civic center permit. So if it's if they're the best example I like to use is a um club soccer team. Club soccer teams charge thousands of dollars for their um athletes uh to participate. And so they would apply and say,"I want to use this field at this school for the next nine months during our soccer season." I see. And so then they would we would go through the license agreement process. And that means we can process and under the new policy, we can we can lock them down into an agreement up to 364 days. Anything beyond 364 days, then it has

113to go out to what we call a notice of intent, which is then we open it up and say, "Well, we're going to lease this school site after hours for the next three years." And then that allows other folks that might be interested so that it doesn't get locked up by just one particular team for that example. >> I see. Okay. And then um regarding the school sites um when these permits are requested by an organization, what is the school site role and how are they a part of the decision whether they should allow be allowed or not? >> Yeah, it's a great question. I'm going to let Mark answer that one because he's got more of the the details on that. Uh generally speaking, each school has a representative that we deal with to

114make sure the facility is actually available and not being utilized by the school at that time. And we ask them whether they would be providing school coverage or supervision or they need us to provide an external supervisor for the activity. >> I see. And then so the cost of the of the permit or the license is supposed to cover the cost of of the staffing and all of that or for the most part it sounds like. Right. >> Yeah. Except for the deficit. Yes. That's what's intended to do. But >> and then does the >> clarification is the school itself does not come out of pocket. I think that's at the end of the day ultimately the school itself is not on a license agreement because they're getting the lion's share the 68% I believe.

115U 62%. Thank you. um they're not they're not losing money because they're yes they might have to pay the custodian or that custodian might come out of our bod you know staff budget line item so the school itself is not the one that has to um absorb the cost if you will >> all right and then was there any um uh stakeholder input before this report was done and what was some of the input you you got what was some of the feedback or >> yeah most of the feedback most of the input that we got was more on the outreach of just um talking to users that have have been working with us. Less so on the rate update because obviously they would probably just prefer the rates to stay the same. >> Mhm.

116>> But more in terms of just how we can work with them to um develop a policy that allows us to um to give them some flexibility in what the end cost is. So we did do some outreach. We reached out to various um specific users that are using us, whether they're early ed centers or some of our recreational uh partners as well. >> And um are how is this going to impact any of the compacts that we have with some of our cities? Is it >> Good question. So um cities would have to apply I believe under civic center as well. So it depends on the use. I think we'd have to with with the cities they'd have it'd be a b a case-by case basis. We'd have to understand what the use that

117they are looking to utilize our property for or utilize the site for and then we would then look at where they would qualify. >> All right. Thank you so much. >> Thank you. Other questions? I just want to give a final hard question to you. I'm trying to think when I was principal and two groups one at the same field on the same day at the same time. So, how do you avoid having favor or perceived favoritism? How how do you make sure that you're fair when two or more people want the same field on the same day? >> Yeah, I think I'll answer it two ways. One is depends on who has submitted their request first. >> Okay. >> So, that's number one. If you submit your request first, then >> if there is

118an ongoing year-to-year disagreement and it's like they want to press the button first, then there's discussions with those users to see if we can accommodate them because we have multiple fields throughout the district and maybe although there's some like one particular field, maybe there's an alternative that we can work out with them. So, we do we do go to that level level of I'll say customer service with the um with with the users. >> That's right. Thank you. >> Thank you. >> Do have a question really quick. Um, can you describe any improvements in um, informing the applicants that their application has been approved and I mean they need enough time to at least whatever event may be to set up the place to inform their participants that it's available etc. >> Okay, great. Mark,

119you want to take this one? We've automated so when they make the application, if this answers your questions, they get a notice who the agent is and then they're communicated via email as to every step of the way and there's a tracking system they can go online and see where the application is sitting. So whether it's in risk management, it's our department waiting for the principal. So there is an online schedule they can follow and see where the permit is. >> But is there a moment like how do you troubleshoot if it gets stuck? So what has the applicant done if it's gets stuck at the principal's signature and that doesn't move from there like what what is sort of the process after >> staff actually does a pretty good job staying on top of

120it. Everybody's got their own tracking report and we shoot to have everything done within 30 days. >> 30 days. Okay. Thank you. >> Okay. Thank you, Mr. McClean. >> I don't have much to say on the subject. I'm sorry. We're going to move directly to the 12 p.m. uh time certain and for that I will throw it to Dr. Rivas for uh tab 22. Can I would you like to move the item Dr. Rivas? >> Yes, I move. >> Seconded by board presidentson. Please go ahead. >> Thank you so much. Um well I can say good afternoon. It's 12 o'clock. Uh good afternoon colleagues, students, educators, artists, and community members here. are present and watching us remotely today. Today I have the honor of introducing a resolution recognizing an artist whose work has helped define

121the visual and cultural landscape of Los Angeles especially in east side of our east side and I'm speaking about Robert Vargas >> and raised in Boil Heights. Robert Vargas has used muralism and public art to tell the stories of communities that are too often overlooked, transforming walls, buildings, schools, and public spaces and reflections of culture, identity, resilience, and pride. His journey from public education, including attendant attending Los Angeles County High School for the Arts to becoming an internationally recognized muralist demonstrates the power of arts education and the importance of investing in students creativity and expression through murals across Los Angeles and beyond. Robert Vargas has elevated the voices and experiences of black, Latino, indigenous, Asian, and immigrant communities while making art accessible to the public and rooted in community. His work in schools, including collaborations

122at Mendes High School, Roosevelt High School, and Sodto Street Elementary, to name a few of schools, reflects the importance of creating campuses where students can see themselves, their history, their roots, and their communities represented. Today's resolution honors his contributions and officially proclaims May 12th as Robert Vargas Day in Los Angeles Unified School District. CONGRATULATIONS. >> CONTINUE. UM, I'd like to take a moment to reflect on Robert Vargas's artistic journey, his connection to Los Angeles, and the impact his his work has had across our communities and schools through a brief video presentation. Hear the video. Heat. Heat. Heat. reverse. Okay. Oh, guys. ARTIST for me to receive this day by the city of LA. I use it as a platform to be able to foster the creative youth and their imagination by coming back to my

123hometown on this day and designating this location, Robert Vargas Square, as a destination for the arts. Good girl. >> Hello Hopefully through not only advancing your art, you get to also advance humanity as well. What a beautiful, beautiful video. Um, as we've witnessed, public art has the power to shape how communities not only here but internationally can see themselves and how young people understand their voice, identity, and place in the world. Robert Vargas work reminds us that art is not only something we observe, but something we can affirm identity, preserve culture, inspire pride, and create belonging. At this time, I'd like to invite some special guests to provide remarks in honor of Robert Vargas and the importance of arts, education, and cultural expression. First, I'd like to invite Dr. Tina M. Veronian as she comes

124to the podium. She was uh principal of Los Angeles County High School for the Arts, the alma mater of Mr. uh Robert Vargas. Dr. Vart Vertonian has served as locka uh for more than eight years and previously worked as vision performing arts coordinator with both Beverly Hills Unified and Lake programs including juvenile halls, alternative education, and special education. With a professional background in music, she has she has described uh Vargas' work as a symphony expressed through art reflecting the power of arts education to inspire identity, belonging, and creativity. Please, the floor is yours. Thank you for being here. >> Thank you so much. Well, good afternoon. Thank you uh for allowing me to share some words to honor Dr. Robert Vargas today. I'm the proud principal of the Los Angeles County High School for the

125Arts, LAXA, a specialized high school uh within the Los Angeles County Office of Education, and I'm honored uh to be here. Robert reminds us that art tells a city's story, reflects its people, and brings our communities together. Robert has transformed not only the walls across Los Angeles but worldwide into landmarks of pride, memory, resilience, and hope, capturing uh the faces and the spirit of the city. Robert is a proud alumnest of LXA and that is a reminder of how arts education can be shaping not only artists but true leaders and cultural voices. I'm honored that um Lockxa helped nurture this young artist who would go on to leave a lasting mark on Los Angeles and far beyond. What makes Robert's work especially meaningful is that it stays connected to community even as um his murals

126continue to gain international recognition. His roots remain here in Los Angeles. He continues to uplift neighborhoods, mentor young people, and create public art that belongs to everyone. Not hidden behind museum walls, but out in the open where people live, work, and gather every day, uniting us all. Uh, his achievements speak for themselves. But perhaps the greatest measure of his impact is simpler than that. Generations of Angelinos and most importantly, our students look at his work and feel seen. Today, as we honor uh Robert Vargas, not only for his extraordinary talent, but for his commitment to Los Angeles, young students, to culture, to community, his art reminds us that our stories matter, our neighborhoods matter, and our children matter. And our city is strongest when the people are reflected in its public spaces. And I'm so

127fortunate that every day I get to uh to see his powerful work on the face of our building. So, it's very this is all from my heart. And um I just thank you so much with all my heart for allowing me to share about this wonderful special friend, colleague, artist, amazing man, Robert Farcus. >> Thank you much. Um next I'd like to welcome uh Trina Pitchford, executive director of LockXa Foundation, which supports the and funds arts education programs at a Los Angeles County High School of the Arts. A native lo Angelino and product of public education, Miss uh Pitchford has spent more than three decades leading creative and strategic work across both non nonprofit and private sector organizations throughout Los Angeles region. In 2024, the Locka Foundation honored Robert Vargas with the uh LockX Luminary

128Award in recognition of his artistic achievement and his impact and his inspiration to young artists across Los Angeles and beyond. Thank you for being here. The floor is yours. >> Thank you so much for inviting me. It is absolutely my pleasure. I'm also an LUSD parent, so I'm very happy to be here um and to speak with you on behalf of Robert Vargas. Um you know, Robert has a motto, can't stop, won't stop. Um and I've been to those buildings where he's hanging on the sideline and trying to get that paintbrush to the corrugated wall. And it's quite incredible watching his vision and watching his dedication to his work. Not only is he encouraging to all students throughout LAD and throughout the county, but his murals also speak uh to people all across the world.

129Our offices are right out outside of the Auton mural and we see people come from all over the world just to take a picture of it. Most information in inspirational though about Robert Robert Vargas is his humanity, his story, his mission and how he's how he is able to build bridges between different cultures and different communities not only here in Los Angeles but all across the world. He's inspirational to younger individuals but also adults. Um, and you can see from his videos and if you follow him on his socials, he's he's all over the place. Um, and we're so proud of him, um, at Lockxa and of course, uh, the Lockxa Foundation. And I'm just going to say he's going to join us painting live at Lux Palooa on May 30th. Um, he truly doesn't

130stop and it's uh, it's just a wonderful, wonderful message he sends all across the world. Um, and I'm so happy that he's inspiring students in LUSD. Thank you. >> Thank you so much. Next uh w I'd like to welcome Mr. Conrad Terrasas a district representative uh for state senator Marilena Duraso. Mr. Terrasa's cross brings more than five decades of experience in government, labor, community organizing, communications, fundraising, and the arts. H with a lifelong commitment to equity and civic participation. Thank you for being here. >> Good afternoon everybody. I'm here on behalf of state senator Maria Lena Duraso who proudly represents many of the communities that Robert Vargas has uplifted through his extraordinary art. Senator Duraso sends her heartfelt congratulations and strong support for board member Rivas's resolution honoring Robert Vargas for his remarkable contributions to

131arts education, cultural identity, and community expression throughout Los Angeles. Robert Vargas' murals do far more than beautify walls. They tell stories. They preserve history. They reflect the dignity, struggles, and resilience and dreams of communities that too often have been overlooked or erased. In neighborhoods across Los Angeles, especially workingclass neighborhoods and communities of color, public art has long served as a voice of the people. And Robert Vargas carries forward that tradition with vision, compassion, and pride. What makes his work especially meaningful is his commitment to young people by bringing public art directly into the schools. By bringing public by he reminds us that students that their culture matters, their stories matter, and their creativity matters. He transforms campuses into spaces of inspiration, belonging, and possibilities. At a time when so many young people are searching for

132connection and identity, the arts are not a luxury. They are essential. Art helps students see themselves reflected in the world around them and empowers them to imagine a future beyond limitations. Senator Duraso deeply appreciates LUSD and board member Rivas for recognizing the power of arts education and for celebrating an artist whose work continues to unite and and inspire Los Angeles. Congratulations, Robert. Congratulations, Dr. Vargas, and for your reminding all of us that art can build community, preserve culture, and create hope. Thank you. >> Finally, I'd like to welcome Miss Guadalupe Cambos, deputy district director from the office of uh Los Angeles County Supervisor, Miss Hilda Elsis, who is here today to offer remarks on her behalf. Uh, Miss uh, Supervisor CIS has long been a champion of arts, culture, and community investment across Los Angeles

133County, including support for public art, youth, creative um, opportunities. So, we appreciate Miss Gambto's joining us today in recognition of this important day. >> Good afternoon, everyone. Thank you, Dr. Rivas, for the opportunity to be here today on behalf of LA County Board and Chair Supervisor Hilda Solis. Robert isn't just an artist we admire from afar. He is a true Angelino through and through. His murals bring our diverse communities into public eye, honoring indigenous histories, everyday neighbors, and cultural figures who make Los Angeles unique. He paints from the streets with real people, real stories at the heart of his work. Through his art, Robert helps us see ourselves, our histories, our struggles, our resilience in the places we live and walk every day. He has helped inspire young artists and everyday residents alike to believe

134that creativity and community engagement can truly transform our neighborhoods. Robert, your work doesn't just beautify Los Angeles County. It connects us and reminds us why this place matters. And on behalf of the supervisor, we do have a a certificate of commendation for your honor to honor you today. Um on behalf of LA County and the board of supervisors, we um dedicate the service to the community and for the civic pride demonstrated by numerous contributions for the benefit of all residents signed by your LA County Supervisor, Hilda Al Solis. Thank you everyone and congratulations to Robert. Um much appreciation to all of our speakers. I'd also like to acknowledge the artists, educators, students, family members, and community members joining us today in support of um Mr. Robert Vargas and Arts Education Los Angeles um in the

135audience. I'd like to recognize Miss Josephina Lopez who's here with us. I see you. There she is. And also principal from um Sheridan Elementary Street Elementary School, Mr. Principal Cypes, which is also the school where Mr. Vargas attended. There he is over there. So, thank you for being here. Um, so grateful. We are grateful for all of your presence and partnership. And now it is my privilege to introduce today's honore. Please join me in welcoming Los Angeles mirrorless, Mr. Robert Vargas. I apologize for them. Thank you. What an honor it is for me to be recognized by the LA Unified Board of Education. I am proud standing before you to receive this incredible distinction from the nation's second largest school district. Thank you, Dr. Rivas, for your continued support of my artwork and your commitment

136to our community. Thank you to my first educator, my mother, and all that you have instilled in me. I love you. Thank you to my family and friends present here today. And thank you to everyone who spoke in my honor. I appreciate you all. In Los Angeles, I see the roots of self and rebirth. People often think that the destination is always outside of the neighborhood, outside of the community. But imagine the idea that the that the destination is the community is the neighborhood. Giving back and accessibility is the key. And I've combined my passion for the arts and my purpose to bring community together through the creative process to strengthen these roots. I believe LA is entering its creative golden age, not just in visual arts, but in fashion, in music, in performance, in

137theater. It's an exciting time to create in this city, and I'm pleased to be a part of that cannon. Not only advancing my art, but advancing the art collective. I painted from Tokyo to Dubai, Paris to Melbourne, but when I create murals here at home in Los Angeles, I feel parental about the kind of messaging that I put out there. I've always felt that an artist has the ability to shape the way a city's history is written. And with each piece, I am able to do just that. Many times, incorporating the everyday person into monumental hero by mirroring these communities that these murals live in. I'm grateful to have grown up in Boil Heights and having the teachers that I've had. I am a product of LA USD attending Sheridan Street Elementary and my early

138favorite educators came from LUSD because I attended a highne school that informed me. I now visit numerous schools throughout the year at every level because I understand how critical it is for the youth to see examples of people who have gone on to pursue their dreams and to foster welcoming environments and education in the arts. For the past five years, I host an event called Art is Home in Boil Heights at my square in September where I give away a thousand sketchbooks and art supplies and try to fill the void left by cuts at LUSD. I invite fellow creatives in different disciplines to make a career day so that the youth and their parents can see that there is a path to success and longevity in the arts. Today is not just a personal honor

139for me, but my hope for a call to action to LSD to reaffirm your commitment to bringing more art, creativity, and self-expression into schools. Let this Robert Vargas Day in LUSD moving forward encourage students to embrace their creativity, to tell their own stories, and to contribute to the cultural landscape of Los Angeles. Today is about investing in arts education, nurturing not only indigenous identity but inclusive of all ethnic backgrounds and should foster community empowerment within LA USD schools. My murals in the community are meant to reflect the joy and resilience of the community that these murals live in, encouraging students to feel seen, valued, and connected. I encourage students on Robert Vargas Day to explore the artwork, see themselves reflected in my work, and to use their own creative voice for community building and pay

140it forward. Thank you so much. Before I present the proclamation, I'm wondering if um there any board members would like to make any comments. Yes, >> I would like to be added as the co-sponsor. I'm honored to be so. Thank you. >> Thank you, board president. >> I'd love to be added as well. >> Yes. Go ahead. >> Board member and Mr. Volvo. lots of interest in co-sponsorship and um just so grateful for your work around the city. Um lifting up Boil Heights for sure, but also thank you for Torrance. I get to represent the South Bay and just randomly got to see it recently. Um but I know there's a lot of energy and so uh you've inspired some muralists in my own district as well and so I'm excited um that your legacy

141is living on. Happy to celebrate you today and always. >> Thank you. Thank you. I appreciate that. I love that mural. >> Yes. Thank you for all that you're doing. My goodness. You end with pay it forward and that's exactly what you're doing. Thank you for being a role model to our kids. And I know that it's hard when you're a child in uh school to imagine that you could be an artist and you could fulfill that life and live a life being an artist. And by you going back to schools and showing that that's what you're doing is modeling that you can do that. And I'm so grateful to that as a former teacher because I really I really wanted my kids to always see that there were many different ways that you could

142live your life. And one of them was to pursue something that brought joy into your life. So thank you for doing that. And I also want to thank you for your murals. Um like you said, they bring so much joy. You you can see yourself in them. You can remember a moment uh where you felt so good when you see those images. And so thank you for the beautiful work that you're doing and congratulations. >> Thank you Charlotte. >> Yes. Um also be added on. Um wanted to say thank you so much. Um I think in a time where folks are being erased and to be able to see our faces and features on walls and buildings, it's so encouraging. And so just to be able to pay it forward as mentioned, but just to

143be able to to bring joy to so many families within our communities and to share your gift with us, I want to say thank you on behalf of us. >> Thank you, Mr. Melbourne. >> And notwithstanding what you just heard about our rate increases, anytime you want to come to one of our campuses, it's free. Okay. So, so thank you. But really appreciate your work. When you were speaking, I was thinking of the Picasso quote that art is a form of lying to tell the truth. Um, and your words and your art have so many powerful truths that we need to hear more of in LA and it's so great to see you all around the world. Um, and uh, just appreciate it. It's a real honor to celebrate you and we really hope you'll

144continue working with our schools and our students. >> Absolutely. I'm committed. >> Thank you. >> Jerry. Yeah. >> Yeah. I just wanted to say first of all, thank you for being here and for continuing to give back to the community. Um, to sort of echo what board member Ortiz Franklin said, I have no doubt that you inspired many, many of those elementary school students to become artists or to explore art as a medium for expression and an outlet for them to, you know, harness their creativity to improve their own community. So, just thank you for all your work and and for for everything that you've done for the LA USD community. >> Thank you. Before we get to our superintendent, I just have to tell you when I watch the kids when you walked into

145a room, you are you are a rock star. You are a rock star. Just so you know, >> Mr. Ch. >> Yeah. Board President Schmurson took the words out of my mouth. As a former elementary principal, when I saw the way that the kids reacted to you when you walked in, they're hungry for those kinds of role models, for those folks that they can see, those visions. How many of us when we were kids had dreams of of being artists, being actors, being in the arts in one way or another? And sometimes for maybe good reasons, sometimes maybe for not so good reasons, we sometimes get counseledled out of those career paths, right? We get told to take safer paths. And so the fact that kids can see you see the success that you've had,

146the impact that you've had, it speaks to how much you resonate with them when you do visit. So, thank you for what you do. >> Thank you. I think the most important part of that is showing up. Showing up is the most important part. So when they see you, they and they know you made the effort. That's that's half the the the chair because they know someone they you didn't forget about them. >> Well, I'm I'm grateful for all who my colleagues who've co-sponsored. I know we have one public um comment speaker before I present the proclamation if they're on >> if they are on the line with us. So it's tab 22 public comment. We have one caller, Robin Gully. Let me see if Robin is online with us right now. Robin Gully, I

147see you're on the line. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Robin G. >> Hello and good afternoon. Uh my name is Robin Gully, president, board members, and superintendent. Thank you for the opportunity to speak today. What you are doing in honoring Robert Vargas is truly meaningful to me. To pause and say that an artist's life matters, that his work in our communities matters, and that the children who grow up looking at his murals are different because of it, that is an act of leadership. Mr. Vargas, you spent your life showing young people that their stories are worth telling. Your murals, your murals rise up from the neighborhoods where students live and they hold their history, their grief, their pride and their hope. And they

148tell every child who walks by, "You belong here and what you carry inside you is beautiful." That message is personal to me. When I was nine, my family moved from Rochester, New York to opt, California. And I entered a culture I knew nothing about. I still remember being offered a tortilla and thinking it was tea. I grew up where it was very polarized. You were black or white. I happen to be black by the way. It was a small moment, but one that taught me how easily misunderstandings can happen when we don't yet know one another's world. Years later, after the tragedy of George Floyd and so many others, that memory resurfaced and I felt a responsibility to help young people grow up seeing one another with curiosity, compassion, and respect. Bridging cultures through dance

149grew out of that responsibility, not as a proposal today, but as a belief. A belief that every child in every school deserves a moment in their day when their culture is honored and their identity is celebrated. Using movement and music from cultures around the world, students learn to connect to themselves, to each other, and to the wider world. It meets students where they are, including in classrooms and campuses that have long been underserved by the kinds of experiences the board is working to expand. I share this only as an example of how the values you are honoring through Mr. Vargas' work continue to inspire people across our schools. The work she has modeled for decades, the work this resolution calls the district forward, and the work we strive to support through dance and cultural expression

150are all rooted in the same purpose, helping children feel seen, valued, and proud of who they are. Thank you for honoring Robert Bargain. >> Thank you for your time. That concludes public comment. >> Thank you, Robin. >> And with that said, um here is the proclamation. is very long so I'm not going to read all of it but what I do want to mention is that um Mr. Vargas was uh awarded an honorary doctorate so yes he is Dr. Robert Vargas a degree in human letters from art center college of design and the city of the county of Los Angeles have both recognized him through official Robert Vargas day proclamations and designation of Robert Vargas Square in Bo Heights. So thou therefore be it proclaimed that Los Angeles Unified School District, Board of Education, and

151the Superintendent proudly honor the extraordinary artistic contributions, cultural impact, and community leadership of Dr. Robert Vargas by declaring May 12th Robert Vargas Day, celebrating the power of arts, education, public art, and the creative expression to uplift identity, preserve culture, inspire belonging, and strengthen communities across Los Angeles. Congratulations. >> Thank you. I'd like to say something to the board. I'm Robert Vargas's mother. I'm a >> Yeah. Mom. Mom gets a mic. >> Yes. >> My name is Alice Garcia Vargas and I went to Sheridan Street School along with my husband. Okay. Um, I just want to say that teachers are so important. They are so important. I can't stress that enough. From the time that Robert entered kindergarten, was it Miss Singleton, Robert that you fell in love with? Miss Singleton, his kindergarten teacher. Okay. And

152uh, every report card from kindergarten all the way to the sixth grade mentioned Robert's artistic ability. and to foster that artistic ability. So, good job, L USD teachers. Thank you and thank you to the board. >> Actually, uh we have to vote. Let's vote before we go and take a picture. We want to make this official official. >> Of course. Of course. >> That's a great idea. >> Taking a vote on tab 22 that's already been moved and seconded. Uh Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. Yes. Miss Komez, >> Miss Ortiz Franklin, >> yes. >> Board President Schmurson. >> Yes. >> And student board member Yang. >> Yes. >> All right. >> There we go. Y CONGRATULATIONS, BROTHER. CONGRATULATIONS. Of course. Wouldn't

153miss it. Wouldn't miss it. >> This is what can come from that school. >> Absolutely. Absolutely. >> Congratulations, brother. There you go. I want to be. No, no, no. You All right, we have our quorum back. Um, Miss Gonz, can I record your vote for tab 22? >> Yes. >> That is a yes on tab 22. And it looks like we are ready to go to committee committee chair reports. And we are ready for our first report which is school safety and climate committee. And I believe that's you, Miss Ortiz Franklin. >> It is. Thanks so much. I'll just share that we had our last committee meeting on April 23rd uh where we discussed the district's approach to addressing harm and conflict. We heard from Southeast High School, which was very exciting. I know folks

154are still getting out of the room. So much excitement, but we got a agenda to get to. Um, and I'll just say that, um, we will be sending out some recommendations soon. As a quick highlight, we're recommending some, uh, uh, creating a bank of resources, providing more opportunities for parent engagement, and continuing to invest in community- based safety. Thank you. >> Thank you so much, Rosillio. You ready? That was the big event. Are you ready for your committee of the whole? Okay. Okay. Committee of the whole. Uh the committee of the whole convened on April 28th to discuss students success measures, social emotional learning, and board requested fiscal and exponential information expenditure information connected to the fiscal stabilization plan. The committee first heard a presentation on the proposed social emotional learning goal and target for

155the 2026 2030 strategic plan. discussion focused on how the district defines and measures student success beyond academics, including student belonging, well-being, and social emotional growth. Both uh board members discuss the proposed SEO diagnostic tool, the continued role of the school exper experience survey, consistency across schools, implementation workload for educators, and how to ensure meaningful and reliable data collection districtwide. The committee uh then received a follow-up fiscal and program update tied to board requested budget and expenditure information. Discussion focused on tutoring vendor effectiven effectiveness elop spending transparency, special education cost drivers, and reducing reliance on contracted services. Board members requested more detailed data on vendor performance, student outcomes, contract utilization, and non-public agency and non-public school expenditures while also discussing strategies to strengthen in-house district capacity for specialized services. Board members also emphasize the importance of

156aligning spending decisions with student need, protecting core services, and minimizing disruption to school sites while maintaining equity focused investments. The next meeting of the committee hall will be on May 19th. >> Thank you very much. Next, we have facilities and procurement committee with Mr. Melvinne. >> Yes, thank you. On April 28th, we had our penult penultimate committee meeting of the year. We started with an update from Martha Alvarez on our facilities focused advocacy at the state level, including AB1809 to extend our ability to use job order contracting, AB 1107 to continue to address the exorbitant cost of shade structures and AB 2067 to extend authorization for lease leaseback methods. Uh the committee again bemoan the cost of shade and the needs for legislative or procedural fixes which we will take up in our final meeting

157again. We heard then heard a comprehensive overview from the procurement team about the process of constructing RFPs for non-f facilities items and how the district utilizes bench contracts. The committee raised questions about how we ensure that RFPs are created uh crafted broadly enough to garner the best and most costeffective bids and to ensure that the benches reflect the needs of schools. A topic which we will likely take up again in a future meeting. Um, this was relevant to many of the conversations the boards have been having about trying to better understand how the district contracts for everything from chicken to meals to safe passage providers. And then finally, we discussed a change to the delegation of authority that would allow facilities to bring some projects to the board um one fewer times over the course

158of the project. We noted that several dozen current delegations of authority from this board to the superintendent relate to budget, procurement, and facilities. and we expect to take up understanding of those delegations more broadly in the future. Um, and our final committee meeting of the year will be held on May 19th, a week from today, where we will hear updates on some key priorities such as housing, shade, and we'll discuss recommend recommendations that I'll share with the full board in June. >> Thank you. And next we have uh Dr. Das again with greening and climate resilience committee. >> Yes, thank you. The Greening Schools and Climate Resilience Committee convened on April 29th to discuss environmental justice, school health and safety, and the expansion of outdoor learning environments across the district. The committee first heard a

159presentation titled an oil well in every yard living with LA's oil history from Nicholas Gardner Sernna of uh Sunrise Movement LA and Rosalinda Morales of the Vista Mosa Heights uh community group focused on the legacy and ongoing impacts of oil extraction in Los Angeles communities. discussions centered on the disproportionate environmental burdens facing low-income communities of color, including the proximity of schools and homes to active and abandoned oil wells. Presenters and board members discuss methane monitoring systems, stronger accountability models beyond developer self-reporting, enforcement challenges, and the role LUSD can play in advocating for stronger health and safety protections around oil and gas infrastructure. The committee also received an update on early education outdoor learning center projects highlighting progress progress of 64 outdoor classroom projects across the district in our early education um centers and approximately half

160have been completed. discussion focused on barriers delaying projects and pre-construction, opportunities to streamline delivery and standardized project models, and how outdoor learning spaces are being integrated into instruction and student wellness. The next meeting of the greening schools and climate resilience committee will uh the last one of the year will be on May 27th. Thank you. >> Thank you very much. Next, we have the special education committee with Carla Grigo. >> Thank you. On May 6th, we held our final special education committee meeting of the school year. We began the meeting by recognizing our special education teachers for the vital work they do each day to support our students in the classroom. We then received a presentation for from the special education division titled supporting students with disabilities through social emotional learning and positive behavior supports.

161We also heard a testimonial from a parent who currently participates in the district's parent counseling and training program, which helps families better understand child development, behavior, and social emotional needs while also supporting parents in helping their child succeed with their IEP and overall school experience. The committee discussed the need for stronger integration of PBIS, MTSS, and SEAL supports, improving communication among service providers, incorporating professional development into Bank Tuesdays, providing professional development opportunities for PAR professionals as well as certificated staff, and strengthening schoolwide mental health supports to ensure all students, regardless of their unique needs, receive the support. Thank you to the special education division for their support with our committee and presentation materials this year. We invite everyone to invite uh to join us next fall. Thank you. >> Thank you. And our last committee

162report is the ad hoc rules and governance committee and I believe that is Miss Tanya Ortiz Franklin >> with Dr. Rivas and Mr. McClean who's going to kick with Dr. I'm just going to tee it up. My name is Mike McClean. am the executive officer of the board and traditionally one of the things that my uh office contains is the the rules that run the board of education as they sit here. So for the past several months sometimes once a week sometimes twice a me week the two members Dr. Ivas and board member Ortiz Franklin have been meeting to review existing board bylaws which is how the board governs itself and going through how going through each one line by line and are updating it. So I'll toss it to you. >> Yes. So um

163we have been um reviewing the board rules updating them uh consistent with what we have been uh what the board is has been working on and how the protocols and processes that are currently taking place. And we're also merging our board rule with the California schoolboard associations um I guess rules throughout the California school districts. So we're merging them of course with keeping pro um primary focus on the board rules of LA USD and uh updating them making them more consistent and modernizing them I guess you can say and so the work has been very interesting um there and then so we will be bringing this up to discussion so I'll tee it up to Miss Tanya to Franklin for the ending of >> thanks yes so this board can expect to act on one

164sample rule sometime in June so you can get a taste of what it's And then in August or September, we'll be scheduling a deeper board retreat so we can really dive into the roles and responsibilities of the board and how that grounds all of the work that we do um in this section of the the policies. And then in the spring, we can expect more approvals at the board from what staff is working on. So they're codifying the policies um what we might call memos or bulletins or IOC's um into a more comprehensive uh tool where the public can easily see where all this information is housed. So lots of actions coming up over the next year. Thanks. >> Thank you very much. And Mr. McClean, I believe we're ready for our consent calendar. >>

165All right, we are going now going to engage the consent calendar. Can I have someone move the consent? >> Move it. >> Second. Moved by Miss Gonz, seconded by Mr. Schmurlson. Board President Schmurson. The consent calendar is a procedural mechanism that the board uses to take a group of items all at once in a single vote as opposed to going uh line by line through each item. So what happens now is I read the title and the tab number and they say out loud consent or discussion or question. If it's a question or a discussion, it comes off the consent calendar for individual deliberation. Okay. So, tab one, donations of money and materials to the district. >> I have a question. Sorry, I have a question. >> All right. Tab two, report of cash dispersements.

166>> Consent. Uh, tab three, approval of routine personnel actions. >> Consent. >> Tab four, annual approval of community advisory committee membership. >> Consent. Tab five, approval of adult education career technical education advisory committee. >> Tab six, 2025 2026 non-public school agency approval of master contracts. >> Question question and tab seven I'll note attachment A item G is postponed until I believe uh the June meetings. Uh everything else uh is still going forward. So tab seven approval of procurement actions consent. >> Uh tab eight approval of facilities contract actions. I'll note this requires a three quarter vote just on item C. >> One question this yeah this a simple question. >> Tab nine define and approve three projects to provide critical replacements and upgrades of school building site systems. Consent. >> Consent. >> Tab. 10. Define

167and approve five accessibility enhancement projects. >> Consent. >> Tab. 11. Define and approve 27 board district priority and region priority projects. >> Consent. Tab. 12. Define and approve the 2026 2027 education code section 47614 Proposition 39 facilities renovation effort. >> Consent. Tab. 13. Authorization to execute a renewal sub lease contract. >> Consent. >> Tab 14. Approval of update to code of ethics. >> Question. All right. Tab 15. Approval of the San Julian electric school bus purchase project. >> Consent. Tab 16. Approval of the San Julian busyard electrification project phase two. >> Consent. Consent tab 17 approval of the renewal petition for Kofax Charter Elementary. So I'm going to read the public statement for that since it's going on to consent. So this is for tab 17. Oh, let's let me uh take tab 18. Uh

168approval of the renewal petition for Westwood Charter Elementary. >> Consent. >> Right. I have a public hearing to read. uh statement to read for uh tab 17 and 18. Before action is taken on the following board reports, a public hearing must be held. This constitutes a public hearing on Kfax Charter Elementary and Westwood Charter Elementary. A maximum of 15 individuals who wish to address the board on this item will be heard. Those who wish to speak should sign up online and speakers will be called on by name. All right. Tab 19, approval of the proposed material revisions. >> Consent. >> Uh, tab 20, approval of the proposed material revision for Exttera. >> Sorry. >> So, uh, so 20 >> is consent and then 19 moving from consent to question. >> Okay. Uh see tab 21

169is a denial so that will not be on consent. Tab 23 we have a time certain of 3 p.m. So not on consent. Tab 24 uh public schools over private loopholes. >> Happy to keep it on consent with quick comments. >> Okay. Consent with quick comments. and 2:30 we have a time certain 26 report of correspondence >> consent >> and as for tab 27 there has been an error in some of the minutes and I'm going to just withdraw the minutes and bring them back to the board at June after I uh review the minutes again. So 27 is withdrawn. Uh 28 we have a time certain in just a few moments. All right. I'm going to read through the consent calendar and then we can get to the time certain and then the public

170comment on the items that on consent will follow the the time certain. So tab one is question. Tab 2, three, four, five are consent. Tabs six, seven and eight are questions. Tabs 9, 10, 11, 12, 13 are consent. Tab 14 is a question. Tab 15, 16, 17, 18 is consent. Our consent. Tab 19 is question. Uh, tab 20 is consent. Tab 21 question or not consent rather. Apologies. Uh, tab 23 is a time certain. Tab 24 is a consent >> quick question >> with quick comment. Uh tab 25 is a time certain. Tab 26 is consent. Tab 27 is withdrawn. Uh and tab 28 is a time certain. Okay. So we've set the consent calendar. We will revisit the consent calendar after this 1pm time certain. So we have a time certain for tab uh

171where is it >> 28 >> for tab 28. Uh Miss Newell. >> Yes. Thank you very much. um as we bring this um tab 28 for the renaming of Middle College High School uh approving the name to Dr. George J. McKenna III Middle College High School. And so it is very um it's an honor to be able to present this today and to be able to share on behalf as we've spoken of a lot of joy today and this is one that brings me joy to be able to bring this and introduce this as Dr. Dr. George McKenna has served in various capacities within this district, outside of this district, but all within education. And so today, we are bringing this forth. And with that, we have some special invited guests um that we would

172like to be able to come and influence us as we speak about Dr. George McKenna and give remarks in a significant way in the recommendation for the renaming of Middle College High School. and we'll have a representative of students, educators, as well as community members. And so I'm proud to be able to bring to you the voices into this conversation, none other than our local superintendent in the South, Dr. I'm giving you a doctorate, too. Look at me. Uh Andre Spicer from the South to be able to speak first on behalf of this. >> Thank you, board member. Uh, board presidentson, members of the board, uh, Mr. Chape, I am Andre Spicer stated, region south superintendent. Uh, there is no more, no one more deserving of the honor of having a school named after him

173than Dr. George McKenna III. The impact that he's had on our community and on the thousands of students is truly immeasurable. Throughout his distinguished career, he served as a teacher, a coach, an administrator, superintendent, and board member. And in every role, he has remained unwavering in student centered approach, always placing the needs and potential of young people at the forefront of his work. Uh Dr. McKenna has been unapologetic warrior for justice, tirelessly advocating for students civil rights and their right to a highquality education. Through his integrity, professionalism, and insistence on the highest expectations, he has consistently left every position stronger than when he founded. Long before equity initiatives and programs became formalized, equity equity was already alive in Dr. McKenna's daily practice in leadership. He has been a true trailblazer, modeling what it means to

174lead with courage, conviction, and purpose. as a mentor to so many also in this room and beyond including yours truly. He has challenged us to become transformational leaders, bold in vision, fearless in advocacy, and relentless in our pursuit of improved outcomes for students. While he has always been an advocate for all children, his commitment to marginalized students, those underserved, has been especially steadfast and unwavering. That is why his legacy will live far beyond this moment. It will breathe throughout the hallways of the George McKenna Middle College High School, inspiring generations of students to believe in what is possible. Students will not have to look any further than the name of their school to see an example of excellence, courage, and service. Like their namesake, they too will become unapologetic, unabashed, and bold in their pursuit

175of justice, opportunity, and a better future for their community. For those reasons, I want to urge the board to accept the Dr. George McKenna Middle College High School. Thank you. >> You up next, I would like to hear from our principal at Middle College High School, William Basadir. >> Good afternoon, Acting Superintendent Chate. Board members, my name is William Bassadier. I am the proud principal of Middle College. I stand before you in strong support of renaming our school to honor Dr. George J. McKenna III, a man whose life work, over 50 years of education reflects exactly what Middle College stands for. Dr. McKenna has spent decades champion equity, access, and excellence in education. values we live every day as we prepare our students, many from undeserved communities to succeed both in high school and college.

176Our schools are ju our students are just not earning diplomas. They're earning college credits, AA degrees, and a future that aligns directly with Dr. McKenna's legacy. A school name is more than a label. It is a message. and we want to send a message. It tells our students who we are and who we aspire to be. By adopting his name, we are placing before our students a powerful example of leadership, resilience, service to the community. This renaming is not just change for change sake. It is about honoring a legacy that already lives in our mission and elevating it for generations to come. I respectfully urge you to vote yes and help us move forward as Dr. George J. McKinn III Middle College High School, home of the Cougars. Thank you. Want to bring up obviously

177one of our students um from the renaming committee uh Miss Kayn Williams. Good afternoon board members and everyone else who is here present today. My name is Kayn Williams and I am a 10th grader who attends Middle College High School. Today I am here talking as a student representative at MCHS rep regarding the renaming of our school Middle College High School to Dr. George J. McKenna III Middle College High School. As a student and committee member, I see both sides when it comes to renaming our school after Dr. George J. McKenna III. Everyone says he's a great guy, which I 100% agree with, and that he's changed a lot of lives as an educator within our community. But in my generation nowadays, a lot of students don't really get the opportunity to know who Dr.

178George J. McKenna III is or what he's really done for our community. So, at first for our students, it can feel like we're being forced to change the name of our school that we already know and love as middle college. But as a committee member, I got more of a chance to hear why these adults are saying all these great things about Dr. George J. McKenna the third. I now after hearing all this information, I understand the impact he had and I do think he should be the name of our school because he's just such a great guy. Um, Middle College is known for giving students opportunities through college classes to let us get our AA degrees so it could be easier for us in college. And Dr. George J. McKenna III is someone who

179gave opportunities to people like me and helped create change in our education system. I think having his name on our school could inspire students and remind people like me what one man can do for a whole community. Even if students don't fully know his story right now, that can easily change perspectives. They can change a a school name can teach people about someone's legacy, especially a man like Dr. George J. McKenna III. Okay. And I think honoring a person who positively changed lives is something meaningful. That's why as a student and as a committee member, I believe changing the name from Middle College High School to Dr. George J. McKenna II middle college high school will be the best decision for my peers, my teachers, the staff, and our community as a whole. Thank you,

180Kayn. Coming up next, we have Miss Betty Washington, who was a former principal of Middle College High School. Good afternoon and especially good afternoon, Mr. Smilson. Nice seeing you again. Um, my name is Betty Washington. and I'm the former principal of Middle College High School and I just want to add to what everyone else has been saying. Um, Mr. Dr. George McKenna III has been um in education for 60 years. People, he's not only known in the United States, but he's known internationally. He has served in every position like uh our superintendent said earlier, but not only superintendent in LA, superintendent in Pasadena, and he was a former math teacher. um and as a beginning teacher, he was my first principal that I had. Many of us who are sitting here today um were in

181um influenced by Dr. George McKenna, motivated and pushed forward. So, I would just please ask you to consider voting for a positive name change for Middle College High School. Thank you. >> Thank you, Miss Washington. Up next we have I think on Zoom um is Dr. Reginal Sample who is now currently our regional director for region of South and Washington Prep alum as well. >> Thank you and uh greetings President Smelson, acting superintendent and distinguished board members. I would like to speak to six categories. Um one starting with the responsibility of legacy. I stand before you well zoom wise to advocate for an act of cultural reclamation renaming middle college to formally include the name of Dr. George J. McKenna III in many communities the history of local heroes is protected and taught with pride.

182Yet in our own there is a growing disconnect. We see students thriving in college and career pathways today who are unaware that their opportunities were paid by a man who fought for them before they were even born. We must give this giant of education his flowers while he is here to smell them, ensuring that the excellence tied to this community and that this school remains visible for generations to come. Secondly, as the architect of the equity framework, Dr. George McKenna's leadership is the bedrock upon which our current equity initiative stand. He was the visionary champion for humanizing education for equitable transformation known as HEAT which was designed specifically to support the most underresourced schools in District 1. This program was not merely a local initiative. It became a the fundamental framework for what we now

183know as the Black Student Achievement Plan, BSAP. At the time when system systemic barriers seem insurmountable, he authored the zero dropouts resolution to ensure our youth were supported rather than pushed out. He courageously protected graduation requirements, ensuring a D remained a passing grade to maintain an 86% graduation rate rather than seeing the futures of our students decimated. Thirdly, a transformation rooted in South LA. His impact in the Los Angeles Southwest community is not just professional. is legendary. As the principal of Washington Prep High School, he faced a campus divi defined by gang violence and low achievement and transformed it into a nationally recognized model of excellence. Under his preparatory school model, enrollment more than doubled and nearly 80% of graduates went on to college. I speak to you today as a direct product of that

184excellence. My colleagues and I were his students at Washington Prep and he did not just teach us about math, he molded us into the educational leaders we are today. And fourthly, I want to just have a personal testament of radical mentorship. Dr. McKenna is a man who overserves the underserved in both policy and person. As fierce leadership, he stood before my falcony at my opening meeting when I was principal, setting a courageous turn for high expectations and cultural responsiveness. as inspirational presence. He spoke in my f first cohort's graduation at Dorsey High School, leaving an indelible mark on those students and integrity and compassion. Most profoundly, he appeared unannounced at the funeral of my mother and a fellow educator. She was a woman who entrusted both her sons in his care, bringing bringing us back,

185excuse me, from previously buzz schools that failed us. He honored that trust and he honored her memory later, investing in his vision and leadership. As a proud member of this community, one who grew up just down the street and who continues to invest in his neighborhood, I find it especially meaningful to advocate for this recognition. It would be both fitting and inspiring for Middle College to bear the name of Dr. McKenna, placing it alongside schools whose identities are now synonymous with excellence, much like Vladivic Harvard Teacher Preparation Academy, Dr. Michelle King Girls Academic Leadership Academy and King Drew institutions that began in modest bungalows and communities once overlooked have grown into models of distinction and pride. Today they stand as proof of what we invest in vision and leadership. Greatness follows. Middle college deserve that

186same honor. An identity that reflects its excellence and signals to every student that they are part of something enduring, transformative, and deeply rooted in community legacy. And to conclude, during his tenure, Dr. McKenna oversaw $2 billion in facility upgrades from the new performing arts center at Cshaw High to modernizing at schools like Hamilton and 32nd Street USC Magnet. He pioneered the TAP card pilot that now provides transit access to students district districtwide and brought music education to our schools throughout the Fender Play Foundation. To rename Middle College is to tell our students that their history is one of triumph, not just struggle. It honors a man who served as teacher, principal, superintendent, and board member all for this community. And I am blessed to have him as a mentor. And I urge this board to

187cement his legacy so that every student who walks through those doors know they are part of a tradition of excellence. Thank you. >> Thank you for sharing, Dr. Sample. Um, what I'm going to bring up next is Dr. Michelle Bird, who is currently our administrative instruction in region west and also a Washington Prep alum. Greetings board president along with acting superintendent Andress Chait and uh the honorable board members. I am Dr. Delle Bird alumna and I am urging a unanimous vote for the renaming of Middle College in honor of Dr. George J. McKenna III. Dr. McKenna's legacy cannot be measured by a single title, a single school, or even a single generation. For more than 60 years, he has served as a teacher, principal, superintendent, mentor, advocate, and school board member whose life's work has

188been dedicated to making education and ultimately our world better for children and families in communities that were overlooked as having potential. As an alumna of Washington Preparatory High School and an educational leader shaped under his toutelage, I know firsthand that Dr. McKenna did far more than lead schools. He transformed lives. While it is known that Denzel Washington portrayed Dr. McKenna in a movie about transformational work at Washington Prep, his impact is far beyond one campus. As a principal, he created cultures of excellence where students were expected to rise academically, lead courageously, serve their communities, and believe in their own greatness. He saw promise in youth and provided a viable community choice of education over gang affiliation and built pathways for generations of black and brown students to become doctors, lawyers, educators, artists, public servants, and

189leaders. But what made Dr. McKenna extraordinary was not only his vision, it was his humanity. Every decision he made as an educator, district leader or board member was thoughtful, intentional and rooted in service. He understood that education was not just about foundationally strong instruction. It was about dignity, opportunity, family, and hope. Dr. McKenna's humility and deep respect for a tradition always prevented previous attempts at renaming certain schools from happening. Recognition was never something he sought for himself. But today, we recognize that some legacies are just simply too important not to preserve permanently. A vote today for renaming of Middle College in honor of Dr. George P. George J. McKenna III ensures that future generations will know the educator, servant leader, and visionary whose influence has shaped countless lives across Los Angeles and beyond. His name

190on this school will serve as a daily reminder that excellence, compassion, discipline, service, and transformation can evolve communities beyond. I thank Dr. George McKenna. Thank you for his leadership, his wisdom, courage, and love for more than five decades. With a yes vote for his legacy already living within us, living on for generations to come. So, thank you. >> Thank you again um for each and every one of the speakers that came to share today. I I think there was one more online, not sure. Uh the other individual supposed to be online is not there and we have one one person for public comment. >> Okay. Um I do again want to say thank you for all those that came out. I want to also recognize uh Dr. Whitman and also uh Dr. Brandy here who

191continue to champion the work that Dr. McKenna has done within this district and um coordinator and assistant principal Miss Dansen as well for your work um as you continue to uh push forth uh the legacy of Dr. George J. McKenna. Um I also want to add and share that there is a scholarship that's named after Dr. George J. McKenna III that will continue to pour into the future educator education of our students. uh he has given his own money to help many students attend college and now there's a fund named after him that will also continue that work uh that will co go along with this school. This is also among many of the reasons that we seek to continue to support for the name change today. Is he on? No. Yeah. Well, I want

192to be able to turn this back over to you and um to continue to facilitate this uh as we move forward. >> Okay, we have one uh person here for public comment. That's Sarah Bradshaw. Come on down. You'll have two minutes to speak when you begin. >> Sarah Bradshaw. Oh, she's a person. Yay. >> Hi there. Hi. Good afternoon. Um, I just first should say all board members deserve recognition. Hardest job in education. Hands down. Hands down. But I'd like to speak in support of this motion to name the school after Dr. McKenna. While many know of his Washington Prep heroics, and I hope you learn more truly, and learn about his brother also in New Orleans. Um, all right. In a case, I first met him at a time when board district 2 was

193in crisis. Margarite Po Dexter Lamont passed away unexpectedly actually at a CSBA conference down in San Diego. Several of us met at a Denny's late night near USC uh to ask that he step in. We knew he'd been a superintendent, community leader, he had all these wonderful attributes. He'd be a perfect person to take the seat. Um and he he stepped up and and and offered to fill the leadership void at a time when that district needed him badly. He offered himself to the board promising to simply fill out fill out the term just fill out the term and then he would shuffle back off to retirement. In any case, his kind offer was declined. Um and it ultimately went to a special election. His gander was up and he said, "I'm gonna run." you

194know, I offered to do it. I'd be in and out. No harm, no foul. And nope, nope, nope. So, 10 years later, Dr. McKenna retired. So, I just want to if he's out there, say hello Dr. McKenna. Um, and uh just thank his staff, his wonderful staff, and obviously many continue on. And Margarit's staff, and I think she would be couple of big thumbs up on this. And um I actually Googled uh or whatever Wikipedia is the George McKenna story true. In his first leading role, Denzel stars in the true story of Los Angeles teacher principal George McKenna. So yes, it's true. Kids, heroes can come from LA Unified. Thank you. >> Thank you. Thank you for your time. I'm going to check online one more for the last speaker and that concludes the speakers

195and I believe the speaker list. >> Again, I want to just say thank you for all those that come out and spoke on this behalf and I will say constantly and over and over again. You'll hear me say this as often as we are being erased, it is always great to be able to create things that are permanent within our history that elevates education none other. um and of such a man as he to be able to be recognized within our district for such for such a time as this. And so for our students, I want to again thank you for coming out and speaking on behalf of the students and be able to articulate exactly what that transformation looks like in real time for our students. And so I appreciate you being here to

196celebrate and to be able to recognize when we able to see history right here within our district. So, thank you for sharing. >> All right. May I have a motion and a second? >> Moved by Dr. Rivas. >> Seconded by board president Schmurson. Board discussion. >> I'd love to be added as a co-sponsor. Thank you for bringing this. um you know the the first people will say the first time I met this person right because he's a legend like that and people want to remember the first time um I was actually standing right there as a public comment speaker with someone who was a public comment speaker today again she's a PSW at one of our schools um and another staff member and I remember Dr. McKenna sitting right there and listening to us, like

197looking at us, listening to us. And at the end of our presentation, he called us by name. And I remember thinking that's so powerful when leaders care about the stories that come before the board. And I felt like Dr. McKenna always led with listening um to constituents. Even when he didn't agree with them, he always heard them. Um and I think even that was true for me. Dr. McKenna and I didn't agree on everything. Um but we did listen to each other. And I think that's a great part of his legacy and something that I took into my leadership is um listening to those who have different perspectives from you can make your leadership even more powerful. Um he always reminded us, you know, equity and equality were important, but so is adequacy. Um and

198so I have his voice in my head reminding us that our kids deserve more um and and adequacy is um needs to be increased every time, right? Reach reaching for what our kids deserve. And the last thing I'll say is um whenever I would see Dr. McKenna after retirement, you know, his real retirement, I would say, "Dr. Mckennon, so good to see you. And he would say, it's so good to be seen. Um, and I love his confidence and I and I want students to continue to to mirror that from him. Um, and just this is a good moment to to see him forever in LA Unified. Um, and so I'm just glad that you brought this. Thank you, board member Newville. Um, I'm h happy to support. >> I'm good. You >> you go.

199Um yes, this is uh well welldeserved uh to be to name a school after somebody who I also um looked up to. Um he sat right here next to me and um he was always so respectful. He made he cracked me up. you would see like the the the comments he'll like read over and like I try not to laugh. I try to, you know, maintain my seriousness, but you know, he always had something either um very funny to say, but he was always so um poignant in in his comments and his wisdom just, you know, just just every word he he he he spoke was was so um came out of wisdom and experience and knowledge. And for me, I was just just honored just to be sitting next to him and to be

200sharing um these days with him and um and very fortunate to be naming a school LA USD school in his honor. So, thank you for bringing this. Thank you for the school community who um you know chose to be named after such a such a wonderful beautiful human being. Thank you. Yeah, one, it's great to hear from all of you about the contributions that Dr. McKenna has made. They are immeasurable. I um remember early on in my tenure having a meeting to go talk with George and I don't know that I did any talking but um it was the first of many just uh opportunities to sit and learn and he was he was he was hysterical and he always when we you know somber moments or press conferences kind of a whisper from George

201it was hard not to laugh but um his uh you know my colleagues have said it a while but his passion his little apherisms his Georgeisms his passion um and and the idea that you know, you can do serious work while still having a light heart. Um, and and never take your eye off the prize is worth celebrating, commemorating. This is a school, though not in my district, that I've visited a few times and we'll definitely have to go back and get some George McKenna Middle College High Swag, too. So, thank you and would love to be added as a co-sponsor as well, >> Miss Gomez. >> Thank you, board president Charlesson. Thank you, board member new for bringing this and for everyone who came to share your stories. I I think it it's it

202was really powerful to hear about the personal connection that so many of our leaders have um to Dr. McKenna and really speaks to the generational impacts that he has that continue to live on through our educators, our principles, our families. Um and I besides everything that everyone else shared um because he he was all of the he shared all of those things, the the jokes um and I think just the presence of such a leader um I think his wisdom um Dr. McKenna would speak for quite a while and then in there were just like so many gems. You're like I hope that someone is taking this all down. Um these are such pieces of brilliance and I feel that I had a great opportunity to learn from him as a board member. I think

203what I also um really appreciated about Dr. Mc McKenna is just his rootedness in schools and in community. Um the the deep emotional impact of the work that he did at Washington Prep. it it's easy with the years I guess to to grow distant from that. I think some people in education as they move up through the ranks um lose some of that connectedness and that rootedness. He never lost it and I think that he was continue he was always led by those experiences and ensured that all of us were centered on those experiences when we were making decisions. So I'm excited to see this move forward and excited to support >> before Mr. Chate goes, um, Dr. McKenna is a very, very funny guy. I don't I I'm telling you, he has the jokes.

204He really really has the jokes. And in case you didn't know it, um, Dr. McKenna is not a man of few words. And don't you dare try to interrupt him while he's speaking, cuz he'll tell you off right away to let him finish. That's why we love him so much. Uh really everybody knows Dr. McKenna whether when I go to uh conventions whether it be Northern California uh San Diego everybody knows Dr. McKenna he is a legend and uh uh I consider him a friend and more important he considers me a friend and that's what I'll always remember. Uh he's a wonderful wonderful guy welldeserved uh naming and I like to co-sponsor also Mr. Chait. >> Sure. Very briefly. Obviously, I I echo the comments made by the board members and by the presenters today.

205Uh when I think of Dr. McKenna, the word that I think of is fearless. He is and in his role as as a board member was absolutely fearless about his advocacy uh on behalf of the constituents that he served. And he was also fearless about engaging with the folks that didn't agree with him. Right? It's always easy to to connect with folks that are already kind of on your wavelength as it were, but he was always willing to have challenging conversations with members of our community that weren't necessarily in alignment with his point of view. And he came at it from, you know, board member Ortiz Franklin referenced her engagement with him as a public commenter. It was from a place of mutual respect. It never felt when he was sitting up here and I

206was in my little room in the back and I was watching it. It never felt like he was talking down to people. It was a lateral conversation regardless of who was addressing him and so I appreciated that fearlessness about him. >> And can we can I just add because of him there was a six-deree separation with Denzel Washington. I mean for me that is like oh I just want to say >> it's probably even closer. >> Um one last thing as you were mentioning that he was never short with words. I just want to know because I know the students um that it is just appropriate that this will probably be the longest title of any school within our district. So, it just matches. >> There you go. >> Miss Brick, I didn't mean not

207to co-sponsor. I wasn't sure if it it was something we can co-sponsor mechanically, but if it is, I'm happy to be to be added. >> I'll note that it is not a resolution. >> Okay. But the record does reflect everyone's eagerness. Okay. Do >> that's the important part. >> Shall we vote? >> Ready to vote. >> Okay. Miss Newbell. >> Yes. Oh, sorry. >> I'm so eager to say yes. >> Eagerness. All right. Uh, Dr. Rivas, >> yes. >> Mr. Melwood, >> yes. >> Miss Grigo. Uh, Miss Gomez, >> yes. >> Miss Ortiz Franklin, yes. >> Board President Sharon? >> Yes. and the student member Yang. >> I'll come back to him. >> We'll get it later. >> Obviously passes. Thank you everybody. >> Okay, now it is 1:36. I believe we have a 2

208pm time certain 2:30 p.m. time certain. So, there's an hour worth of business to do. Uh first we take the calls for items that were listed for consent and then uh the board will vote on consent. Can't >> we just take a brief pause? We'll just take a brief pause. Sorry. Okay, we've got four. I'm going to go back and collect the vote from uh board member Grigo on tab 28. >> Uh the renaming of Middle College High School. >> Yes, >> that is a yes. You can't hear it, but she said yes. Did you understand? >> I'd love that. >> Yes. >> Thank you very much. >> Okay. Now, we'll take public comment on tab. There's no comment on tab two. Let me double check. We'll take public comment on tab three. But first,

209I have a script to read for tab three. Approval of routine personnel actions. Okay. Senior management contract certificated. Presented to the board for approval as part of the routine agenda item are the employment agreements for certificated employees appointed on April 22nd, 2026. Government code section 54953 requires the board prior to taking final action to provide an oral summary of a recommendation for a final action on the salary, salary schedule or compensation paid in the form of fringe benefits of a local agency executive including certificated employees during an open meeting in which the final action is to be taken. The following certificated employees the board is considering will receive. One, regular health and welfare benefits accorded to 12 month certificated administrative employees of the district. Two, standard senior management district vacation and illness days which are

21024 vacation days, 13 full pay illness days and 87 half-pay illness days per year. Three, use of district automobile or monthly car allowance of $250 for a term commencing on July 1, 2026 and ending July 30 June 30, 2027 unless indicated otherwise with an annual salary as follows. Um Anthony Aguilar uh chief of special education and special a specialized programs salary is $278,25. David Baka as regional superintendent $289,119. Kristen Murphy as associate superintendent talent $333,540. Robert Whitman education as education transformation officer $24349 $243,495. Francis Bayz as chief academic officer from July 1 through August 14, 2026, $278,25 and PSA Katmal as chief academic officer starting on August 15, 2026, $278,25,000. The item is on consent. There are speakers to this tab in general. Um, if there are speakers to this item in spec specifically, please

211sign up online. Uh, you can find out how to do it in the back. Uh this is for tab three and now we'll take those who are listed as being here in person for tab three. Uh Yanita Estrada, are you here? Yani, are you here? Yanita Estrada, not here. Jason Buckalter, are you here? Jason B, come on up. Uh Mr. Buckalter, you'll have two minutes to speak once you begin. And after Mr. Buckalter is Danny Salas and then remote speakers if any Esther Hatch I see you're online I will we'll come to you in just a moment. All right Mr. Buck Alter you'll have two minutes to speak on why don't you begin? >> I'm not speaking to the current contracts but something personnel related. >> Perfect. Please go ahead sir. Thank you. >> Okay.

212U dear honorable board members uh thank you for allowing me to speak today. My name is Jason Belalter. I am a proud graduate of LA Unified Schools. I have served as a teacher for the past 27 years and I have put two children through LA USD schools. Um, for the past 20 years, I've taught at Sho Road Elementary. We're a small community school located in the Palms neighborhood in West LA. We're a title one school and primarily serve a Latino population with many, many new immigrants. As an officially designated LUSD community school, we've worked hard to create a school environment and culture where parents feel welcome, valued, seen, and empowered. Unfortunately, I'm here today instead of working in my third grade classroom. I've been here all day um to speak about a very serious issue

213that is affecting our little school community. We were recently informed that one of our school community's most beloved teachers, fourth grade teacher Kimberly Castanada, who was working on her district intern contract took a little too long to finish it. Her contract reverted to temporary status and thus we were informed that she was not going to be asked back. Miss Costina enrolled in the district intern program was making incredible work. She diligently worked to improve her practice, became an very effective and collaborative member of our staff and really reached out and formed real commitments with many of our Latino parents who shi far shares heritage with language and really has an authentic connection. Basically everything you want in the community schools initi initiative was represented by Miss Castana. So I've come here today to speak on

214behalf of the parents in my third grade classroom. May I finish please? >> Please wrap it up. Thank you so much. Yes. >> I have come here today to speak on behalf of the parents in my third grade classroom. Many families were looking forward to having Miss Castanada as their fourth grade teacher next year. When we heard that she would be removed from our school and replaced with a displaced teacher, they were rightfully confused and upset. A few asked me to come today to speak on their behalf. So on behalf of the parents in our community, I respectfully ask you to look at the renewal of teachers, especially teachers like our Miss Castana on temporary contracts on a case-byase basis, understanding that teachers are not replaceable factory workers, especially in our community schools. We work

215hard to develop relationships with our communities. and I just wanted to appeal on behalf of the parents I represent. >> I wrote a brief letter um wrote it this morning so it's not very neat and I would love um if someone could give this to our board member Miss Newell. >> I'll come I'll come. >> Thank you for your time and all you do for us. >> Thank you. All right, the next speaker Danny Salas. Are you here? Danny S. Danny S. All right, first caller is Davey, are you on the line? Davey, Esther Hatch, I see you're on the line, Esther Hatch, please press star six to unmute yourself. And you have two minutes to speak once you begin. Esther Hatch. Esther Hatch, I see you're online. Please press star six to unmute yourself.

216And you'll have two minutes to speak once you begin. Thank you. Can you hear me? >> Yes, we can. Please go ahead. >> Okay. Hello. Um, good afternoon board members. My name is Esther Hatch and I would like to say something about the management contracts and salary approvals coming before you. These management contracts with inflated salaries that exist without any transparency and are being voted on for raises yet again. Why exactly? These salaries are at in the third two and a half to three and a half thousand dollars a year mostly. And again, no one knows what these positions do, where they are, and why do they get automobiles or automobile allowances, which brings me to transparency. Where is the organizational chart? It's hard to find. That could be that could at least bring some

217insight into to what the position entails. You know, some level of justification. As the proud SEIU Local 99 member, I'm grateful that the contract was settled and ratified just days ago. But now, just last week, termination letters were sent out to staff. Essential jobs that impact the lives of students in our schools. and these students depend on these workers. I just find it irresponsible to move forward with raises for these over for these top all these top already inflated salaries with no transparency. And that doesn't sit well with our parents and our teachers and classified staff and school communities. Our students and schools deserve better. And does anyone remember how many leadership positions LA USD had in 2008 when the district had 700,000 students? The district functioned with far fewer layers of management than we

218see today. At some point, LUSD mysteriously asked itself, what makes sense for 400,000 students today and declining enrollment. I don't believe that increased management when schools are consistently told there isn't enough money for staffing, support, intervention, arts, library, counsel on consent, annual approval of community advisory committee membership, we have one speaker, uh, Lisa Baros. Lisa B. Come on down. You'll have two minutes to speak once you begin. >> Hi everyone. Um, you guys shortened the public speaking time since I last spoke, so I'll try to go quick. My name is Lisa Muscobaros. I'm the founder of SPE educational and the proud parent of two students with disabilities. I'd like to congratulate the incoming CAC members and express my genuine appreciation for how far this committee has come. When I served as CAC chair several years

219ago, we began pushing for a committee that was truly parentled. The families on this committee are an asset and I know you will treat them as one. At SPE educational, we're doing similar work and we have a lot of opportunity here for collaboration. We're a nonprofit dedicated to lifting up students with disabilities through parent voice. And thanks to a grant from Educating All Learners Alliance, we recently receeded our first community- centered data report based on a survey created by parents for parents asking questions that the district doesn't usually ask. We had 155 responses from LUSD parents. Here's what they told us. Nearly half of students with disabilities do not consistently feel safe and supported at school. Shout out to the resolution about mental health. 30% waited over a year for their child's disability to be

220recognized. 68% said advocacy has contributed to anxiety or depression. 39% have experienced employment disruptions because they're so busy advocating for their kids. Only 7% received district communications about federal changes to special ed. Yet 91% want to know what's coming down the pipeline with the changes at the federal level. This is a cost paid in full by families while appearing in no budget. The question for this district is, will you build systems that channel family advocacy into genuine partnership or continue to rely on families to compensate alone for what those systems failed to provide? We would welcome the opportunity to present our full findings to this board and to the CAC. The data belongs to this community and together I look forward to finding solutions. Thank you. >> Thank you for your time. Okay, that concludes

221tab four. Now moving on to tab five, approval of adult education, career technical education. We have two speakers. Christopher Jones, are you here in person? >> Yes, sir. >> Come on up. You'll have two minutes to speak. And then after Mr. Jones is Matthew Kogan. Kogan, please go ahead. You'll have two minutes to speak. Why don't you begin? >> Thank you. Hello, LSD school board. My name is Christopher Jones. I'm a veteran ESL teacher of 31 years in the division of adult and career education. Uh the CTE advisory committee no longer has UTLA appointed teachers. This needs to change. Um speaking of CTE, I'm here in support of career and technical education computer teacher Miss Don Wilson, who was unjustly dismissed last week. Schools are the center of a community, and Miss Wilson is an

222exemplary teacher at East Valley Skill Center. Interim superintendent Mr. Andres Chate says there should not be an ad adversarial approach to the different factions but a partnership amongst all stakeholders. I believe in Mr. Chait not only because of what he says but how he says it simply with conviction no slick talk. Let's make sure that his partnership approach is followed in bringing Miss Wilson back. When people think of Harriet Tubman, Haime Galante, Harrison Ford, Jonica Patella, Maya Angelou, Zed Diaz, Tom Cody, Liliana Reiner, George Decay, Ralph Lasso, Brian the Skull Oconor, and Canadian American Neil Pier, and after hearing today, uh, Dr. McKenna, they think of the utmost quality. I challenge everybody with skin in the game to elevate LUSD to the standards set by the people I just mentioned. My name is Christopher Jones,

223son of Amalia and David and grandson of Elvira Silva Solis. Thank you for your attention and may the force be with us. Thank you for your time. >> All right, Mr. Matthew Kogan, come on up. You'll have two minutes to speak once you begin. >> My name is Matthew Kogan, uh, new retiree from adult education and the CEK committee has some problems. It no longer has any UTLA appointed teachers on it. The last one talked about his poor treatment. He wouldn't even be allowed to. He wasn't even provide with the minutes no matter how many times he asked and despite the fact it's a Brown Act committee. CTE is vital and so are CTE teachers. And as my colleague Chris mentioned, Don Wilson has a computer teacher for 24 years and because of new law

224allowing finally a pathway to permanent test for CT teachers. Unfortunately, she's probe one this year and a few weeks ago was told, "You need to resign by the end of the week or you'll be non-reelect." And when asked a reason, she was told she is she didn't need to give her a reason. Now, the district can treat legally Miss Wilson in a shabby way after teaching thousands of students. Um, but it's a real difference between what we can do and what we should do. And what this district, what we should do is put our students first, our community first, and treat our our um our teachers and other employees well. Clearly, this decision of a non-reelect for a 24-year teacher doesn't serve any of those goals. Um, we have a petition. They did a petition

225of the students of school. I think uh 126 uh petitions I'd like to leave with you. Um, I'd also like to say that um, none of these teachers should be probe one. There was an obstacle in the education code for CT teachers for districts that had rock rope. I don't they closed the LA USD office of rock rope some years ago and I didn't think I'm winding it up. Um, I don't think anyone really wanted to talk about its status of an office which no longer existed, but I don't think any of our CT teachers are actually probe one this year. Thank you so much for your time. >> Thank you for your time. All right, that was public comments for tab five. Um, tabs 9, 10, 11, 12, and all are on consent but

226do not have any public comment associated with them. Let's see. Tab 13 uh authorization to execute a renew new new renewal subleas contract uh has two speakers Nita Mendes are you here Mendes this is for tab 13 authorization to execute a renewal subleas contract for the transmission of Los Angeles Unified school district broadcasts tab 13 miss uh Miss Mendes is going to speak in Spanish so if you'd like to hear what she's saying in English please put your your hands up and we will get you translation headsets. >> Following Miss Mendes is Maria Torres. >> Okay, Listos. Gracias. Good afternoon. I don't know what this is about >> about this talk, but I am here and I'm very upset with Miss Ortiz because you yourself, Miss Kelly Gonz says there are no funds for the

227police in the school. Calv there was a shooting very strong for the students. There was no police. But Miss Ortiz that I've said that that position is too big for you. You came in hired a detective. It is more expensive a detective than the police because I'm telling you that she doesn't know how to do her job. Mr. Andresate, I asked him an appointment and up to this day I have to wait it. I don't want to speak to anybody about what happened to my daughter because it's delicate. Mr. Chait, I don't I can't talk about him because I don't know how he works. But m Mr. Carvalo was working really well with us. He was he was doing well. And I want to say Mr. to Miss Ortiz that I also do not want

228to work with her because she cannot do her job. Mr. Chait, why is it that Mr. Carvalo left? Why didn't she also leave with him? Because he she was on his team. And yes, I've been called to meet with them. I say no because Miss Ortiz threatened to call on me a detective. Is that a good thing? Do we want we want police for the school? We want police so that they are supervising the schools. We want funds for police. You don't have funds, but you do have funds for Miss Mendes. That's not okay. Miss Ortiz is not okay. And I'm going to tell you something. Your job is way too big for you. And that expression, you don't know how to do your job. She says she doesn't want to work with me. Bravo.

229So then who will I work directly with? I don't know how you work. You go on TV talking all beautiful about students in special education. What's spoken about them? Nothing. Nothing is taken in consideration. For example, in the school Diego Rivera, they're going to go to Japan. And so I told her, why in the students are not taking into consideration, they don't want to give them uh field trips, but they're going to Japan. No. Well, Mr. Ch, that's wrong. And I'm going to wait for a appointment. I'm very patient. And Miss Ortiz are hearing is listening me. I don't want to work with her because she doesn't know how to do her job. >> The next speaker, please come on up. >> Hi, good afternoon. Um, my name is Maria Torres and I have grandkids

230at Carver. Um, uh, Miss Kelly is not here, but I wanted to invite her to my IEP tomorrow. I'm under the understanding that my grandson there, um, they have autism problems and they have IEPs. I have an IEP that is very important tomorrow. As I do understand that there's going to be a lot of uh, cuts, you know, and personnel and etc. I was under the impression that they were going to take out uh Miss Karen Solis, which is one of the greatest persons that my grandkids have worked with. I don't understand all this movements. They're going to uh move her because the budget cuts, but move her to another school which is causing a lot of emotional u uh problems to my grandson. As right now, we're encountering every day for the past three

231weeks at Carber. We've had um people with uh students with guns, people with knives. I mean day to day they've been uh shutting down the schools due to all these things that have been happening. Uh my grandkids are already experiencing the death of uh my daughter that just passed 34 years old. And now with removing this uh Karen Solis is causing a a great tremendous emotional distress on my grandkids not only to one but to three that I currently have. Also you know um they're taking out like the best teachers Mr. Lemus. I'm not really I'm not really knowing why my grandson was not able to give me details. I'm here because you know we have safety plans in place for my grandkids and obviously there's things things are not going to get fixed. I

232know that I was uh working well with Mr. Carvalo. He he has been tremendous help. I know that u Miss Lopez and I have also uh spoke. She is very very good. We're working together on building a strong relationship. But I feel that now I feel that some of you guys need to step down and go to the schools, meet with uh Miss Kelly uh should be in present on on my IEP tomorrow. I have it at 10:00. You know, um I have safety plans in place for three of my grandkids that right now I feel that someone higher and higher positions needs to be there. You guys uh talk and talk and talk, but you guys should be in person meeting to see what goes on behind all the you know the talking. Right

233now you say see something, say something. Now I want you guys to do something. I want somebody present there. I met with Mr. Carvalo in person. I would like to have that onetoone in-person meeting with you as well. I could show you videos of everything that goes on because there's harbor squables, Carver violence, and we need to stop this. We need schools uh we need uh police back in schools as well. >> Thank you for your time. >> All right. Tab 15 has no comment. Let's see. Tab 16. We have one inperson comment for tab 16 approval of the San Julian busyard electrification project. That's Mr. David Tokovski. Are you here, Mr. Tokovski? >> Earlier. >> Not here. We saw you earlier, sir, but you are not here now. All right. So, tab 17, we

234have one public commenter, David Tokovski. Here he comes. Uh, Mr. Mr. Tokovski, this is going to be the regular public comment on tab 16, not the public hearing just yet. So tab 16, you're up, sir. There's no question. You're up. >> It's not a public hearing, right? >> That's correct. Okay. Thank you. I'll get on the bus with you. Um today I'm speaking uh on the two items related to buses and and remembering my own experience when we went from diesel to CNG and how we thought the CNG was somehow a magical solution to diesel and we got all sorts of grants from other agencies and we put in lots of uh infrastructure. But it turned out that the diesel particulent traps which were very cheap uh did as much on the oxygen issues as

235the um CNG. And so as you look at these uh items on the buses that are now using also again certificates of participation which are paid for out of the general fund which is instruction and personnel. You have to get a big picture on what you're getting and what you're not getting and what it's costing. And so as these two items come up, I remind you Mike, the uh screen isn't working, so it's hard to tell whether I have a Oh, thank you. Uh delegated authority. A lot of these are coming in as increasingly as delegated authority. I know Dr. Dr. Rivas raised a question of that the contracts both in facilities and the district are getting thinner and thinner in the public presentation, more and more extensions. And today you also have in item

236seven uh a bunch of after the-act contracts including school services which is being paid $160,000 for five months. Hopefully that is a mandated cost. Pedro should know whether that's mandated or not. and you have all sorts of issues going on with delegated authority and procurement particularly uh redoing the housing um RFP because of a lack of foresight beforehand and ending up with such a thin piece. So I I I raise the question above all uh to look at the buses and get a big picture and I'm sure the team will tell you all all that's necessary. But school services is the same contractor that Chris Mount used as he was procuring himself a job under school services in San Francisco Unified. Thank you. >> Stay right there sir for tab 17 the public hearing. Mr.

237Tokovsky, please come on up. >> Is this broken? It might be >> okay. Mr. Smson, if you can give hand signals like the oldfashioned schools, that would be great. Otherwise, >> I know it's two minutes. It's 120 seconds, right? >> But when we do speeches in schools, we always give one minute. Bingo. Leader. >> That's odd. That much I can figure out upside down, but thank you, Mr. McLean. This is item 17. Is that correct? The public hearing on the affiliated charter KFax. Yes. Okay. Um I just want to note that KFax has 786 students. Strategic enrollment. There you got it. It's probably got a weight list of a couple hundred or more and yet we have probably 150 schools that are lower than 250 kids. So instead of closing or consolidating, we have to

238reinvision things and KFax offers an opportunity as an affiliated charter which are district students, union schools to take a look at how we can grow the affiliated schools because the affiliated offer children in Glendale Unified near back by Kfax or Burbank Unified or in other places to come into the district. We have a strategic enrollment office and we haven't seen any strategy that brings kids in from other districts. There's a phobia. It's a charter, but come on. It's an affiliated charter. It's an opportunity to think through through things. Additionally, on item six, which is the nine public schools item, which has a batch of different issues in it, almost all of those students are going out of the district rather than coming in the district. Now, some of them because we couldn't get the right

239agreement in their individualized certification program. But in many cases, the psychologists, the nurses, the social workers that are assigned in these services, non-public schools are non-unioned. They are taking away work. And there's board members who have motions to try to increase our sense of wellness and betterment. We need to be fighting this week when the governor makes his May revision to add a billion dollars to special ed at a minimum and to change our approach at this district to have leadership to pursue that kind of money. That's the kind of effort bipartisan. Special ed is a by last educational bipartisan issue that the governor could take into the White House if he were pressured to. Thank you. Stay right there, sir. The public hearing for tab 18 is next. approval of the re renewal petition

240for Westwood Charter Elementary. Please go ahead. You'll have two minutes to speak. >> Out of the 10 10 million people in the county. I'm happy to be here for the public hearing. Um and those public hearings that uh allow us more than just the 120 seconds to speak. This item is another wonderful affiliated charter on the west side of Los Angeles where we also have schools with low enrollment. We have 712 plus children at Westwood and we haven't figured out how to take the learning. Excuse me, my I'm barking at you, I think. But um here's an opportunity to pilot things again. Instead of closing schools using that language that other districts are using or consolidating, reinvision things with parks, with early ed centers, with all sorts of public use ideas rather than just focusing

241on the tiny. Here you have a school that if you had Westwood adjacent elementary school would probably have another enrollment of 700 kids in it. Okay. the lack of envisioning that is going to happen like other school districts around the state who are closing and consolidating and not thinking. This board has a lot of intelligence, a lot of capability to see things and particularly to pilot things. To date, the children youth behavioral health initiative, which I have spoken about for a couple of years, LA Unified, according to the state website today, has reimbursed $15,000 $15,000 for $400,000 kids. Anaheim Elementary School District, which has 14,000 kids, has $900,000 in. I'm not saying the state doesn't have problems, but we ought to pilot some of these ideas rather than trying to change all the water fountains

242at the same time. Take a look at what your opportunities are in mental health and counseling through that program as well as the issues raised this morning by some of the unions with respect to BAP or the extra counseling. All of those things can be funded through children health behavioral initiative. >> Thank you for your time. All right. Tab 19 is has questions. Tab 20 is on consent and has 10 speakers. Mr. Dowski, you are not one of them. All right. Nicole and Duket, are you here? Come on up. You have two minutes to speak. Why don't you begin? >> Extera and Green Dot would like to express our gratitude for consent approval today by waving all speakers. >> All right. I'm going to read through the list to make sure I didn't uh miss

243someone with a a different viewpoint. So, that's Miss Nicole and Duket. Uh uh Brennan Brena Han >> wave. All right. Christina de Jesus. >> Annabelle Moscowitz. Uh Na Naima Otto. Uh Rosa Miranda. Aldera Morales, uh Maria Ramos, uh Diane Alvarado, >> and Chil Aayan. >> Outstanding. Thank you. That that's tab 20. Right. So that moves us to tab 24. The note I have is consent with a quick comment >> just as a quick introduction. Um this resolution is about supporting five current bills in front of the legislature, creating a task force to increase revenues, um and uh calls for bianual updates to the board. You heard it today from our labor partners. We've heard it from district leaders and community members for so long. It's already happening. This is just an opportunity to um give

244a little more teeth to the work around creating uh more revenue streams for public education and closing private loopholes uh at the state level. So, uh thanks for that and thanks for your co-sponsorship, Miss Gomez. Okay, I'll just briefly thank you board member Orthas Franklin for um for authoring this resolution and for allowing me to co-sponsor and um as she mentioned, you know, revenue is really what we're focused on and how to ensure that our schools in California are fully funded. There's been a lot of conversation focused on the release of Prop $98, but we know it has to go even farther than that if we are truly to think about um what does fair and equitable funding look like for our public schools in California and especially here in Los Angeles. Um and a

245critical part of that is ensuring that corporations and the wealthiest among us actually pay their fair share for doing business here in California and that we can take those funds to support um our children, our youth, which we know are the best investment we could possibly make. Um, we were I was part of a delegation. I was proud to join um the superintendent and some of my colleagues on the board and our labor partners in Sacramento. And it's clear that there are many legislators that support our schools. Um, but I do, as Miss Ortiz Franklin mentioned, we need to step up our advocacy and ensure that they hear all of our voices and just how critical this funding is, not just on a one-time basis, but on an ongoing basis to really meet the needs

246of our students and provide the schools that they deserve. Thank you. >> Right. Um, there are seven speakers associated with this item for public comment. Um, all in person. Mechy Smith, are you here? Uh, Mr. Sto, Lupe, Jovita Angel, Latana Hall, uh, Alexis Hill, and Leah Driscoll or Leah Driscell. Not here. So, that was tab 24. That concludes comment on 24. The next consent item is tab 26. There are no speakers to tab 26. Tab 27 I've withdrawn. Uh so that concludes the consent calendar which has been moved and seconded. I will now take a the vote on the consent calendar. I could just get my notes. All right. So on voting on the consent calendar, Miss Newell. >> Yes. >> Dr. Mr. Rivas, >> Mr. Melvin, Miss Grigo, >> yes. >> Miss Gonomez, >>

247yes. >> Miss Ortiz Franklin, >> yes. >> Board President Schmeurlson, >> yes. >> Student board member Yang. >> Yes. >> Okay, so consent calendar passes. I just have to collect two votes. Give me one second to make sure I didn't miss something. I mean, everyone who's getting up, you're good to go. But I have to check on something else. All right, moving on to discussion items. >> Back. Oh, Mr. Melbourne, may I collect your vote on the consent calendar? >> Yes. >> That is a yes on the items on the consent calendar. And now I need to come back for Dr. Dr. Rivas. Um, now going to item specific tabs. Uh, the first is tab one, donations of money and materials to the district. Uh, I have you, Miss Newell with a question. So, I

248had a question for the donor of the Peterson Automotive uh Museum that there's a um there's uh I guess uh 100 tickets or vouchers wanted to know what is the way or how does a school uh be informed about them and how are they distrib contributed. >> Good afternoon board members and superintendent. I um so we collaborate with the arts education branch and uh this distribution we collaborated with the cultural arts passport ambassadors. they received the message on behalf of their schools and they are the ones that requested it and we also uh put a notification on the uh when the DOI's newsletter and then how are students eligible to for the pass? Is there an eligibility or >> uh title one schools are the ones that are eligible and if it's a title one

249schools all of the students are able to get a voucher for those schools that requested it. >> Got it. All right. And then for their family or just the students? Each student gets it and the voucher allows for an adult, a youth or a senior family member um or a youth to get um access up to three guests. >> Got it. All right. Thank you. >> There's no comment on tab one. Is there further questions or discussion? >> May I have a move and a second for tab one? Moved by Miss Gomez. >> Second. Feel like that was a tie. >> Whoever. >> Okay. Miss Newell is second. >> Uh, Miss Newell. >> Yes. >> Dr. Rivas. >> Mr. Melvin. >> Yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Artis

250Franklin. >> Board President Schmurson? >> Yes. >> Student board member Yang? >> Yes. >> Okay, that passes and I need to come collect votes. That concludes tab one. Moving on to tab >> six. Uh let's do a move in a second while we're here. >> Move it. >> Moved by Sconone. >> Seconded by board president Schmurson. This is uh tab six non-public school agency approval of master contracts. Well, thank you for giving us uh this information. uh wanted to ask specifically if it's possible that the board can have an analysis for each category of schools or services that are listed there so that we can ensure that our students that are there are getting what's called the least restricted environment. Are they able to do that? Are we able to see that by board >>

251for students that are attending an MPS? >> Yes. >> School site. So, the reason a student attends an NPS is because it's a more therapeutic setting. Um, there may be students that are there uh on the general ed. For the most part, there's students with disabilities that are are at the NPS. So, opportunities for for uh uh LRE may be more limited than being on a comprehensive school site campus. >> Got it. And then are the residential treatment centers all here in the state of California? No, we have 10, but uh about two I believe two are in California and the rest are in other states. Utah, uh I believe Florida. So they're they're they're uh spread across the United States. >> Wow. Okay. And then do we know the number of those students that

252are in those centers that are outside of the state of California? >> Yes. Give me one second. We currently have 36 students that are attending residential treatment centers. 28 are attending outside of the state centers. >> Great. Okay. So, you said 28 that are out of state of the 36 of our students that we have. And about average, what is that cost for us to have a student as a residential treatment? >> Well, I would I be able to provide you an average because we we uh create master contracts with every agency on an annual basis or every school on an annual basis. So, I'd be able to provide you an average cost. >> Okay. And then as we try to bring our contracts back into the district, are we um are we able to

253open up our behavior training so that we can increase the ability of our school district BIS? Is that ongoing or happening now? >> Yes. So the division has been working to bolster the training for our PAR educators. Uh we offer a wide array of trainings that are in person uh via online and also uh we're really looking to continue to provide opportunities for for BIIS that or for uh spec assistants that are uh assigned as a BII. Just to give you an idea, every year our par educators are enrolled in an eight course module that they complete. In addition to that, we this past year we offered onboarding for any PAR educator that was assigned as a BII and we held them here centrally. They were well attended. It was a two-day onboarding training where

254student where the assistants would receive training on topics such as eligibility, behavior support uh and how to take data data collection as they work with students. Uh we're expanding that work to the region level so we can gather even more of our PAR educators at the region level. So we are working to definitely bolster the support and training that we offer our par educators. Got >> now that's optional. >> Yes. >> At this time >> but we are working in providing some trainings that uh will be delivered for our par educators on the optional days. So we want to ensure that those opportunities are available. >> And from the past do we know how many have received that training? >> Oh yes. >> Taken advantage of it. >> It's it's it's in the thousands. Each

255of the each of the sessions that we've had >> have had over a thousand participants. >> Okay. >> Yes. >> We have a lot of different topics and they're well attended throughout the >> and it's all online or in person because you said >> we are mo the majority of them are online modules but we also offer in-person trainings here centrally uh and at times on the weekends on Saturdays >> and those in-person trainings those are those are the two days or that is >> two day training. >> Okay. All right. Thank you. >> Are there any further questions to tab six? >> Just one follow because I I think some of the the information about the NPS's might be uh a little bit surprising just based on the the high level information was shared

256about outofstate. How are those placements determined? >> It is an IP team decision based on the need of the student. The AP team does a comprehensive job in reviewing assessments that that have been conducted and the team determines if a placement such as a residential treatment facility is necessary and of course with parent consent. >> Thank you. That's all. >> Any further questions on tab six? All right. Having been moved and seconded, Miss Newell. >> Yes. >> Dr. Ivas. Mr. Meline. >> Yes. >> Miss Grigo. >> Yes. Yes. Miss Gomez, >> yes. >> Miss Artis Franklin. Board President Schmurson. >> Yes. >> And student board member Yang. >> Yes. >> Okay. It passes. >> Moving on to tab seven, approval of procurement actions. There are questions. And I also want to note for the record,

257attachment A, item G is postponed. I believe there are questions to tab seven. >> Okay. Sorry. Item E. I have a question about item E. Um, uh, can you share more about this program, uh, which is, I believe, anou with the district attorney's office, um, regarding absenteeism and can you explain, describe what it is? >> Good afternoon, board members, superintendent. Um, Elsie Ross, administrator for the student support and attendance services branch. Yes, the abolished chronic truency program is a partnership with the district attorneys program. We've actually had this partnership in the past. As a PSA counselor myself, I I'm very familiar with the program. So, what it is, it the focus is really on reducing truency, which is unexcused absences. And so, we work very closely with the district attorney and identifying students who have

258unexcused absences. So, we look at students that have 10 or more. Once those students are identified, then we work very closely with the DA's hearing officers and they hold a parent meeting at the school site with those families that have unexcused absences. And at that moment, then we share we all the resources that are available in the district and the community and then we monitor them. If those absences continue after that parent hearing, um then we'll hold the student attendance review team at the school site where again the district attorney officer is there with us and we're working with the family to address those barriers to attendance. If after that then the attendance continues to um there's still an attendance issue then we hold an ASARB meeting which is at the highest intervention at the

259district level and the uh hearing officer is also present >> and board member if I may I want to emphasize that what the the process that Miss Rosado is describing is at the very end of a continuum of interventions by folks. So in other words, when a student has those 10 unexcused absences, their first point of contact with us or with any intervention is most certainly not as part of the ACT program. They've already had interventions through the PSA at the school, through a number of services. We always start from the approach of help us help you. What's the issue? Is it a procedural thing? Maybe you as a mom or dad don't know how to excuse an absence for a child. Maybe there's a transportation concern. So we only activate this level of intervention

260when all those other aids have not been successful >> and it's not a punitive. It's it's really continuing to support our families bringing in our partners. >> Thank you. Um but what exactly is the role of the DA? Because I feel like as a parent I would be very scared if all of a sudden I'm meeting with the DA. So what exactly is their role in this? So the role is that they're an additional support to families and that from the beginning and we share that with them when we have that parent meeting. This is from the district attorney's office. Sometimes they have access to other resources or programs that we may not have. So from the beginning we tell families this is not punitive but we are here to support them. >> At any

261point are there any citations given to parents or to students or anything like that? >> No, there are no citations. Uh again it's uh we are not citing for truency. It's if it gets to the SAR hearing, we continue to support families and address, but it just provides another layer. >> Matt, how many of our students are are referred? >> Oh, yeah. Do get through this process. >> Currently, we have 44 schools that will be participating. Um I I know Mr. Gomez is here, director for pupil services. Do you have that information or is that something we would have to >> Yes. So, we don't have the information of how many students are served right now because we are just starting the program, but we can share with you um follow up to share how

262many students will receive the support. >> All right. And then are the folks are the DAs are they trained in working with families? Are they particular DAs that have been Yes. >> going through some >> Yes, that is correct. >> Restorative practices and how to communicate. Yes, the many of the DAs uh that are there have worked with this is really what their one of their core components that they work is to address truency um at the DA level and like I shared even like when I was a PSA counselor one of them that's there was there when I was a PSA counselor so they uh work very closely with families and are trained to work with families so that it's not coming across as punitive but really providing that additional support >> and and

263just to clarify this is a nocostou so are they're offering this service to US correct it's a free no cost MU for 5 years >> okay >> this if I can add uh AB461 I think that the general concern has always been you know partnership with the DA truency leading to penalties and citations but as of January 1st of 2026 the law has actually eliminated that and so as of today you know you can't prosecute you can't fine or you know provide any type of penalty to families so it's taking more of a restorative and supportive approach. And so there is a transition that's happening and working with the DA's office, but we are working with individuals that have been doing this work for a very long time. They know our students, they know our

264system and working with PSA counselors. Um, so it's a team effort um to try to bring additional resources and support to the family that goes beyond what the even the district provides. >> Can Thank you for sharing that, Pedro. I'm wondering, can you give me an example of an additional support that they would provide that we cannot provide? >> So, I know what they've done in the past. Sometimes they have access to uh certain parenting courses that they could connect the family to uh that the DA's office offers. Again, this is we've had this partnership in the past. It was on pause for a while, so we're just restarting, but we can definitely um circle back in terms of what additional resources they provide. I think just on one is that I shared that I've

265unfamiliar with in the past but we can circle back and share with you. >> I would appreciate that. I'd like to know more about it. I mean I I appreciate no cost but I also want to make sure that it is something that is in line with what we want to promote and um and I want to see what the purpose and the benefit is to us and to our families. So if I could have that information that would be great. Thank you. Okay. Any other question? >> Mr. Newell. Yeah. >> On H on edum. Uh wanted to get clarification on how it works. And >> hi, this is a request to increase the bench that already exists and Edmondum is one of those um vendors which is also owned by Apex. >> And is

266this similar to Ingenuity or >> Yes, there's two there's uh three vendors on this bench, two that offer the online courses. And do these uh specialized courses come with a teacher with these classes? >> We purchase blended as well as virtual licenses. Blended licenses are used by our own teachers uh to teach in the classroom as a supplemental support and to personalize that instruction. And we also use virtual licenses which is a highly qualified teacher um that the company provides. But we always provide a mentor for any virtual course who monitors that child's progress and gives support. >> And how many of our students have requested these or requested these services? >> Uh let me give you that. Sorry. So we have anywhere from 20,000 to 22,000 students every year who engage in virtual courses.

267um an equal to that uh for the blended for egeneuity and then for the apexmentum courses we have anywhere from 372 to 500 >> it 372 >> correct >> and then are we what is the max for the program what would be >> there is no max and then >> our max is the cost on the bench. >> And then are these students or could they be taking a community college class online? >> These community college courses is separate from this. This is online courses. We do have dual enrollment courses as well as an offering. >> And what is the difference between the online course that a community college would offer versus this class? I'm not aware of the online dual enrollment courses. Those are usually face toface at the community college or at the

268school site. >> So, and I'm just asking because if there's something that we're duplicating that's already in existence, >> you know, >> if I may board member, uh, so Carol, if you could explain a little bit more about how egeneuity as a course offering is different than let's say a dual enrollment class and like who are the students who take the egenuity course? >> Sure. um egeneuity courses or apex courses are typically taken by students who need credit recovery. It's the number one pathway that we have right now besides taking the course the most students take a course again during the school day and we this is the other pathway that students have to get credit recovery when they failed the course. So as as she explained, it can be it's an additional option for

269students to be able to earn those credits that they need. Egenuity is an additional option. They could still do dual enrollment and things like that, but this is an additional option. >> And this Edmonton or what we're looking at here that we're expanding, this is as well for uh credit recovery and not for enrichment. This is for credit recovery that we're talking about. Yes, >> it's one of our strategies for those kids who need to catch up. >> We do offer occasionally um an initial credit course when that student has a block in their schedule when they can't take it during that period or that course is not offered at that campus. But for the most part, I'd say 99% of the time, it's credit recovery. >> And these are courses like AP, correct? >>

270AP, the A throughG core content courses. So, a student can take this course in the event they wanted to take an AP course, for example. We know many of our athletes, they're leaving the day at seventh period and so they do not have access to that AP course or they have it on their schedule, but they're missing it three times a week. >> Correct. This is a perfect match for that. >> Okay. All right. Thank you, >> Carla. I'm wondering are can adult educators teach these courses or we also do offer we offer various pathways for credit recovery dual enrollment being one of them. Days courses are also another pathway as well as our continuation schools. Our comprehensive students can take courses at the continuation school as well. Um they can retake a course during

271the school day and they have online courses. So this creates another option to That's correct. And it's an online only but you still need an a certificated teacher to be there with the student even though it's an online course. >> Let me clarify. Yeah. >> Um these courses are offered by highly qualified credentialed teachers, California credential teachers by the vendor. Ellie Unifi provides the mentor for virtual courses um who monitors that students progress and um provides support for blended licenses. That's our teacher teaching and using that license um as a supplemental support for instruction maybe to break students up into small groups so they can work on specific standards and skills. >> So blended is not for credit recovery. It's a supplementary for whatever the teacher >> could be used for for could be used

272for credit recovery but that would be our teacher behind it. >> I see. And this particular contract is for both blended and for online only with a mentor. >> Yes. >> Okay. Thank you. >> Tanya, >> thanks. Uh are most of the credit recovery courses or all of them asynchronous? most of the credit >> like the kids are watching videos and reading PowerPoints kind of on their own time. >> Yes, they can replay those videos. There's various supports provided um in those licenses that each of the platforms provides to help kids succeed. >> I don't know if we called this out, but um as it relates to the screen time reso we just passed at our last meeting, I want to encourage the team to include guidelines here around credit recovery as well. um because

273it it's growing it's a growing concern for me that more kids are um on the screens doing credit recovery than in um you know great first instruction with live teachers on their campuses and so just as the team is refining that to bring it in June I would just request that there's a piece in there called out about credit recovery um for whatever the guidelines might be about time exposure to the screens you you know during credit recovery I don't think it's an all-out exception I think we still need to have guidelines around Uh and thank you board member. It could you Carol share a little bit about how a student is selected to do a credit recovery? That way we know exactly those and that way we know too for the guidance what else

274to include. >> Sure. Counselors meet with the student to provide the best pathway for that student to uh conduct credit recovery and the virtual courses provide that flexibility for that student who might be working, who might have sports, who might have other things going on or like for summer school. Our first attempt for that student of course is always that face-to-face classroom and good first instruction. Um, but if they have three classes or four classes to uh recover, then that online option of that virtual course is a lifeline for that student to meet their graduation requirements. >> Yeah. And I hear that I I think I also have a growing concern that um students will graduate, you know, with the D or better, even C or better with our courses, but then not yet be

275college ready. Um, and so I just want to make sure we have an alignment that when a student graduates sear better with a district course, including a credit recovery course, and ideally there are fewer of those, that they're not going to be struggling in college because the quality of the instruction they received is not at the rigorous level, the level of rigor that the, you know, college would require of them. So, it's just a concern I have for the the guidance. We don't have to have the answer today, but just something for the team to consider, please, when you bring those to us. >> Sure. >> Thanks. Any other questions on tab 7? >> Okay. >> All right. May I have a motion and a second for tab 7? >> Move it. >> Moved by

276board presidentson. Seconded by Miss Newell. Taking the vote. Miss Newell. >> Yes. >> Dr. Rivas. >> Mr. Meline. >> Yes. >> Miss Grigo. >> Yes. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin. >> I'm a no on B, the school services contract, but a yes on the balance. Thank you. Uh, board president Morson, >> yes on all. >> Yes, on all. Student board member Yang, >> yes on all. >> All right, we'll come back to Dr. Reebos on tab 7. >> And we have a time certain of 2:30 that we've kind of flown by. I apologize for for that. Um so this is tab 25 there are 10 10 public speakers. Do you wish to comment or public speakers first? >> So um want to say thank you again. We're here today um as

277we recognize May as mental health awareness month and we're introducing a version two of this resolution that is being passed out to you. Hopefully, um you've got the updated version. Um, as you know, there's a lot of turmoil in the world and sometimes things can feel a little unsettling and our society continues to move in a positive direction in making conversations about mental health more commonplace and that it is a good thing. Our students face pressures from society and their peers and in different ways that we didn't back in the 1900s. This is one of the topics that BD1 uh student advisory council raised as a priority area uh for them very early on in its formation of our council. And so today we want to pause and say thank you to our student men

278mental health team, our psychiatric social workers and our pupil service and attendance counselors. You all provide a tremendous service to our students. We want to continue to elevate the value of your work and strive to for the opportunities to increase service to our students. I would like to at this time invite my co-sponsors, board president Scottson and Carla Grigo to give some remarks. >> Yes. Thank you. Thank you. A as a former teacher and assistant principal and a principal, I view all things from the perspectives that I have lived through and these experiences are not ignored just simply because I'm a board member. Now, on the contrary, I believe that it's the board's responsibility to strike a good balance between centralized control and school autonomy. And I believe that this resolution leads us in a

279productive direction. And I thank all my colleagues, Charlotte and Carla, for including me in this resolution. And there's no saying there's nothing more important than having these folks at our school sites, PSAs and PSWs, all these u people who are helping our kids through trauma. And the school site is where they should be. Thank you, >> Carla. Yes. Um, thank you Charlotte for leading the work in this and thank you to our um to our PSAs and PSWs who provided feedback once they saw the version online. Um, the number one request that comes from students as well as families is having access to mental health. We heard that this morning over and over again. We talk about it on a regular basis and um our communities are seeing the benefits to having access to mental

280health supports and also are feeling the need and the greater need for this as our schools develop and strengthen their teams to address school culture and student wellness. There is a need to have consistency and mental health staff at school sites. I've heard this from our own PSWs. We heard it today from our BAP PSWs who were sharing how and PSAs, our BAP PSAs who were discussing how challenging it is for our students especially when all of a sudden their provider is gone. And it takes a while to develop that relationship between the uh provider and the student to develop that trust. And when it's finally there um and then all of a sudden it is lost, it creates a lot of instability to already an unstable situation. And so um I think this resolution

281tried to do that and is attempting to try to create some stability at the school sites. Um I think uh it was not intended at all and I I want to share this with all of our PSAs and our PSWs who were very concerned that some of the language was bypassing seniority or any HR policies. Um that was not the intent at all and um it was more focused on highlighting the need for school stability when it comes to staffing. Um, our schools thrive whenever you have staff that cares and has established that trust with students and families. I appreciate that this resolution also calls not only one uplifts the work of our mental health providers but also calls for clarity on protocols whenever a school has purchased a PSW or a PSA and all

282of a sudden they don't get the full days and what happens to the funds that that school put forth for that position and this resolution attempts to uh not attempts, it will call it is calling for guidance around what protocols will be followed in those situations as well as encourages schools who uh can share resources to to do that if possible so that um our our PSAs and our PSWs can reach more students. Um and so it it continues to honor the practices that currently exist, which is that the regions um are um placing the uh staffing in consultation with uh principles as to the needs at the particular school site. And we want to encourage that that conversation also happens with the provider at the school site that they are also part of assessing

283what the needs are of that school site. So um thank you for bringing this forth. I'm very happy to be co-sponsoring. >> Thank you and for those words both and if possible we have a video. >> Uh there is a video and while we're queuing the video, may I take the vote on the rule 72 waiver? A motion in a second. Move >> moved by. All right. Moved by Dr. Reas by Miss Newell. Uh and for the rule 72 waiver, Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. >> VGO. >> Yes. >> Miss Gomez. >> Miss Ortiz Franklin. Board President Schmelson. >> Yes. >> And student board member Yang? >> Yes. >> Okay. The rule 72 waiver passes. And now there is a video queued up. Uh, Miss Gonomez,

284how do you vote on a rule 72 waiver for tab 25? >> Yes, >> that's a yes. Thank you. >> All right, let's play the video. Hey guys, it's Jordan. I know sometimes life feels like a lot. You're juggling classes, friendships, family, sports, social media, and trying to figure out who you are all at once. I've been there, even as an Olympian. I've had moments where it all felt heavy, and the pressure to be perfect made me forget that I'm human, too. Here's what I've learned. Mental health is not a weakness. It's your strength. It's what helps you show up as your full self in school, in your relationships, and in your dreams. Just like training your body, your mind needs care, rest, and recovery, too. When I was younger, I used to think pushing

285through was the only way to win. But then I realized winning isn't just about medals or scores. It's about learning to breathe when things get tough. It's about reaching out when you need help. It's about giving yourself grace on the hard days. So, if you're struggling, please talk to someone. A teacher, a friend, a counselor, a parent. You don't have to hold it all in. Asking for help doesn't make you weak. Makes you wise. You're not alone in what you feel. And you deserve to feel supported and seen. And to all my dreamers out there, never forget that education is power. What you learn in and out of the classroom builds the foundation for everything you'll become. Keep showing up even when it's hard. Your voice, your perspective, and your story all matter. Mental health

286and education go hand in hand. When you take care of your mind, your focus grows. Your creativity flows. you start believing that you're capable of more than you ever imagined. So today, I just want to remind you to check in with yourself. Take a deep breath. Be kind to your mind because no dream is worth losing yourself for. And no goal is too big when you're whole, healthy, and grounded. You matter. Your peace matters. Your future matters. and I'm cheering for you every step of the way. >> Hi, my name is Maria Wad and I'm a psychiatric social worker with the Los Angeles Unified School District at Kenoga Park High School. When people think about school, they think about grades and tests. But a lot of our students are walking in carrying stress, trauma, and

287anxiety. Things that don't just go away outside the classroom. My role is to support students mental health so they can actually show up and learn. That can look like one-on-one counseling, crisis support, helping families connect to resources, and leading schoolwide social emotional learning campaigns that promote awareness, coping skills, and positive school climate. There is no typical day for a PSW. Some days I'm responding to immediate student needs, whether that's deescalating a situation or supporting a student in crisis. And other days, I'm building long-term support so they can feel safe, stable, and ready to learn. We know that mental health directly affects attendance, behavior, and academic success. When students don't feel okay, they can't fully engage in school. And many students who need support don't always receive it. That's why having mental health services directly on

288campus is so important along with ensuring that district provided resources are readily available for families. I strongly support this resolution and recognizing May as mental health awareness month and strengthening mental health services across the district. This work allows us to be more proactive instead of reactive, which means we can identify students who need support early before challenges escalate into crisis that impact learning, attendance, and overall well-being. Mental health is just as important as physical health. When we support the whole student, we give them a real chance to succeed, not just in school, but in life. >> So, good morning. My name is Jenny Guzman Murdoch. I'm the principal here at Watsworth. >> Hi, my name is Marisa Maras. I am the community rep here at Watssworth. >> Hello, my name is Stephanie A. Costa. I'm

289a school-based psychiatric social worker um with Region East at Wadssworth Avenue Elementary. And one of the things that we do here to help um the school with mental health and of course the parents is um we provide resources for them, workshops. Um I'm constantly in communication with Miss Aosta, our PSW. Um, we're always talking about what can we do for the community to help them support their child with mental health. I've been blessed to be at the schoolside 5 days for the past 5 years. Um, and it's been an honor to be a mental health support to our students here. My role is primarily to be um a source of education to our students and families and to support them with learning about mental health and supporting their emotional well-being throughout their school day and

290even beyond that. It's really a group effort. It doesn't come down to just one person. We do have a PSW, but we also have a big support team with intervention coordinator, instructional coach, we have TSP, we have two assistant principles, and we have our community rep who's really involved and just our staff. Our staff is really in tune with our students and their needs. So, it's just really thinking about the students and what they need at the time. >> You know, there's one of me, um, but there's many trusted adults on campus. So supporting my staff and and giving them the tools and also the encouragement to know that they can connect with students and support their mental health too. At the end of the day, all of our students belong to us. Some of

291our students need academic supports. Others need behavior supports. So we have to just think about the fact that they're all our students regardless of whether they're general ed, special ed. This is Wadssworth. They all come here and they all get what they need because our students have connections with adults. It could be a teacher from a previous year that they were with. It could be a current teacher. It could be a staff member that they play with during recess and lunch. It can be someone who's greeting them in the front. So, our students, our goal here is to make sure that our students feel like they belong and they're connected to someone. So, when they're having a bad day, there's always someone who's going to stop and listen to them. >> We want to make

292sure that our families are happy, they're safe, and they feel safe to come and ask us, "Hey, I need help with this. When I'm here at Wadssworth, I do feel that we're all here with the same goal in mind, and that helps us work together. And the goal in mind is creating a school community that feels safe, that is fostering the things that children need to prosper. And that's what I'm here to help the school and help the community. Again, thank you again for this opportunity to be able to share this with everyone and as we continue to lift up our PSWs and our PSAs. Um, and I think we have some public comment. >> There is public comment. There are 10 folks signed up. Uh, Kaia Bailey, are you here? Ka, come on down.

293You have two minutes to speak once you begin. And then after Miss Bailey is uh Kono and then Sophie Ryan and then DA Ward. >> Um just to clarify before I start the piece around the principles hiring was that said that that's out. Okay. All right. So I'm going to try to readjust. Um >> so >> can you clarify that piece before folks start because I think that's >> there are public copies of the >> No, I I've been checking. >> Oh, we should have public copies. Do to >> say >> the >> hearing secretaries. Do we have public copies available for >> the public? >> I just looked two times. >> I appreciate it. Thank you very much. >> I'm not going to say, you know, hopefully it works. So, I'll just go I'll

294just Yeah, >> hold on. You make a good point. I just want to make sure that the the copies are available. One second. We had about 100 copies out there, but they're they're gone. So, they're they're they're bringing out we're bringing out more. >> Okay. We're bringing out more. I apologize for the delay. >> Maybe maybe one of the authors or co-sponsors could just read the resolves so that that obviously don't do the strike news. Just read what it new the new text. I can read the last three results with the most updated changes. Resolve further that the Los Angeles Unified School District will implement the following assignment practices for school funded psychiatric social workers and public service and attendance counselors. Region PSAs and SMH coordinators will oversee candidate selection and placement, working with principles

295to ensure each school needs are appropriately met. In in the instance of budget limitations, principles from two or more schools will be encouraged to cooperate with each other, combining their funding to hire PSWs and PSAs. The development of schedules, including start times and days of service, will be coordinated and overseen by region PSAs and SMH coordinators in consultation with principles to ensure alignment with school needs and application guidelines. As a district, we commit to ensure these positions remain filled. In the event of a vacancy, the region office will provide support to schools to ensure continuity of services and timely staffing. Resolved that the district will work collaboratively to clarify protocols and instances where schools did not receive all previously purchased service hours and were appropriate. updated policies including consideration of reimbursement to schools for hours

296not serviced. This guidance will be shared directly with principles and relevant administrators to support schools moving forward. I think that was our that was the last resolve that we uh and then we took out the last one. >> Should I start? Are you are you comfy making that? >> I Yeah, I I'll just I'll go with the flow. >> Appreciate that very much. You'll have two minutes to speak when she >> Thank you. So again, my name is Kai Bailey, PSA and BAP. I'm also a licensed clinical social worker, so I appreciate the recognition of May as mental health awareness month always uh for the importance of student wellness. Um obviously had some concerns about the resolution, how it was kind of talking about staffing and hiring. um because we already have all of these

297procedures in our contract. Um a couple things though about just the nuances with PSA and PSWs. There are some places where PSA is mentioned and and not so I wanted to call that out. Um before I say that though, I would be remiss to not speak and uplift on the importance of black youth mental health. And um I think that's valuable to include in a resolution like this because we know that our black youth are disproportionately affected by suicide rates, by ACEs, toxic stress, um all of the things that we know. It's a heightened level for our black students. And so, um I want to make sure that we uplift that and and fold that into moving forward anything about mental health and wellness. So, just to reiterate, when we're talking about proposed hiring and

298scheduling, we have all of those things in our contract already. So, it was definitely alarming to hear that it could be pushed to to principles, which it sounds like you all got feedback on. Um, really, my recommendations uh about this are to just fall back on the assignment process we already have. At first glance, you know, I can't process this very quickly, but at first glance, the only thing that I'm look I I am concerned about and jumped out at is around the um scheduling time and start time. There's some nuances in that. And so, um I think what we have in our contract works already and so just relying on what we already have in there. So, I would Thank you for your time and your patience with us. Kono, uh, Miss Kono, thank

299you very much. I'm going to basically read my speech because I just got the revised version. So, I'm going to read what I have. Thank you very much, board members, for the co-authoring of the mental health awareness month resolution. The UTLAPS PSW leadership team as I'm the lead chair are appreciative of most of the whereas sections however are highly concerned about the resolved sections which need to be removed and replaced prior to voting on this resolution. I believe there we need more time to process it and it should be postponed and voted on at the next meeting. Whereas LUSD will place in the strategic plan, this is our proposal to pri prioritize the hiring, retention, training, and support of PSWs for in-person services and not replace these services with outsourcing tea therapy agencies. Resolved following

300the best practices of the National Association of School Social Workers to provide PSWs at every school site and program in L USD, moving towards a national ratio of 1 to 250 for school-based PSWs and reasonable case loads for all other PSWs. Resolved. The district will abide by the LSD tenative agreement article for itinerate assignment process and therefore resolve the district will support SMH expertise and experience and continue SMH's central office hiring and assignment process for all PSW positions. Resolve the district will continue to coordinate with LUD SMH admin for data collection system and reports that we currently have. Resolve the SMH joy and wellness impact survey will be utilized to assess, evaluate, and report the impact of services on students, parents, and staff. And resolved based on the National Association of School Social Workers, in-person

301school-based services are the most effective way to enhance the overall mental health and social emotional well-being of all students in all schools and programs. And therefore, resolve LUSD should abide by the LD UTLA tenative agreement article 13 protecting bargaining members from outsourcing. UTLA PSW leadership team are open to discussing any changes with our school administrators uh school mental health administrators with all of you as board members and to ensure that we will all have the best interests of our students, families and PSWs in mind and heart. We look forward to meeting with you in the future and I would recommend to postpone the vote for today in order to properly have input from students, families, parents, especially UTLAPSWs, PSAs, and administration. Thank you. >> Thank you for your time. Sophie Ryan, >> greetings. I am

302formally requesting a modification to the proposition. As drafted, it presents significant risks, including violations of the UTLA contract and the potential of numerous grievances and staff relations nightmares. More importantly, it threatens the quality of students services regarding ethical standards, legal compliance, child welfare best practices, trauma informed practices, linkage to community resources, foster homeless youth support, and student recovery. principals lack PPS credentials and clinical expertise to hire and supervise health and human services staff. This shift would compromise service integrity and place PSA counselors in a position where operational priorities would conflict with professional standards. If a school gets a centrally funded PSA and a school purchase PSA, that would create inconsistent expectations and variable schedules that would prevent teamwork and would impact students negatively. Funding decisions would become budget driven rather than student needs driven. This

303resolution would discourage purchasing of fulltime positions overseen by the district in favor of buying part-time positions overseen by a principal. We've been there before. Based on frontline experience, we believe the resolution requires immediate revision with collaboration of PSA and PSW representatives. The revision would protect student families, staff, and the community at large. I am very saddened that board members that I respect have done this without consulting with PSAs because we already have PSAs with multiple assignments. Our coordinators are already encouraging smart schools to give us the time that they can purchase to put one together. And one last comment, Miss Ggo, you have a very strong special education bar um background and I encourage you to include school psychologist because school psychologist also provide mental health support to the most vulnerable students crisis intervention and

304assessments of suicide. So in this month, school psychologist also deserve to be uplifted. Thank you. >> Thank you for your time. All right. The next speaker is uh DA Ward. Come on up. You have two minutes to speak. Why don't you begin? >> I defer my time to Eva Mace. >> Thank you. >> Hi, I'm Ava. Um thank you for having me back. Um in honor of mental health awaren uh mental health awareness month, I think the board needs to commit to learning more about our school mental health systems and its functioning. Um this resolution is barely about mental health awareness month. It's about managing PSW and PSL PSA personnel. Our department, school mental health, which houses all the PSWs, operates with hardworking administrative staff who are trying to meet the mental health needs of

305the second largest school district in the country with 750 PSWs. So, yes, we need more PSWs, and yes, we need more mental health admin to help uh advise the uh ad to help supervise, hire, and train the PSWs. Um, but our department makes tough decisions about how to place PSWs based on funding allocations from each school site, needs and preferences, and union senior seniority of the UTLA members. um using knowledge of existing PSW staff clinical experience, skill sets, years of experience were all different and most importantly the mental health data and numbers of critical incidents recorded at each school. So our SMH admin holds sensitive information such as numbers of suicides, student deaths per school per region, number of risk assessments, threat assessments, assaults, violent incidents at each school. and they make staffing decisions based

306on many factors with the goal of equitable distribution of our personnel resource. So this ru resolution opens up the door for inequity, favoritism and erosion of merit-based staffing protections. It can create fra fragmented mental health system where student support depends on individual in administrator preference rather than district-wide standards. Principles are qualified to make staffing decisions about teachers because they're in the same discipline. Our discipline is governed by the Board of Behavioral Sciences of California and the principles don't have credentials there. That's not disrespect, that's just facts. So without standard safeguards, um subjective hiring practices can dish disproportionately impact staff of color advocating staff staff advocating for mental health needs and rights of students and families, older employees, employees with differing perspectives. So our seniority system exists to protect fairness, transparency, and institutional knowledge. Removing or

307weakening these protections dis destabilizes the workforce retention and morale. Your time >> also the LA Children's Test. We don't typically share data. Um this is another outside contract that we're going to pay for. We're currently in a lot of trouble for paying for too many contracts. We need a pause on that. We need to like reflect and like what data with who for what. >> Thank you for your time. Yeah, we so that's also very important. >> Thank you Paula Vargas. Paula V. Paula Vargas, are you here? >> Her signed up is in person. Let me see if this person is online. All right, we'll come back to Miss Vargas. Uh Cesar Chaparo. Cesar Chaparo, come on up. You have two minutes to speak once you begin. Thank you very much. My name is Cesar

308Chaparov and I'm a LUSD community member and parent, but today I come to you as a pupil service and attendance counselor. Uh my concerns uh echo the same as my colleagues. Uh basically in the end, please include us in in your revising this resolution so we could give appropriate feedback. Uh thank you very much. Um, God bless you and guide you. >> Thank you for your time. Eva May, are you here? Eva May, are you here? >> Oh, I apologize. Thank you. All right. Marisa Gongora, Marissa Gongora. Uh, Alonzo Warren right here. All right. And I'll call on folks uh who are remote. Uh Paula Vargas is actually remote. So please press star six to unmute yourself, Miss Vargas. And you'll have two minutes to speak once you begin. Paula Vargas. Vargas, I see you're

309online with us. Please press star six to unmute yourself. Hi, good afternoon honorable board members. My name is Paula Vargas. Are you able to hear me? >> Yes, we can. Please go ahead. Maybe just speak up a little bit and I'll turn up the volume also. >> Agree. >> Perfect. Is that better? >> That's a bit better. Let me just restart the time. Okay. Please go ahead. >> Hi, good afternoon board honorable board members. My name is Paula Vargas. I am a proud product of L USD and now a proud pupil service and attendance counselor. I urge the board to please reconsider and revise resolution 062 um because it unlawfully changes bargaining unit working conditions without negotiations and conflicts with the UTLA LUSD collective bargaining agreement. The Educational Employment Relations Act ER and California Education

310Code provisions governing pupil personnel services. This resolution gives principles unilateral authority over hiring section scheduling, split assignment, assign split site assignments, workload allocation and operational supervisions of PSWs and PSAs. These are mandatory subjects of bargaining and um under government code of 30 3543.2 including hours, assignments, transfer, workloads and working condition. The proposal also conflicts with multiple provisions of the UTLA LEOC agreement including articles nine which have to do with class size and staffing. Article 10 which have to do with hours and working conditions. Article 11 which have to do with transfers and assignments and article 14 having to do with safety and professional responsibilities. Allowing principles to directly control schedules and split employees across campuses creates inconsistent supervision, excessive case loads, inequitable service delivery, and potential violations of professional practice obligations for staff. The resolution

311further undermines centralized oversight by prohibit city regional offices from deterring or impeding staffing decisions misconlict with district legal obligations to maintain uniform compliances with the education code 4960 and 49604 governing pupil personal services IDA service obligation section 504 and student mental health and access requirements. >> And importantly, the resolution imposes Thank you for your time. All right, Sandy Meredith, I see you're on the line. Sandy Meredith, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Sandy Meredith, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Meredith, I see you're on the line. Press star six to unmute yourself. Okay, that's the last call for Miss Meredith. Uh, Marissa Gongora, are you in the room? You're not online, but I'm

312checking again. And Alonzo Warren. Last call for Mr. Alonzo Warren. All right, that concludes comment for tab 25. When when she's properly on the line, we'll get to it. But we can the board can discuss. >> Tanya, go ahead, Tanya. I want to, you know, thank the authors for bringing recognition to mental health awareness month. But given, you know, all the advocacy we've heard, I appreciate the edits. I wonder if there are any other edits that the authors wanted to offer. If not, I would uh propose a friendly amendment to just strike the uh fourth resolve, I think it is, that has all of the details about um the reporting structures and the hiring since so much of it already is covered in the collective bargaining agreement. Um I think all the other revisions are

313more symbolic and um about learning and coming back to things. Um but that was really the resolve the fourth one um that I think got to a bunch of the concerns here. So I don't know if the authors would be open to striking that one given where we are today. >> Yes. um as we have gone through and struck some of the others that were made and I appreciate those that have brought it to our attention and uh you've highlight one that may been have missed. So I'm open to that. I don't know if my co-authors are open to that strike. >> Yeah. >> So I'm just going to restate for the record that um Mr. Board member Ortiz Franklin offered, "Hey, could you please strike the fourth resolved?" And it sounds like that is

314being accepted as a friendly amendment to the resolution. Is that accurate, Miss uh Newell? >> Yeah. And just for the public, that's the one that just has all the bullet points about the schedules, the hiring, um all of the concerns that were raised about the details. Um and so it keeps the first three, which were pretty broad, and then the last one that was significantly revised. >> Correct. I guess just as a because I I feel like um well I want to appreciate um definitely the uplifting of mental health. We all know that this is a critical issue for our our students and families. I I'm concerned process-wise about uh like important stakeholders trying trying and maybe having some difficulty following this conversation. Um I wanted to maybe suggest just to go a little bit

315further back to like a symbolic resolution. Perhaps you just keep the first two resolves. Resolve that the governing board of the Los Angeles Unified School District hereby declares May as mental health awareness month. Directs the superintendent and district staff to inform families of the resources, activities, and activities available X, Y, and Z. Same language that's in the current draft. And then just and resolve finally that in no later than 120 days there's a report back on the mental health resources and programs. Um I don't uh perhaps there's important things that are um that can be gained in in the other resolves that that would eliminate. I feel that those two resolves only is a little bit more in line with typical um symbolic resolutions that we do to uplift these types of of months and

316would maybe okay yes I'm seeing thumbs up and would maybe acknowledge the concerns of the of the stakeholders and the educators in the room who who do this work. So that would be my other suggestion as a friendly amendment. >> Can you state the last one that you want to keep? >> Yeah. So just the first two. So you would have the declaring May as mental health awareness one and then this and then the resolved further. The second resolve becomes unresolved finally and that's and then you change the semicolon to a period and you're all done. >> So only two resolves. Yes. Got it. my suggestion. >> Go ahead, Carla. >> Yeah, I just want to say that yeah, thank you for that. I do think that this generally my understanding is that commemorative ones

317are like this. They don't necessarily open up, you know, new policy or anything like that. So, appreciate that, Kelly. Um, but I also want to say that, you know, this is a rule of 72, which is part of the reason why there was no stakeholder input and it just came out, right? And that's the reason why. I don't think the spirit of this or the intent is to not have stakeholder input. And so I want to be clear about that. And I think that in reading the emails that came through, there were some revisions to try to address the concerns. And in having this conversation, that's not enough. And so now we're at this point where we realize, well, maybe it should be just a commemorative one. And I do think that we hear from

318folks that some do want some deeper changes. They do want some more deeper investments and they want that acknowledged and they want that to be written somewhere. So I think that is the work that we can continue doing and that is the work that we can bring more folks in. So just wanted to clarify that that I do think that the intent of this was to uplift the work of our mental health workers and thank you for reminding me that our school psychologists also support mental health for our students. And so we will make sure that um we also include them in other resolutions or anything written that is in relation to school uh school mental health. Thank you. And Carla, I do want to say thank you for highlighting that and and to all

319those in the space because this is obviously and I know it was mentioned for our students, our black students that this is something that, you know, we want to definitely continue to highlight and elevate and as this month, it's just one month in a year, right? But this is our entire work, right? This is what we do for our students. And by no means did we want to neglect or overlook or bypass anyone in this um as we say in the spirit of what we were wanting to do is to elevate the work and as someone who recently came from school site know the work that you do and how your impact is to our students every day and I mean even not just for our students I would say even for the adults on

320those campuses in which you serve because I know I was one of those um our PSWs were definitely ones that you know helped the entire campus and so um I appreciate the amendments um uh Ortiz Franklin and where you mentioned the striking that resolve and we do we want to do work we want to make this work as stable as possible in our campuses we know where there's been influx we understand that and we want to recognize that we want to make sure that our campuses stay as stable as possible and we understand that more than ever and so that was the spirit which we were trying to bring this to kind of keep stability within our schools and for each of our students and our families. So, uh I'm not sure if uh if

321Tanya's amended version is what's on the table. I guess I will just I'll go ahead and move um an amended version that that just maintains the first two um resolves. And maybe sorry I would also just to make things extra complicated just add in the last whereas um after the word including I apologize we really need to have like a a handwritten version on the screen um each Luc region is supported by a mental health team including school psychologists and psychiatric social workers based on most okay and school counselors. All right, let's go ahead and This is a democratic decision-making process. Including school counselor, school psychologist, and psychiatric social workers based on most school campuses. Essays are already in there. Just that's the next sentence >> and I'll second. >> Okay, great. >> Oh, navigators.

322>> Okay. >> Oh my gosh. >> I'm I'm going to gently restate that for the record. So, it has been moved and moved by uh Miss Gomez, seconded by Dr. Rivas uh to maintain just the first two resolves. The first resolved unchanged, second resolved stating resolved finally and in the last whereas uh the edits that Miss Gonz just mentioned. >> Is that accurate? >> Yes, that's accurate. >> That's accurate. Okay. Yes. Um, so now we're going to first take a vote on the on the motion to amend and then on the underlying motion depending on on where things go. So, um, Miss Nuba, on the motion to amend, how do you vote? >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melboy, >> yes. >> Uh, Miss Grigo, >> yes. >> Miss Gomez, >> yes.

323>> Miss Ortiz Franklin, >> yes. >> Board President Schmelson, >> yes. >> And student board member Yang, >> yes. >> Okay. Uh, the underlying motion has been amended. Now we vote on the entire Hold on. Now we vote on the the brand the brand new thing. We're just going to do this procedurally uh correct. May have a motion on the brand new motion. >> Second. Oh, >> that felt like a tie. I'm I'll go to Miss Gomez because of her her recent efforts. Uh all right. Uh Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Meloy, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. Board President Schmurson. >> Yes. >> And student board member Yang. >> Yes. >> Okay. Thank you. That's unanimous.

324>> YEAH. >> Uh we are running 29 28 minutes behind for a 3 p.m. uh time certain for uh Miss Grego under tab 23. Would you like to introduce the resolution or shall I take public comment first? >> Um no. Well, I think we want to go ahead and um do the I'll introduce and then we have a couple of videos and then a couple of speakers and then I'll continue um speaking on what this is about. How's that? And then we can do public comment. Yeah. And then our remarks from our co-sponsors. All right. All right. Thank you so much everyone. This is a different resolution. Also speaking about mental health, but trying to bring all of the resources that currently exist in our district to integrate, to work together to create safe, um

325environments, uh learning environments, learning communities for our students. Um, just a couple of weeks ago, actually, yeah, on May 2nd, I held a community-based safety convening at Jefferson High School in partnership with board member Rivas, Rivas, and Franklin where approximately 200 attendees, including students, parents, district staff, and community partner organizations met. It was a powerful event where participants were able to discuss how we can build safe schools together. And at this convening, what we talked about is what is community- based safety? And what it is, it is safe passage. It is incredible work of mental health providers. It is the work in the classroom and during recess and after school and before school. And it is involved and trained parents. And it is student mediators and so much more. but everybody working together and coordinated.

326The key takeaways were that we need a shared purpose when establishing school teams. That welcoming students to school with a smile makes a difference how students feel safe. The need to have a strong network of support to implement community-based safety is critical. Relationship building with students helps establish trust. And we need responsive schools to address the unique needs of students and communities. And so this resolution is trying to address these things because as we know, students continue to experience traumatic crisis and ongoing stressors affecting their families and their communities, including the impacts of ICE raids, violence, housing instability, and other challenges that can significantly affect their mental health, their well-being, and their ability to learn. So now more than ever, schools and the district must prioritize student wellness and foster safe, inclusive, and supportive learning

327environments where students feel connected. They feel valued and supported academically, socially, and emotionally. Over the past six years, the district has made a commitment to community-based safety and to wellness. It has put teams and programs in schools with the goal of addressing student wellness, crisis response, behavioral supports, school climate, and social emotional well-being and learning. For example, the crisis team and the PBIS teams. We've been able to see some schools do a really good job at integrating these efforts. I was privileged enough to visit schools throughout the district where schools are already doing this work. Some of these schools are Kennedy High School in board district three, Johnny Cochran in board district 1, King Middle School in board district 2, and our very own Jefferson High School and Southeast High School in board district 5.

328And you heard earlier today from Wadssworth Elementary sharing that the safety and wellness of students is everyone's work and commitment. And so I want to start with a video from one of our schools, Magnolia Avenue Elementary. I wonder okay with Sanchez. >> Who is a student and family resource navigator. >> My name is Sanchez and I am a student and family resource navigator at Magnolia Avenue and West Adams. I want to share my positive experience with PBIS and my SOSA, Mr. Tariq Smith. Mr. Smith is a deeply valued member of our school community. He is someone whose presence consistently fosters connection, trust, and care through his intentional um approach. He has helped create a safe and positive space with our parents to feel seen, heard, and supported. On a month-to-month basis, he organizes and facilitates

329a community circle specifically for our parents. And in this space, parents are given the opportunity to openly share their emotions, reflect on their experiences, and support one another. His ability to hold this safe space with empathy and care allows our parents to feel safe and welcomed here at Magnolia Avenue and West Adams. Thank you. I believe we do have another video from um Southeast High School. >> Well, I'm going to speak a little bit about our PBIS team. Um and we've mentioned a couple times about transitioning uh that we've that our school has experienced over the last couple years. And one of the things that we wanted to do was how do we how do we keep something in place is sustainable and even if in the future we continue to experience transitioning of people

330moving up or people going uh uh to different places is how do we put something that when uh someone who's strong at our school leaves doesn't take that discipline or those consequences or that system with them right how do we keep it here at our school so that our students can continue to benefit and one of the things that we did was uh we put together a PBIS team that would take different stakeholders ers and their opinions and their ideas uh to develop consequences but not not just consequences but consequences with supports which was I think super super huge for us which is we're holding our students accountable for their actions but at the same time we want to know why this is happening we want to know how we can support our students and

331and that's been I think the key for us uh or or or fights are down uh or a lot of our stuff is is down but what's really up on us is the prevention part and that's How many times students are coming to us before a fight breaks out. How many times students are coming to us before something gets out of hand, the bullying and all these things because they trust us. They trust our adults on campus and that's what has made our school a safer place. Uh we put together a committee from not just uh from the discipline or coordinators but from or PSWs or PSAs. So, it pretty much everyone on our campus has a say in how we develop consequences, how we develop supports, and who better than our PSA to tell

332us how they can support attendance than the person in charge of attendance. Who better to support our students wellness than the person who deals with our student wellness all day long? and even our teachers uh that are part of our team. Who better to support us or tell us what's going on in the classroom than the teachers who are actually in the classroom and or getting the complaints from other uh co-workers or or or partners? And then the the I think the key one here is our students. Who better than a student who's at our campus who's experiencing what some of the situations and is sitting there in front of us telling us look as students this is what we're experiencing and this is what we want and this is what we need. And so

333that's been able to support us with our PBIS team to help us into the next section which is or prevention. >> Thank you so much. And now I want to invite um two educators from Jefferson High School, Miss Ka Galdamez who is the community schools coordinator at Jefferson and Mr. Matthew Swinton who is the BAP ambassador and both of them are incredible uh team members of their uh support system at Jefferson and they have supported in making the campus a safer and more supportive uh place. Good afternoon board members and superintendent. My name is Matthew Swinton, the BAP design at Thomas Jefferson High School. Four years ago, when I arrived at Thomas Jefferson High School, our campus struggled. We have fights weekly, sometimes daily. Teachers regularly called out. Morale was low and many students and

334staff did not feel safe with no stu with no school climate advocate, BAP, Desany dean and school police that could take up to 30 minutes to arrive during a crisis. There was chaos and our community felt it. What has changed is our investment in people and support systems. Through BSAP, community schools, counseling teams, trusted adults, and collaborative support, students now feel connected, supported, and safer on campus. This resolution matters because real school safety comes from relationships, prevention, and support, not punishment. It ensures schools receive the staffing, training, and resources necessary to continue this process. I have seen firsthand what happens when school lack support, and I've seen transformation when they have it. We cannot go backwards. Our student deserves safe schools where they can truly thrive. Thank you. >> Good afternoon, everyone. My name is

335Carla Galddamriquez and I am the very proud community school coordinator at Jefferson High. Too often we treat safety as a checklist. Cameras, locks, who has what keys, metal detectors. Safety comes from people. Community-based safety is a shared promise. We look out for each other. We care for each other. And we build a place where everyone belongs. When we invest time and funding in that kind of safety, the results are transformative. A few years ago at Jefferson High, our first community school assets and needs assessment laid a painful truth. Teachers and classified staff were afraid to come to work. Afraid in a school, a place meant to inspire and nurture. We face that trauma as a team headon and built systems of real human safety, not surveillance, but support. Over the past three years, staff attendance

336has soared from 70% to 95%. That's not a coincidence. It's a culture shift. Adults aren't dragging themselves through the doors, but they're showing up because they feel secure and supported. Let's make Jefferson High the blueprint. Let's support this resolution, fund professional development for certificated and classified, sustain our staff, and continue to forge partnerships with community organizations that share this mission. Thank you, Carla. Thank you, Mr. Swinton. And we're going to pause for public comment right now and then we'll continue with I'll continue sharing about the resolution and have my colleagues speak. >> Okay, here we go. We have nine speakers to tab 23. Uh Amir, Amir, are you here? Amir, come on up. You have two minutes to speak when you begin. Good afternoon. I'm yielding my time to DA. >> Good afternoon again. Da

337Ward, Western Avenue Tech Magnet. I wanted to commend you guys on this resolution. This resolution definitely I think meets the points that you guys were intending to fulfill within resolution 25. Um but I it it seems to me to really address a lot of the concerns that we have brought to you you guys' attention. The need for collaboration, the need for um you know not letting principles push uh law enforcement on our students, right? Um I did want to make sure that I acknowledged uh and commended you guys on a lot of the resolves pretty much every single resolve right that um our BAP teams are incorporated in the determinations of PBIS departments our school mental health um units right we all are supposed to be working together collaborative as a team and so this

338seems to really put things in place that are going to make sure that that happens um and I encourage you guys to you know have systems in place for accountability and enforcement to make sure that our principles are actually doing that. You know, these resolutions prevent favoritism, you know, and and um principles being able to have their best friends and as long as you're best friends with the principal and you agree agree with them, then everything's going to be great. As long as you challenge don't challenge the principal, right? Because you really want to push and advocate for the kids to get better, you know, then everything will be fine. And so, no, this makes sure that we're getting staff input, right? Student input, parent input. Um and so I just really wanted to say

339thank you for you know all the resolutions here within this um resolution all the adjustments as well because uh we really want to make sure that our principles know like no you are not an authoritarian you don't get a chance to just do whatever you want right we are a team we're working together we have to create a family environment for our students right we have to create a family environment for our staff if our staff feels divided and isolated and targeted and retaliated against right while others are preferred then that's not going to create a healthy staff atmosphere. So, we create a healthy staff atmosphere amongst the staff and then that creates a healthy atmosphere for the students. So, just want to say thank you and great job and make sure you enforce this

340with the a maintenance of our PSAs, maintenance of our Bub counselors, maintenance of our current PSWs, right? Make sure that they maintain those positions. >> Thank you. >> Okay. Um, let's see. Alonzo Warren, I had you on another tab, but I uh I missed you. Alonzo Warren, are you here? >> Come on down, sir. I had you on tab 25. Um but I'm putting you on this one because I I moved on before I called you. >> Thank you. Actually, I'm going give up my time to Latana Hall. >> Okay, let me see. Do let me see if I can get a mic set up real quickly. Thank you. >> Okay, whenever you're ready, you have two minutes to speak. >> Good. Good afternoon, board members. My name is Latana Hull. I'm a senior core

341parent from Kadre. Our students are coming to school carrying stress, trauma, fear, economic hardship, and emotional impact of racism every single day. Black students especially are too often treated little problems like problems instead of children who need support. For many black families over policing in schools still feel connected to system rooted in punishment instead of healing and opportunities. Real school safety should mean helping students heal, not just punishing or policing them. We need more therapists, mental health workers at schools. Parents also need to be equal partners and decision makers when it comes to student wellness, school safety, and mental health. Parents should learn alongside schools and be educated on what real mental health support and healing should look like for our our children. We also need more black PSW counselors, teachers, and restorative justice staff

342who understand the li lives and experience of black students and families. PBIS and restorative practices are important because they build trust, reduce suspension and criminalization, and help students feel safe, supported, and connected at school. But there must also be a real accountability of full implementation. And I also recognize that many officers are human beings carrying trauma too, including experiencing from violence, military service, and so forth. Thank you. >> Thank you for your time. Aurelia Valdivia, come on up, Aurelia. All right. Uh, good afternoon board members, superintendent. My name is Aelia Valdivia. I am the executive director of Reclaim Our Schools LA. We're our community and labor coalition of parents, students, and community members fighting for equity in LA schools. Um, on May 2nd, I got to attend the community based safety convening that we co-hosted

343with board district 5 2 and 7. Um, and I really appreciated the opportunity to learn more about community based safety from experts. Um, but also I appreciated having the opportunity to talk with students and parents and community members about what makes them feel safe. And in all of the conversations that I got to be part of, it was very clear uh from community members that they want more mental health resources and supports for their students. Um we see every day that our students are going to school with emotional um immense amount of emotional stress. Um whether that be because we survived fires, uh immigration enforcement, anxiety, bullying, uh economic pressures, houselessness, uh our kids cannot fully learn when they do not feel emotionally safe and supported. And that's why we're here in support of this

344resolution. Um what I appreciate about this resolution is that it recognizes that student support and wellness is not just the responsibility of one person. It is not just the counselor's job. It is not just one department. um creating healthy schools uh taste coordination between teachers, counselors, restorative justice staff, mental health professionals, administrators, and their families. And as somebody who works with families, I especially appreciate um the inclusion of families, whether that's by through training or through including decision-making bodies like the LSLC. Um families want to partner with schools. Uh but they need access to information and they need the support as well. So, we really appreciate that. um our students deserve to go to schools that support them as a whole person. And so um we urge you to pass this resolution, but also as

345we head into budget season, I urge you to remember what the spirit of this resolution and what we're trying to preserve so that when you're making tough financial decisions, you keep the staff that is required to make resolutions like this mean something. Thank you. >> Thank you for your time. Uh, Ezekiel getu. Ezekiel, come on up. You'll have two minutes to speak. Once you begin and then after Mr. Getu is Maria Louisa Palma. >> All right. Good afternoon board members and superintendent. My name is Ezekiel Gatacho. I'm a junior at King Drew and a leader through students deserve. I'm here today to voice my support for board member Cara Grigo's resolution. Currently, students across the district face stress, anxiety, grief, instability, and pressure from influences both in and outside of our schools. With everything happening

346within our communities, in this country, and even this world, it's clear that our students need more than discipline and punishment. It's clear that they need support. That shows the importance of this resolution. Under no circumstances should mental health support be left out of the conversation when discussing school safety. Addressing students mental health and social emotional needs is one of the most important ways that we can create welcoming schools. Students are more successful when they feel supported, understood, and cared for. This rec this resolution recognizes that real student wellness requires care and communication between the people who they look up to. Counselors, psychiatric social workers, community based organizations, and safety staff should work together to respond to students needs in a way that is proactive and not punishing. It is imperative that this district invests more

347into mental health resources and community- based safety supports, especially for students who are too often overlooked. We can no longer continue expecting students to succeed academically while ignoring the emotional and mental challenges many of them carry every single day. As a student, this we support this resolution because we know what it feels like when schools lack proper support systems. We also know what is possible when schools prioritize care over punishment. That is why we urge the board to pass this wellness without silence resolution and continue building schools where every student feels safe, supported, and valued. Thank you. >> Thank you for your time. Maria Luis Palma, come on up. You'll have two minutes to speak once you begin. Then after Miss Palma is Gia Wilson and then Delissa Alejandre. Good afternoon everyone. My name is

348Maria Louisa Palma and I'm here speaking on behalf of Olada Inc. As a community-based organization, I was also present at this famous meeting here in May. And let me tell you, everyone else I saw was also from a community- based organization or from UTLA or from another labor union or an employee of the district. I did not see any just general parents there, but that's from my perspective. That's what I saw. So, and as you are here today pushing this mental health um resolution, mental health services instead of school police, why can't we have both? I know that we have limited funds. I'm the one that loves to talk about money, but isn't this about the control of who gets paid the resources that we have here on offer at the district? And counselors are

349great, but can they stop school shootings? We've had school shootings. You had parents here earlier this afternoon talking about the problems at Carver Middle School, uh, violence, weapons. So what can a counselor do in giant fights of 10, 20, 30 students, which we know that we have at our high schools and our middle schools? And we have persons here who claim to speak for entire groups, entire racial groups, people who come here and say, "I represent brown people." And I take offense to that because there are many different perspectives here and across the district. What about diversity? So parents can't think any other way. One size does not fit all. Many parents want school police on campuses. Now, in addition to this, we had the incident at Torres High School on April 30th where we

350had a drag show under the guise of inclusivity and diversity where we had outside organizations, the school of sexuality, the queer marcado. Do these organizations have anou with the school district? How were they allowed to interact with students? You were there, Miss Rosio Rias. What happened? Parents were not informed. What about the mental health? What about the restorative practices for those parents who were not given the rights that they have under the law to keep their students from being exposed to issues they do not want to have exposed? Are you all in agreement with all of this? Are you in agreement? Is this what you want? >> Please let parents know. >> All right, the next speaker is Jia Wilson. Come on up. Can someone help her get out? Pretty please. >> Thank you. >>

351Come on up. You'll have two minutes to speak once you begin. >> Okay. Hello. My name is Jia Wilson. I am a senior at Cortinez High School and I am a leader with students deserve. I'm here tonight to express my support for the board member Carla Grigo's mental health resolution and to ask this board to stand behind it too. On one school morning, a visitor stopped by my class to talk about students mental health. He asked the class to raise their hand if they loved themselves. Out of the 20 plus students in the classroom, only one kid raised their hand. That kid was not me. Despite how social or happy I may seem, I have struggled with depression and anxiety. It is not just me either. All the kids who didn't raise their hand in

352that classroom wasn't a fluke. I have talked to so many of my friends and classmates about their mental health and the lack of consistent support they are given in school. With that, they're also bullied and called psycho or crazy just because they haven't gotten the help they need or are simply trying to get better. At my school, for example, when I have a panic attack or need to talk to someone or seek help, the nurse is out for the day or the wellness center is closed, so I have to hide in the school office so people don't see me trying to calm myself down. To be fair, my school has gotten better at providing these mental health resources. I have talked to counselors about what is making me upset or what's stressing me out, and

353it's been helpful for not just my mental health, but also when it comes to my education. That is why providing more of these resources to students is so important. LUSD must invest in mental health support for students, not just in words, but in actual resources, actual staff and actual source services that students can access when pe when we need them. I urge the board I urge the board to pass member Grigo's resolution and to take a step toward creating schools where every student feels supported. Thank you. >> Thank you for your time, Delissa Alejandro. Come on down. You'll have two minutes to speak once you begin. >> Buenosardes, board members and superintendent. I am Delisa Alejandre and earlier today I spoke to you as an educator at Katherine Johnson STEM Academy and as a representative

354of the overwhelming majority of staff who voted a no confidence in Principal Yenya Royal's leadership. I returned because of stu our students, families, and educators deserve to have the truth heard clearly. Our second, our school community is being portrayed as hostile and unreasonable in order to justify claims that this campus is unsafe. But the reality is this. The instability at our school did not happen on its own. It is the result of a failed leadership, fear-based practices, lack of transparency, and a complete breakdown of trust. Families who advocated for their children are being labeled as disgruntled parents. Staff who raise concerns are dismissed, isolated, or retaliated against instead of being heard. That is not collaboration. That is not leadership and it is certainly not trauma-informed practice. You cannot claim to prioritize student well-being while students,

355staff, and families have feel silenced, targeted, and emotionally unsafe. Our students are watching adults weaponize authority instead of building community. They witness police presence interrupt their school day. They have absorbed the fear, instability, and tension that now define a campus that was once felt joy, innovative, and united. Board member Nick Melvinne had the privilege of visiting our campus under previous leadership and witnessed a thriving school community firsthand. I would be embarrassed for him to see what this campus has become under Principal Aoyo's leadership today. I need the board to understand something clearly. Educators, parents, and students do not organize a supermajority vote of no confidence lightly. Communication do not unite like this over rumors or misunderstandings. They unite because they are witnessing first harm firsthand. Our community does not believe Principal Aoya wants to lead

356Katherine Johnson STEM Academy. Her actions have shown a disregard for the stability, well-being, and the unity of the campus. And while adults in power may lead a school site, our students remain carrying the emotional consequence every single day. So today, I ask the board, hear us, believe us, and act before more damage is done to a school community that deserves healing, stability, and leadership. Leadership rooted in care instead of conflict. Thank you. >> Thank you for your time. All right. Juan Mandi, are you here? Mr. Juan Mandi. Mr. Juan Mandi, are you here? Nope, not here. And we'll go to folks who called in. Let's see. Marisal. Marisol Alvarez. Marisol Alvarez, are you on the line? Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Marisal Alvarez.

357>> Hi, good afternoon. Uh my name is Marisol Alvarez. I'm a schoolbased PSW and I'm here to speak on behalf of UCLA PSW leadership. We would like to first express our appreciation to the LUSD board members for for preparing the wellness without silos resolution. This resolution shifts the lens in which our community see our students. Every day, students across our district continue to experience an array of unfortunate factors that deeply impact their mental health, their sense of safety, and their ability to learn. This particular resolution recognizes something that PSWs have been voicing for some time. Supporting student wellness cannot happen in isolation. safe schools and strong school culture requires intentional coordination and effective collaboration that cultivates trust, helpful and positive relationships and a sense of belonging in the school community. I would also like to

358highlight the importance of the PSW role in meeting collaborative efforts to ensure student safety, wellness, and academic success with school and community partners. PSWs are a central element to creating a functional schoolside cris school I'm sorry school site crisis team that supports schools through personal and collective crisis situations. This work requires collective effort needed to restore safety, stability and connection for both students and staff in the aftermath of adverse events. This resolution laid the groundwork for educational equity for LA USD students and will definitely shape generations to come by providing a framework for integrating school culture, wellness, mental health support, social emotional learning, and restorative practices in a more aligned and viable manner. Strengthening this collaboration will create healthier school environments where students feel safe, connected, and ready to learn in and out of the

359classroom. I urge the board to support this resolution and thank you for your time. >> Thank you for your time. That concludes public comment on tab 23. >> So I'll continue. Well, thank you for folks who share their personal stories, particularly our students who come here and share their vulnerability. And I'm very grateful for you. And I want you to know that it is your stories that are behind this resolution. It is the students stories. It is the parents stories. It is my students stories who are behind this resolution. I want to acknowledge the staff as well of our district, our PBIS teams, our BAP counselors and PSWs who have been very very important in really fighting back some of the the racism and the anti-blackness and the use of slurs in our district that

360we have been hearing about. They have been very critical in visiting school sites to train people, train our students, train our staff members. I also want to acknowledge our HRDE staff and our PSWs in that office because they too go to school sites and talk about inclusivity, welcoming environments, supporting our LGBTQ plus students. This resolution is acknowledging the needs and the stories of our most vulnerable students in this district. And so I'm grateful for all of you who have shared your stories with me. And we know that these wonderful things are happening at some school sites, but they're not happening everywhere. We know that we need this coordinated framework to ensure that educators and administrators and support staff are effectively collaborating across divisions to strengthen school culture and student wellness. We need to create positive

361school culture. And we know that it requires intentional, coordinated, cross-divisional systems that foster trust, positive relationships, and a sense of belonging across the entire school community. The goal of this resolution is to create a stronger alignment and integration of these efforts in order to improve consistency, early identification of student needs and the overall effectiveness of supports provided to students and families. The resolution also calls on the district to explore developing or adopting a trauma assessment system or equity index to better understand the levels of trauma and stress impacting school communities. A datainformed approach can help the district proactively direct mental health resources, wellness supports, and non-law enforcement personnel to students and schools with the greatest needs before crisis escalates. The goal is to create equitable preventative systems of support that respond to student needs early

362rather than relying primarily on post incident responses that may delay intervention or contribute to the criminalization of student behavior. In addition, the resolution emphasizes expanded training and shared learning opportunities for educators, for school staff, for administrators and families. So there is a common understanding of traumainformed practices, mental health supports, and wellness strategies being implemented at both the school and district level. By strengthening collaboration, coordination, and investment in comprehensive systems of support, schools can create healthier, safer, and more supportive environments where all students can thrive. And I want to also acknowledge and thank our 36 schools represented at the May 2nd um event, as well as six board districts represented, with more than half of them parents. And I want to thank all of those folks, including our own superintendent for being there. And now I'll

363open it up for my board uh colleagues. >> Who would like to go first? Rosio. >> Okay. Uh well, I am very grateful um first of all to my colleague, Miss Carly Ggo for just bringing this forward and also grateful to be joining board member Ortiz Franklin and co-sponsoring this resolution because student wellness cannot continue to exist in silos across our schools. There is already important work taking place every single day at our school sites across the district. Staff are supporting students in preventative ways through relationship building, restorative practices, social emotional learning, counseling, wellness centers, and positive school culture efforts while also responding every day to trauma, mental health crisis, attendance challenges, student behavioral needs, and so much more. This resolution recognizes and uplifts that work that is taking place every day. At the same

364time, we know many schools are still navigating these efforts through disconnected systems and fragmented coordination. School site staff are often doing everything they can with limited clarity around roles, supports, and how different wellness resources connect together. This resolution starts from understanding what we need to do better, what we need to better align and strengthen those systems so schools are more supported and not more burdened. I'm especially pleased that this work aligns with and will be incorporated in the district's strategic plan. It reflects a commitment to ensuring our schools are not only academically strong, but also emotionally supportive, traumainformed, and responsive to student needs. This resolution takes important steps towards improving coordination across school site teams, strengthening professional development, clarifying wellness related roles and helping in and helping ensure principles, educators and families and students better

365understand what supports exist and how they can work together. And also this resolution takes important steps towards eliminating the schoolto prison pipeline. Ultimately, this is about creating stronger systems around the people already doing this work every day so students feel safe, supported, connected, and able to thrive. I'm grateful to board members Grego and Ortiz Franklin and joining together in partnership on this resolution, and I respectfully ask my colleagues for your support. Thank you. >> Go ahead, Miss Tanya Ortiz. >> Thanks. Just also happy to be a co-sponsor. uh grateful for you to bring this. Um you know, I'm really excited that this resolution is about coordinating the supports that our students needs really require and that it's also about supporting the adults who meet their needs every day with the professional learning and the integration

366of the too many teams. So, I appreciate the the title of uh integration here. I just wanted to call your attention to and we'd be happy to provide it to the public as well, but our student advisory council for Board District 7 sent a letter yesterday at 12:40 p.m. if you didn't have a chance to see it and they took a survey of um hundreds of students across board district 7 re representing dozens of schools and the number one thing they asked for was support around mental health services. So, we're hearing it from young people over and over and I'm grateful that this board is dedicating resources and support. So, thanks for your support, colleagues. >> Who would like to go next? Jerry, go ahead. >> Yeah, I mean just around half an hour ago,

367we heard all the passions surrounding mental health from the adults in the room, but I also think I speak for the students uh when I say that mental health is one of the most prevalent, if not the most prevalent, you know, like board member Ortiz Franklin said and and most commonly felt struggles throughout the district and especially during mental health awareness month, it's important that we take steps to actually address the gaps that exist. Um, the resources in this resolution go beyond just providing students with safe spaces. Uh, I think the value comes from bridging the gaps that would otherwise be insurmountable, erasing socioeconomic status as a consideration when families are wondering whether or not they can afford therapy or other treatments. In addition, I appreciate that this RESO isn't just, you know, improving access

368to resources, but actually also taking the steps to begin breaking down the stigma around mental health uh, by having parent oriented programming as well. That's a struggle that we or or I guess myself and the other students always face is the difficulty of making our families realize that mental health is a real struggle and not just an excuse to stay home. So, thank you so much to board member Grigo for bringing this resolution before us and I hope that we can continue to value and develop our mental health infrastructure and I would love to be added as a co-sponsor. Thank you. Who would like to go next? Sure. I mean, hard to follow board member Yang, so I'll just ask to be uh asked to be included as a co-sponsor as well. I really do

369think that one of not the silver linings because that's too favorable. But I think one of the things that came out of COVID was the fact that mental health in schools is not a nice to have, it's a mustave and the underpinning of students physical mental safety conditions which are necessary to learning. And so really grateful for the opportunity to kind of build on the existing school site structures to provide students with the supports they need and proud to co-sponsor and support. So thank you. >> Next speaker. >> Go ahead, Charlotte. >> Uh again, thank you for highlighting this um the work that we continuing to put forth for our schools and making sure that we're working collaboratively uh together to inform. And I think the piece that a student board member highlighted was the

370parent piece. And I think that part is very important as many of our families are not necessarily aware but not understanding some of the tools in which they need to help their their students. And so I think this will definitely bring that through our familymies to be able to highlight and to bring tools for them to be able to bring home as well. So thank you for that. >> Thank you Miss Gomez. >> Yes. um want to appreciate uh the team that brought this forward and everyone who came to speak in support. Um I I agree that this is the major concern that we hear from students. Um is the need for enhanced mental health supports and on campus and we know that our schools are often the only providers of these services in our

371communities because other providers are not accessible. Um and that mental health needs um do not affect all of us equally and there are greater needs in our communities that are the highest need in general. Um and and it's mentioned all of the trauma that our communities have been going through, whether wildfires, the ICE raids, economic struggles, um our LGBTQ communities being under attack, um neurode divergent students whose supports are threatened by the federal government. Um so I think for a lot of reasons, this resolution is coming at a really important time. I appreciate the connectedness because I think one of the observations I've had is we have amazing programs and supports, but they're not always working together. Um, and if we're able to eliminate those silos and and allow for that that team effort that

372we know is most effective at schools, students will benefit. Um, I did have just one question on on one of the changes. Um, because I I agree that the support for parents and helping address stigma that I think exists around mental health needs that a lot of our our parents may have. I know um, you know, my family dealt with that as well. just uh it mentions trainings and professional development for centrally funded um parent reps and I was curious whether we might want to expand that to all of our parent representatives. Is that okay? Yes, I mean I would like that. Um for sure the the um I don't see any reason why we wouldn't want to do that. Is there any how do my co-sponsors feel about that? I say let's do it.

373everybody to that training. Thank you. >> Um, thank you so much for your openness. Um, and with that, I would also love to co-sponsor. Thank you. >> Okay. Thank you, Miss Gomez. So, wellness without silos, it says a lot when you think about it. It really says a lot. So, working together as a community is only effective when the district and everybody in the district knows their roles and responsibilities. And when I read this resolution, it would help define the specifics of school site councils, local leadership councils, and others. My initial thoughts are about how this will benefit community members who dedicate their time and efforts to local schools. It's also important for LUSD to serve as a guide for improving our school culture and wellness without defining it. The ones who define it are

374up to the members of those communities. The principles, the students, the teachers, the parents, and others who make up that school community. And our role should be to help those schools develop their cultures into a system that benefits everyone. I'm also glad to see us developing a system that works preemptively and collaboratively to assess the trauma some of our students may be experiencing. And for these reasons and many many more, I would like to co-sponsor this resolution also. And thank you to my board colleagues, Carlo Viego and Dr. Rosio Rivas for bringing this resolution to a vote. Thank you very much. Just a couple of quick things for me. Uh this is something that's very near and dear to me. Again, I was at the same convening uh that board member Grigo uh referenced. It

375was very good to see the community come out and it really was a cross-section from my vantage point. It was a cross-section of the city and a cross-section of the district both in terms of parents and students. Um PBIS safety, community-based safety, these are all things that I have a fair amount of experience in and am frankly a true believer in. Particularly I want to land on too PBIS. I I've always believed that positive behavior intervention supports are a fundamental piece of the work we do uh as part of the tier one structures to support students and to give them the tools to support themselves. Right? I I do believe in trusted adults. I do believe that students need to have folks on campus they can go to but many times the best advocate for

376a student is the student. So we need to give them the tools to be able to do that. Uh similarly around community- based safety I do agree that we need a coordinated approach. that that's a word that's also near and dear to me because we do have if you look at a school you'll have a safety committee you'll have a PBIS committee you'll have local school leadership you'll have school site council and those are just the ones that I can think of off the top of my head so we definitely need more coordination around what it means to bring the community together around safety to to the extent that I can most definitely count on my support and leadership here >> okay Mr. Are we ready now? Okay. >> Just wanted to thank my co-sponsors

377if I did not thank you ahead of me speaking. Uh thank you for co-sponsoring and thank you to all my colleagues who also are co-sponsoring. And >> thank you both. Thank you both. Thank you. >> Can I just clear clarify very quickly uh board member Gomez what what the amendment was? >> Oh, sorry. Um it is Oh my goodness. In the one, two, third resolved um resolve further that the district will provide training/professional development to you can strike centrally funded and just have community/parent representatives. >> Does that make sense? >> Yes, it does. Thank you. I'm I'm just noting it. Thank you. All right. May I have a motion in a second? >> Move it. >> Second. >> Fast. >> Uh Miss Newell. Yes, >> Dr. Rivas. >> Yes, >> Mr. Melvin. >> Yes, >>

378Miss Grigo. >> Yes, >> Miss Gonz. >> Yes, >> Miss Mr. Ortiz Franklin. >> Yes. >> Board Board President. Yes. And student board member Yang. >> Yes. >> Okay, it passes. It is uh 4:18 p.m. And we have time now for uh public comment. general public comment. We also have just to keep the the board and the public apprised, we have tabs 14, 19, 21, and 23 to get to uh along with the general public comment right now. Um and also I'd like to collect some votes. Uh Dr. Rivas, how do you vote on the consent calendar? the consent calendar. Uh, yes, except for tab seven. I'm a no on item B, school services of California. Okay. Uh, noted. All right. So, and then we have tab six. I have some votes to collect. >>

379Um, Dr. Rivas, how do you vote on tab six? >> Yes. And Miss Ortiz Franklin, how do you vote on tab six? >> Yes. >> And then on tab seven, Dr. Revas, how do you vote? >> Oh, I I said tab seven. No one. >> Oh, I'm sorry. I'm sorry. I got you. >> Okay, >> I understand now. >> Let me see if I missed any others. >> Uh, let's see. Dr. Reas, tab one. Tab one. Yes. >> There's a yes. And Miss Ortiz Franklin, how do you vote on tab one? >> Yes. >> Bear with me as I make sure I didn't miss anything. Please. >> And Miss Ortiz Franklin, how do you vote on the waiver, the rule 72 waiver for tab 25? >> Yes. >> All right. Thank you. Okay. Okay, now

380moving on to general public comment. I'll call on the folks who are listed as being here in person first and then those who listed themselves as speaking remotely. All right, Mallayia Posey or Malia Posey, come on down. >> Then Jeremiah Fields. >> All right, you have two minutes to speak once you begin. All right. Hi, my name is Mallayia. I'm a 10th grader at Manor High School and I'm a youth leader with community coalition. And I'm here to speak on Miss War who works at Western Avenue Tech Magnet School. I don't think it's fair that Miss War is losing her position at Western Tech. I was a student at Western Tech in elementary and middle school and seeing her go through this now was sad and pathetic. When I was in middle school, Miss War

381was one of the very few black staffs in my school. She created um opportunities for black students to see our potential, learn about our own history, and feel comfortable in our skin. She even helped us go on a tour of our state capital. Our support systems are intentionally being removed just like they did with Mr. Sylvester who provide the program the love we don't see that really supported students of color. Don't close the B side counselor position at Western Tech because students like me need more like need more staffs like Miss Ward in our lives. Thank you and I yield the rest of my time to Jordan. >> Hi, my name is Jordan Tesamarium. I'm a sophomore at Mayor Arts High School and a youth leader with community coalition. I am also here to speak

382on behalf of Miss Ward who works at Western Avenue Tech Magnet and was my BAP counselor in middle school. The principal is eliminating her spot as a BAP counselor just because the school is small. He doesn't care that she works with elementary kids. She's a great role model for the younger kids and we get to see ourselves in someone like her. When I was a student at Western Tech, she was one of the very few staff members who supported us. We needed that, especially coming from South Central. When BAP was first brought to Western A, it changed how we saw our community. She helped bring the love we don't see and we learned so much from that experience. When we graduated from Western, they didn't want to let Mr. Sylvester come back. That wasn't fair

383because very few students got to learn so much from that experience. Cutting Miss Ward's position will deeply hurt the students at Western Avenue. We urge you not to close the BAP counselor position at Western A so Miss Ward can keep doing amazing work at our SCHOOL AT THE SCHOOL. THANK YOU FOR YOUR TIME. >> All right, the next speaker is Jamaiah Fields. Come on down. You have two minutes to speak once you begin. And then do I see Takur Singh in the audience? Thank you. You're listed as calling in, but you're going to speak in person. Okay. So after uh Miss Fields is Takur Singh. My name is Jeremiah. I'm a senior at Washington Prep and youth leader with community coalition. Washington Prep has been the highest need high school on the sunny index for

384years and recently only dropped to the second highest need in the district. Not because we're finally getting what we need, but because Diamondly is most likely now just as just as neglected as we are. As black and brown students, it's frustrating to see and feel like the district is neglecting us and our needs. I wish it were easy for us to ignore mice crawling inside our classrooms, leaking ceilings, electricity problems, and a lack of available bathroom stalls for over 700 students at just Washington Prep. Disgusting minerals are going inside our restrooms such as asbestos, which causes cancer. Your students are rather risk waiting to go home to use the restroom than to go in those conditions. And can you blame them? Last year, my physics class had to be relocated to the cafeteria because of

385of a rodent infested. These are not the conditions that students should have to learn in. My school is already underfunded. Taking money away from from Senny and BAP will only make these conditions worse. My school is projected to lose almost 1.4 million in sunny funding next year and about eight staff positions. staff is make who make us feel safe even when our physical condition conditions aren't. Y'all should be doing everything in your power to stop that from happening. I've had enough. And matter of fact, South Central students have had enough of our education being an afterthought. We demand that y'all restore the 700 million in sunny funding and make this permanent. We deserve better and we won't settle for less. >> Okay. >> Thank you for your time. Pakor Singh come on down Mr. Singh

386and after Mr. Singh is Christopher Coington and then Nia Johnson. >> Good afternoon members of the board and Mr. Acting Superintendent. I'm usually here speaking on lighter subjects, but today, unfortunately, I'm here speaking on something that's very serious, very concerning for a lot of students, parents, and and families at the virtual academy and elsewhere. Um, today I'm here to speak on Jesus Enulo, who is virtual, who is I believe the director of operations for the virtual academy. Um, for context, in 2007, Jesus Senulo and Maria Soayor, who has since been promoted to HR, pled no contest to covering up the rape of a high school student. They were then promoted by LUSDN or retained to this day despite a $6.5 million liability. We all pay their salaries. Everyone here in the room pays their salaries.

387And Gulo was recently confronted about this and questioned. and his response was, "It's a personal matter. Is a rape of a student now a personal matter that this was covered up?" And then on top of that, Latasha Buck, his colleague, was also questioned about this by a member of the public. And we, the students families learned that Latasha Buck's response was that it is not her concern because it was 20 years ago. Well, what about Cesar Chavez? He was the allegations against him were from over 30 years ago. And Miss Buck was actually questioned about that and she had no response and angrily hung up. This is very inappropriate conduct and very inappropriate answer by m Miss Angulo or excuse me, Mr. Angulo and Miss Buck. And we ask that the board please look into

388justice for the victim in this case. How is it right that this these people are still on the taxpayer dime working for LUSD? We ask for adequate action and a timely response uh for our students and parents and community as well. Uh just as LUSD provided a timely response with the allegations against Cesar Chavez. Thank you. >> Thank you for your time. Uh Christopher Coington, I yield my time to Trice. >> All right, come on up. You have two minutes to speak. Why don't you begin? Nothing matters to me more than my community and the people that surround me every day. That's why activism matters so much to me. Hello schoolboard members. I am Trice Thomas, a senior at Kingdrew and a leader within the students deserve. I've been here speaking and showing my face

389here since I was 14. I will soon be graduating and I am 18 and leaving behind LUSD. I will use my last comment to say you cannot say you understand how students feel when we experience the when we experience stuff like this every day. We demand that LA USD fully defund LA school police. You should not be cutting from you should you should not be cutting from programs that help us while continuing to fund policing that criminalizes young people. You should not be spending $75 million on school police while cutting funds for mental health supports and community based safety programs like safe passage that actually help our communities and our students, not make them uncomfortable like LASPD has been doing. Following that, no cuts to programs that are supporting students. No cuts to BAP. No

390cuts to dream centers. No cuts to PSWs. No cuts to school climate act advocates and campus aids. They have done absolutely amazing things for students and they should continue to be able to do so. In addition, no cuts to critical BAP staff. You have no real reason to cut this program after 5 years. There are necessary shifts needed to ensure BAP is fully meeting the needs of black students. To us, this means no cuts to BAP staff and BAP as a whole. Programs like this are why we have seen the flourishing of students. And I don't see why you would takes away some you would take away something so amazing. As I close out, I would like I would like to say listen to our youth when we come up here and speak. We live

391the experience dayto-day while you guys get to say what goes and what doesn't go. Our voices should matter just as much as any adult should, if not more. Thank you for your time. >> Thank you for your time. Annayia Johnson. Annayia, >> come on up. You'll have two minutes to speak once you begin. Um, hello. My name is Anna and I am a sophomore at Mango Arts High School and a youth leader with community coalition. At Mango Arts High School, I am very lucky to have staff like Miss Pus who helps me regulates my emotion and talk to me about my problems. Having a resource like this on my school campus has taught me good communication skills and relationship building skills. I am a lot more confident in being able to talk to teachers who

392tend to be a bit more difficult about what my needs are in a constructive way. If staff like Miss Pus were to get cut, I will feel a sense of rage because now I'm losing someone at my school who I am able to talk to and who cares about me. I need LSD to protect the BAP staff at every school that makes students feel safe, seen, and understood and take time out of their day to make sure we're okay. We demand that LUSD does not does not make cuts or reductions to schools existing BOAP staff and resources. Thank you. I am yielding the rest of my time to Carmen. >> Hi, my name is Carmen. I am a 10th grader at Manuel Arts High School and a youth leader with Community Coalition. Here at Manual

393Arts High School, we are lucky we have a BAP team that shows up for us when we need a shoulder to cry on or someone to talk to when we are having a bad day. Our BAP team is there and ready to listen if we need help. If LUSD was to defund BAP, you would be impacting a community that already has to look over their shoulders when they are walking to and from school. Community that may have challenges at home and the only place they feel safe is at school because of the BAP team. Me personally, I didn't always like getting up and going to school, but now I can freely say I get up ready for a new day at school because of my BAP counselor, Miss Pus. She pushes me every day to

394come to school, go to class, and do well. She helps me with my days for long, and I feel like I want to run away and hide. If BSAP and is cut, that means losing staffs and counselors like Miss Pus, which means me and my community can feel unsafe, alone, and unmotivated to go to school. So, I demand that LA USD protects BAP funding so every student has a safe place and a staff that checks in on them every single day. >> Thank you for your time. Uh, I Ferris, Lyanna Ferris, I'm sorry, are you here? Yeah, we got >> back. >> Okay. >> My name is Ilana Ferris and I'm a junior at Washington Prep. >> Hi, my name is Mela and I'm 11th grader at Washington Prep. We are youth leaders with community

395coalition. We demand that LUSD continue to fund Cinei and not make any cuts. Reducing Cine will not only weaken school's ability to fund important teachers and staff, but it will also disproportionately impact high school needs that serve us, some of the district's most vulnerable students like us. I have only been at Washington Prep for about 5 months. A few weeks after I started attending school, I joined the intimate therapy group with Mr. Ivonne. I really appreciated the experience and feel supported. Through Mr. Ivonne and other students in a group, I learned the importance of having support and people you can trust. Recently, I asked Mr. Ivonne if he will be back next year. He told me he was not sure. Hearing that left me feeling confused, and I feel frustrated for myself, other students, and

396Mr. Ivonne, as students, it can be hard to find someone to talk to. Losing programs, and trusted staff members can deeply affect us. I've only attended Washington since January of this year, but there are many standing issues that would simply be exacerbated if you guys were to cut our funding. For one, on a day-to-day basis, I see students in a clear need of support. I see students ask for or be in a clear need of support and fail to get it due to a lack of support or people who truly care. As a student, this discourages me from even thinking about help and so my education as well as that of many others. Conditions like this force students to hate coming to school and feel miserable walking through the doors in the morning. Isn't one

397of LUSD's priorities joy and wellness? Seeing that you guys plan to take $1.4 million, which is almost half of our city funding, and give the police $70 million is bizarre. Seeing that the Seeing that the South C seeing that South Central Oh my god. Seeing the highest need South Central schools like Washington, Man, Manuel, and Princaw, and Hawkings losing almost $9 million in equity based funding through Cinei despite our community needing resources and support is bizarre. The issues on our campus are easily avoidable through equity based funding and initiatives that should be addressed. We ask you please reallocate school police funding and do not cut our city or BAP funding. Thank you. >> Thank you for your time. >> Ian Kirsy Ian K Ian Kirsy. I think I saw Mr. Kirsy. And then after Mr.

398Kirxy is Annabelle Alvarado and then Aria Blakey Blakeley. Hello. I'm going to be yielding. Oh, no. Actually, sorry. I I do that all the time. I'm going to be reading on behalf of a student. Um, okay. So, this is coming from a student from Narbon High School named Shade Lopez who couldn't make it here. Um, good evening all. My name is Shade Lopez and I'm a student at Narbon High School. I'm here today because my peers are not just stressed. We are experiencing a mental health crisis. While I appreciate the district's initiatives such as the I Matter campaign and the fourth annual youth mental health symposium, we need to move from awareness to action. Many of us don't trust the systems in place to help us. Too often I hear from friends that feel invisible

399until their struggles turn into a major crisis. We need help before we reach a breaking point, not just after. This is why I'm urging the board to prioritize the expansion of psychiatric social workers, PSWs, on every campus. Our PSWs are frontline, but they are overworked, underappreciated, and spread too thin. If we want them to do their jobs effectively, we need to reduce their case loads and ensure that every school has full-time access to dedicated mental health professionals um who is tied up who is not tied up in administrative tasks. Furthermore, we need to create wellness without silos. I want to see studentled mental health initiatives that are funded, supported, making counseling accessible, reducing stigma in our classrooms. Um, when we talk about school safety, we must remember that includes mental safety. Please invest more in

400PSWs and more importantly, listen to student voices when deciding where resources go. Thank you. And as always, fund beep and defund the school police. >> Thank you for your time. >> Annabelle Alvarado. Annabelle, are you here? Come on down. And then after Annabelle is Aria Blakeley and then Sad Lopez. Hi, our names are Annabelle and Rosemary and we are in the seventh and eighth grade at John Mir Middle School and man UCLA community. We are youth leaders with community coalition and we are and we want to share with you the demands we have for the superintendent and the school board. BAP is being cut at our schools. We don't feel like that is fair. We feel like BAP has actually helped us and our family with many things such as academic support, counseling, and providing

401us with staff who actually care and make us feel safe. We need you guys to protect BSAP staff and resources and ensure ongoing community input and BAP implementation. BAP has improved graduation rates and increased the number of black students completing A throughG requirements. We should be getting more counselors and supporting staff rather than police at our school just being there not doing anything. We don't feel supported by the police. If anything, we feel harassed by them. Providing us with supportive staff can help us feel like we have someone to talk to to show us we are not alone. Police have harassed kids and have been nothing but an issue at our schools. We deserve to be treated like kids, not criminals. School police shouldn't be allowed at our school campuses. We demand you guys cut

402school police and protect BAT funding. Thank you. >> Thank you for your time. Aria Blakeley, are you here? Come on down. You have two minutes to speak once you begin. Aria Sad or Saday Lopez. All right. Lorraine Zapata. Lorraine Z. Is there a Lraine coming down? Awesome. Thank you so much. You'll have two minutes to speak once you begin. >> Good afternoon. I yield my time. >> You should come on up because your time's running. >> Uh, good afternoon. My name is Kirsten Cook and I'm a special ed resource teacher and reading specialist at Wilshire Park Elementary. This year, for the first time, the district offered special education uh students an ELOP tier three reading intervention program funded through the state. In just four weeks, students made measurable gains in reading fluency in phonics. One

403student increased from 85 to 114 words per minute per minute. another 43 to 56 and another 71 to 91. However, these gains almost never happened. After families had accepted offers of services, the teacher position supporting this program was eliminated despite approved funding. Four vulnerable fifth grade students were at risk of losing critical reading intervention services. I ultimately had to advocate directly to a director Mark Jones, Principal Creary's supervisor to preserve these services. Only after advocacy was the program restored through school site funding. I am also deeply concerned by retroactive payroll changes made already approved tutoring time cards. 28 hours were dis uh disputed and altered months later after time cards had already been signed, approved, and paid without explanation. These actions raise serious concerns regarding payroll practices in timekeeping integrity. The pattern of instability and

404loss of trust has severely damaged morale at Wilshire Park Elementary. experienced. Educators feel unsupported and teachers and families no longer have confidence in the leadership at our school. On behalf of teachers, staff, and families, I respectfully ask this board to remove Principal Creary. Thank you. >> Thank you for your time. >> All right, the next speaker is Sonia Kamacho. I yield my time to Susie Ramirez. >> Good afternoon, members of the board. My name is Susie Ramirez. I'm a teacher and a parent at Wilshire Park Elementary. I'm speaking today because the culture at our school has shifted in deeply troubling ways that have affected teachers, staff, parents, and most importantly, our students. Earlier today, we turned in a petition with over 500, sorry, 150 signatures. The impact is has been so significant that Wilshire Park

405Elementary is now the second school to bring forward a vote of no confidence in principal Lean Quir. Wiltshire Park was once a school built on collaboration, trust, and community. Teachers felt valued and supported. Parents felt welcomed as parent as partners in their children's education. Students benefited because the adults around them worked together with respect and shared purpose. Since the arrival of Miss Query, that culture has deteriorated. What was once a collaborative environment has become one marked by micromanagement, intimidation, and silence. Teachers no longer feel safe speaking openly for fear of retaliation. Staff meetings that once encouraged dialogue now leave little room for discussion or feedback. Parents who once felt welcomed on campus increasingly feel pushed away. and the strong strong sense of community that defined our school has steadily eroded. Perhaps the clearest example of

406this failure and leadership came after the loss of our beloved colleague Myra Lopez. In a time of grief, staff felt unsupported, unheard, and alone. Miss Curry asked us to show her compassion. Yet, she showed us none. When teachers asked for group counseling, much of that time was spent used instead for professional development, leaving staff with only 30 minutes of support. And just last week during teacher appreciation week, we were told teachers just needed to move on from this. This issue goes on beyond one individual. Staff have raised concerns about the climate at Wilshire Park before, yet meaningful district followup has not occurred. Teachers met with region west leadership and shared these concerns directly with Superintendent Collier and her team. During those conversations and after explaining with fear, frustration, and loss, trust has been lost. And

407we asked, "Does this matter?" And I leave you with this. We need you to intervene and take action. Please do not dismiss the voices of the educators, staff, and families who live with this reality every day. Show us that we matter and show our community that we matter. Thank you. >> Thank you for your time. >> All right. Someone listed as Frank. Are you here? Frank. >> Frank. >> Okay. >> Uh good afternoon. My name is Frank. I'm from Diego Rivera High School. And I'm here to basically brush off and also clear on the um the importance of having a dream and also the importance of applying dream centers to every LUSD school only because there's a lot of people in this world that don't exercise their ability to dream and also use their imagination.

408As growing up, I didn't get the resources I needed in order for me to actually apply myself to anything I wanted to do. I would always find myself looking for a mentor and looking for places to actually express my actual feelings, but more of actually utilizing my imagination. I didn't like playing video games, even though that's all the kids were doing. I didn't like reading, but I would read a book because I felt like my brain needed that. There's a lot of things that we don't like apply ourselves on. There's a lot of things that our schools don't they don't teach us and they don't allow us to use our creativity to our absolute limit. And that's something that I feel like every other school should like have and also utilize the most because ever

409since I was a kid, I remember like having origami classes and like always utilizing our imagination. But as I got older, I realized that we didn't care about that anymore. We cared about if you're good at coming to school at a certain time or attendance, if you're good at writing an essay at a certain amount of time, like that's cool, but I don't want to know that. I want to use my imagination. I want to create something. I want to be the next CEO. I want to I want to know how to become something greater than my own understanding. And that's what I feel like every school should have a dream center because everyone is a dreamer. Not just you, not just me. Every single being in this universe is the universe. That concludes you

410and me. >> Thank you for your time. All right. The next speaker is uh >> I may have made an error in my notes. Lorraine Zabata. Did Did I already call on you? Lorraine Zabata. Okay. Thank you, Sonia Kamacho. a Christian flag. Uh good afternoon folks. My name is Christian Flag with Community Coalition and we're a core partner of the Equity Alliance. Uh, Koko's been working with students and families in South Central LA for over 30 years. And across this period, our community has con consistently been harmed by LUSD decisions. ones that segregated black and brown students into underresourced schools up through the late 1970s. Uh ones that invested less money into our schools up to the 2010s and ones that actually uh supported the schoolto prison pipeline that disproportionately impacted black students up through

411the 2020s. Some leaders allowed this and even supported these type of things for decades before listening to community or being ordered by courts. Right? The district has to provide a quality education for everybody and not just quality but equitable. Now in 2026 we find ourselves with a ma massive deficit. And I recognize that you all have to make really tough decisions, but that cannot be anchored in making decisions on a spreadsheet with numbers. We have to hold those realities that we just talked about that have only just passed in the past couple of years. We should not be cutting Cinei, which has just reached $700 million in 2021. We should not be gutting BSAP or community based safety or mental health professionals, which just launched in 2021. In less than two weeks, we've launched a

412petition where over a,500 of our community members across the district have been sending y'all emails. Fully restore Cinei, fully protect BP, safeguard high and highest need schools. Use equity as a tool in all decision-m center equity with staffing decisions. And ensure transparency in all of this stuff. When our communities are in despair, the leaders have to stand up for those who are harmed the most. Support high and highest need schools now. Thank you. >> Thank you for your time. >> All right. Crystal Corona, are you here? Crystal Corona. Good evening board members. My name is Crystal Corona and I am a senior at Rivera High School and also I am a student organizer with students deserve. I'm speaking today for thanking for the passing of the resolution on the mental health supports. I believe strongly

413in the power of mental health supports in our schools. When students feel connected when we feel like we belong to a community, we flourish. Mental health programs don't just help us in the moment. They give us tools to build resilience, to grow, and to succeed. Every student deserves to know that somebody is there when they turn. Every student deserves to know that they are heard and seen. By funding mental health supports, we're investing in the futures of all students, giving them a foundation of encouragement and care. So, thank you again for making this a priority and investing in a better future for all our students as we are the future doctors, lawyers, entrepreneurs, and so much more. Thank you so much. and I'll be ying the rest of my time to Marli. >> Good evening

414board members. My name is Meli and I am a stu a student at Diego Rivera and organizer for students deserve. Today I'm here to talk about creating a safer environment for students without relying on policing. I believe that we need to take a different approach, one that doesn't rely on punishment and discipl but instead prioritizes care and support. One way to do this is by investing in mental health resources like more counselors at our schools that can help with early intervention and help students dealing with trauma, anxiety, and other issues that can lead to conflict. Another approach that doesn't involve policing is focusing on building restorative circles where students feel understood, educated, and motivated. We need to create safe spaces where students feel heard and are able to express themselves rather than feeling punished. We

415need to put power back into our communities, partner with neighborhood organizations, create mentorship pipelines, and give us real job training. That's how students build skills and confidence, not through handcuffs, but through opportunity. If we want safer schools, we have to invest in care, not cops. Let's choose support over punishment and give every LSD student a real chance to succeed. Thank you. Time Right, let's see. Yaniraa Estrada. See here. >> Good afternoon. I yield my time to Ben. Good afternoon. I'm Dr. Benjamin Bose. I'm a parent at Wilshire Park Elementary School. Last fall, parents at Wilshire Park Elementary School became aware of a collective staff letter written by school staff alleging significant and deeply troubling problems with the performance and conduct of principal Lee Crearyy. The allegations raised by staff go well beyond descriptions of a

416poorly skilled manager or ineffective leadership style. According to the letter, staff have presented claims of financial mismanagement, harassment, retaliation against employees, violations of staff rights, and neglect of professional duties. This suggests that this matter is not one of routine workplace conflict, but a systemic failure of leadership that warrants urgent attention. Parents at Wilshire Park have the right and every right to expect competent, capable, and caring leadership at our school. Months have passed since this letter was submitted to region west uh superintendent Dr. Collier and we have heard no formal information from the district about any resolutions or any investigations. We therefore respectfully but firmly request that the LUSD board of education superintendent provide a formal timely update to all Wishel Park parents regarding the status and findings against Principal Curry of these allegations. I yield

417my time. >> Hi, good evening. My name is Lisa Kamacho. I am a former teacher with LA Unified. I retired in December. I have emailed all of you several times regarding Principal Creary. Um, I retired early because of the behaviors and non not being protected from her behavior. I was bullied, harassed. I was targeted, stalked by principal query. I was publicly reprimanded, isolated, and um ultimately I was ridiculed when I had a medical emergency at the school instead of rendering aid. She reprimanded me and I was I was left on my own. I really hope that you understand that this community, these people here deserve a lot better. Those students, they are an amazing, amazing group of people and they deserve so much better than what she is giving them. Thank you for your time.

418>> All right, Vincente Rubio, are you here? Vincente Good afternoon. My name is Vicente Rubio and I'm a sophomore student at San Pedro High School and I'm a leader of Students Deserve. Today I'm here to demand that the money allocated to LASPD be immediately and completely redistributed to further help students in more effective ways. LASPD will only criminalize and persecute our students even more. Policing isn't what we students need. We are discussing $75 million. That is 75 million of our dollars that is not being used to help our students. As a lifelong LD student, I can't tell you a single meaningful thing that LSPD has done for me. And I've just I've discussed the same thing with my peers. But that 75 million can be used to fund necessary support for us students. That is

41975 million that LAPD takes away from students that just need proper help and support and in turn create students that LSPD won't help and can't help. So, I'm here today to speak for all my peers that need this that need this help that need physical, social, and mental health support, but can't due to the lack of accessibility or fear of persecution. So, as a student, hear me. Policing isn't conducive and isn't supportive to creating functional and healthy adults in society. Please defund school police and invest it back into our students. Thank you for your time. >> Thank you for your time. >> All right, the next folks are all listed as speaking remote is Selena McLuren here. >> Selena, I see you're online. Please press star six to unmute yourself and you have two minutes

420to speak once you begin. Selena, >> hello. Can you hear me? >> Yes, we can. Please go ahead. Yes. Good afternoon board members and acting superintendent. My name is Selena Mclurkin with Catalyst California and I'm also a board district 1 resident. On behalf of the Equity Alliance for LA's kids, I am here to urge LA USD to maintain its commitment to prioritizing equity and protecting highne schools by restoring the full 700 million to Sunny and ensuring that equity is not the first thing that is sacrificed in the upcoming fiscal stabilization plan. Right now, our students and families are already navigating enormous instability. Communities across LA are facing ICE raids, federal attacks on public education, threats to social services, and deep economic uncertainty. In moments like these, schools should be places of safety, support, and stability.

421Instead, LUSD is proposing cuts that would strip resources away from the students who need the most. The district has already cut nearly hund00 million from SENI for fiscal year 27, swept school carryover entirely, and is proposing another $200 million cut the following year. These cuts disproportionately impact learners that are concentrated in the district's highest and high need schools. What is especially concerning is that we are once again being asked to respond to major budget decisions without meaningful transparency. Last year, the fiscal stabilization plan was released just one week before decisions were made, forcing communities to scramble to defend essential equity investments. Now, we're hearing that even deeper cuts may be coming, as well as potential school closures. These are not decisions that can be taken lightly and without community input. If the district is serious

422about meaningful community engagement and equity, then the updated fiscal stabilization plan along with a comprehensive and disagregated budget analysis that clearly shows the equity impact on our school, students, and schools must be publicly shared by next week's committee of the whole, not days before critical decisions are made. Communities deserve sufficient time to review proposals and meaningfully participate in this process before votes are votes are finalized. Equity cannot simply live in a strategic plan or resolution. and it has to show up in the budget. Thank you. >> Thank you for your time. Aria Blakeley, I understand you're here now. Aria Blakeley, come on up. You'll have two minutes to speak once you begin. >> Hello. My name is Aria Blakeley. I'm going to be yielding my time to Lupe Torres, who is on Zoom. >> Lupe

423Torres. I don't uh do you have the last four digits of her phone number? >> 4432. >> Okay, there it is. Please go ahead, Miss Lopez. Lupe, you're on the line. Please press star six to unmute yourself. And you have two minutes to speak once you begin. Hello. >> Hi. Please go ahead. >> Can you hear me? >> Yes, we can. >> Hi. Good afternoon, school board members and acting superintendent ch. Thank you for your time today. My name is Lupe Torres and I am the utility chapter chair at Western Avenue Tech Magnet. We're a span school with grades PK through 8 with a population which is mostly underserved, located in an area mostly neglected by the city. Schools like Western need to be adequately monitored by the district leaders to ensure that students attending

424these types of schools have systems in place so students are appropriately supported so learning can take place. I'm here respectfully requesting your support in not making any movement to the BAP districtwide and to ask you to please not move our highly requested BAP counselor, Miss Daniel Ward. This is my fourth year teaching at Western and for the entire time there our staff has reached out to region south through UTLA leaders regarding neglect to our school programs. Systems that manage our magnet school safety discipline program BSAP and the building up of our middle school continue to not be in place as needed. Most of the work at our school is driven by the teachers and even with that missing support, Western teachers have managed to improve the ESPA and I Ready test scores. The continuous neglect

425to our school has a direct impact on the success of BSAP on our campus. We have lost BAP funds and other funds have not been responsibly responsibly spent. Hundreds of thousands of BAP dollars have been spent on materials that haven't even been set up and this has been for years. We began this school year with a deficit of $150,000 without an explanation from admin. For at least four years, our m middle school students have not had any arts, no clubs, no cultural programs, and limited enrichment. The lack of consistent management of our school should not cause students and families to lose our very important BAP counselor, Miss Ward. It is from the BEP room with the guidance of Miss Ward that who our students are regularly receiving the support that is missing at our school.

426Please support our cause to save Miss Ward at Western. Thank you. >> Thank you for your time. All right, the next caller is Jamila. Uh, Jamila, you're listed as speaking remotely. I don't have you online in front of me. Jamila, are you in the room? All right, Maria Daisy Ortiz is on the line. Miss Ortiz is going to speak in Spanish. So, if you'd like to hear what she's saying in English as she's speaking Spanish, please put your hands up and we'll get you translation headsets. All right, I can hear them coming out right now. >> Good afternoon. Can you hear me? >> Yes, we can hear you. But give us a moment, please. Oh, okay. >> Gracias. Thanks. >> Good afternoon everyone. I am Maria Dei Ortiz and I am here to speak about

427mental health month and I would like to exort the school board for LUSD because if you want the children from kinder to 12th grade have well-being because one thing is mental health and another thing is well-being. Okay. So it's adding adding inside that study plan like as a required material in an elective way so everybody can benefit with emotional intelligence since many of our children adolescents is a very difficult stage in which they close themselves out and don't know how to control their emotions. So this would be something that is more effective and we can put that program because not everyone assists the programs and they don't impact in the same way. So what we should make resolutions that are effective and not give speech or helping one another and the impact is very minimal.

428Another thing says that study says that when children are scared they cannot learn because they can't focus. Our children are under fear because there are many fights inside the schools including Mars where Kimberly passed away and where you can see that it was this girl was attacked in the restroom and the personal that worked there was incompetent and negligent at the same time. Which is why we should hire personnel that is qualified to control the crime inside and outside of the schools. And what better way than police who is trained and I'm speaking about school police. It cannot assist. You cannot cover security with a band-aid. When you have a huge surgery, you take a Tylenol. Of course not. So do not insult intelligence of us parents. aside. It is very important >> you're on

429the line. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Rihanna Hernandez. >> Hello. Can you hear me? >> Yes, I can. Please go ahead. >> Okay, great. Hello. My name is Brianna Hernandez and I am a high school student. Usually I speak of my peers on lighter subjects, but today is regarding a heavy and unfortunate case. This is a case that has been on the minds of students, parents, and faculty for years now. Jesus Angulo is currently administrator of operations at the Briter Academy, earning over $200,000 a year. But are you aware of his history? Angulo previously paid no cost to covering up the rape of a high school student. He was then promoted by LUSD even after LUZ paid out a $6 million set settlement.

430Now he is in charge of us. Latasha Buck is director of virtual academy. When Miss Buck was asked about Mr. Angulu's case, which I was a witness to, Miss Buck justified it by saying it was not her concern and had occurred 20 years ago. I'm curious to hear what Miss Buck has to say about Cesar Chavis or the Zodiac Killer. Is the Zodiac Killer now not her concern because it was decades ago? Miss Buck also tried to dodge accountability by saying it is not our business as students but who pays the salary of her along with Jesus and Gulo who tried to cover up a literal rape. My family does. So yes, it is actually my business, Miss Buck. I am asking that the board please pursue real punishment against Agulo Buck and Maria Mayor

431who also received a promotion despite this incident. What if this was your child? How would you react? How would it also not be your concern? what both Angulo and Buck said was highly inappropriate and ground for removal. We're hoping to hear updates soon just like we did about Cessor Chavez. Thank you. >> Thank you for your time. All right, I believe that concludes general public comment. Let me have a look at the list one more time. That concludes general public comment. Um I made an error earlier. We still have to get to tab eight also in addition to the other tabs that I noted. So, tabs 8, 14, 19, 21, and 23. Um, it looks like there are a lot of folks here who've been waiting for tab 21. So, we will get to that.

432I have a public statement to read for tab 21. Uh, denial of the charter renewal petition. Before action is taken on the following board report, a public hearing must be held. This constitutes a public hearing on today's fresh chart fresh start charter school Los Angeles. A maximum of 15 individuals who wish to address the board and this item will be heard. Those who wish to speak should sign up online and I will be calling on speakers by name. And I believe there is also a brief presentation to be made today. Uh Eddie Gordon, are you here? Come on up. >> Hello. Uh my question is I will be doing the presentation. >> Yes. How many minutes do I receive for that? >> Two minutes for the presentation for the >> presentation. >> And then you

433have no materials. Is that correct? >> Not besides what the presentation is, but I definitely can't do that in two minutes. So, I do have a twominut uh speech I'll read to you guys. Great. >> And then if anybody wants to um yield their time, I could continue. Uh the PowerPoint is strictly data and strictly to show you guys that we are increasing in every single category possible. Well, decreasing chronic absenteeism. >> Did you send us the PowerPoint? Do I have it? >> You have it. It is under tab 21. Um, but it would be very difficult for me to um Yeah, that that's it. >> Okay. >> Um, yeah, if we could go one more up just so that it hovers on our California dashboard data. >> Okay, there you go. And then when

434you begin, we'll start counting the time. >> Okay. >> Thank you. >> Good evening, president of the board. board members, superintendent, and members of the public. My name is Sam Michael Faroli, acting site administrator for today's Fresh Start Charter School, and I stand before you today on behalf of the students, families, and staff of today's Fresh Start Charter School. Tonight, I respectfully ask that this board to overturn the recommendation to deny our renewal petition. The denial recommendation before you relies heavily on events and allegations dating back nearly 20 years, some as far back as 2003. However, the purpose of charter renewal under current California law is to evaluate whether a school is presently serving students effectively and demonstrating growth and viability during the most recent accountability cycle. Today's fresh start serves one of the highest

435needs populations in South LA students impacted by poverty, trauma, chronic absenteeism, language barriers, mobility, and significant academic gaps. Despite these challenges, our school has demonstrated measurable academic growth on the California dashboard and state accountability indicators over the past several years. In 2025, our school was awarded a full six-year WASK accreditation, the highest accreditation term possible. Earlier this year, our Compton campus also received a full 5-year charter renewal from CUSD. Again, the highest renewal term available. These independent reviews directly contradict the claim that our educational program lacks soundness or that we are incapable of something or successful implementation. The denial recommendation itself acknowledges that our school is classified as middle performing, not low performing. Yet, instead of focusing on our current student outcomes and documented growth, this recommendation disproportionately emphasizes historical matters unrelated to the educational

436program serving our students today. We also strongly dispute the suggestion that closure would be in the best interest of our students. Closing a stable, community-based school in South LA would displace hundreds of families who intentionally chose our school because they needed a safe, nurturing, and culturally responsive environment. This board has the opportunity tonight to focus on the students sitting in classrooms today. We respectfully ask that you consider the school's current performance measurable growth was accreditation CUS CUSD renewal and the devastating impact closure would have on our community. Please allow today's fresh start to continue serving the families who depend on us and partner with us for their success. Thank you. We really want to work with LUSD. We really want your guidance. Please keep that in mind when you vote. Thank you. >> Thank you

437for your time. >> All right. The next public speaker is Fatin Fami. Did I say that right? >> Yes. >> Thank you so much. And then uh Filamina Okala after that and then Serita Danley. >> Good afternoon. My name is Fatin Fami. I have been teaching at today's fresh start for 12 years. Um today's fresh starts vision and purpose always supported uh by the implementation of the schoolwide learning goals and outcomes and achieving academic goals standards and objectives to meet all of the students needs. The superintendent Dr. Janette Parker has made significant investments in classroom resources, programs, and materials in order to further boost uh student performance. Uh for example, it's um there's been a lot of investment in the superior summerbridge program which has offered engaging high quality learning opportunities such as chess class,

438dance class, music class, renting a water slide, field trips to Rodondo Beach, for example, or California Science Center. Uh please review our updated dashboard as Mr. Faroli has stated uh the ones that might be uh available is 20 years ago. Um please look at at NWA scores and our smarter balance assessments uh that Mr. Farnoli has already um discussed. The site administrators are awesome. They have provided quality instructional leadership and guidance without stifling teachers creativity. TFSCS administrators have strategically planned and scheduled meaningful professional development webinars and workshops. Every week, teachers at today's fresh start share their best practices. Please review the updated dashboard. Thank you so much. >> Thank you, Filamina. Come on down. You have two minutes to speak once you begin. Good. My name is Filomina Oawa. Yeah, I'm a special ed resource

439specialist. I just want you to know that I work with a great school. There are many reasons why a school is a great school and I work for LA USD for 18 years and I received this from the board. So that tells you that our superintendent Dr. Janine Parker hires um hires highly qualified, highly competent and highly effective teachers and staff in in her school. Our school, our students matter at today's fresh start charter school. Our parents matter, our teachers matter. All all staff matter in our school. Everyone matters. So I urge you please to look into our data, our school as a whole and please approve our charter. Uh we are lucky to have a very passionate and strong leader and educator founder and superintendent Dr. to Janine Parker who hires highly qualified, dedicated

440and st and staff that we care about our students establish high standards and high expectations for teachers and staff and also for students. She consistently tell us that she want our students to be the best. We have a school where teachers create and maintain a self-positive and inclusive learning environment that support the development of students abilities and ultimately meet California core standards fostering both academic growth and emotional and well-being of our students. I want to read a letter of my student, a special ed student, an eighth grader. He gave me this letter. My name is Steven. I have been going to today's fresher school since second grade, since 2019. I'm currently in 8th grade. I like our school for many reasons. First and foremost, I have one of the best teachers, Miss Fammy. Okay? And

441our school encourages all students to work hard and to give their best efforts in all they do. Thank you very much. >> Thank you for your time. Uh Serita Danley. >> Good evening members of the board. My name is Serita Danley and I'm a teacher at today's fresh start. This is my 11th year teaching at this school and I'm here today to ask to renew our charter. For nine of those years, I taught sixth grade and I've had the unique opportunity to watch my students grow, not just in my classroom, but over time all the way through their culmination from our school. I've seen where they start and I've seen who they become. That growth is real and it is the result of the support system we have built. What makes our school different is

442our commitment to supporting the whole child. We don't just teach content. We build relationships. We provide stability. And we create an environment where students feel seen, supported, and capable of success. That level of support matters, especially in a community like ours. Our students need consistency. They need adults who know them and are committed to their growth over time. That's exactly what our school provides. Are we perfect? No. We continue to work on challenges like attendance and family engagement, but we are actively addressing those issues because we are invested in our students and our community. Charter renewal means continuing a system of support that is already making a difference every day in in our lives. Disrupting that would not just impact a building. It would impact the students who rely on us. After 11 years, I

443can confidently say this. Our school is worth investing in and our students are worth fighting for. I respectfully urge you to renew our charter. Thank you. >> Thank you for your time. Uh David Tokovski, come on up. You have two minutes to speak once you begin. David Tokovski. And then after Mr. Tokovski are Merrick Wadsworth and Dr. Janette Parker. >> You're already here. Let's go for it, please. >> Thank you very much. I'm speaking on a fresh start. I'm a very imp impressed with the idea of a fresh start. I'm not here to support this particular charter which has a long record. But if you are using the fact that they are authorized in another district and then have a site in this district, I encourage you to find the other charter schools that have

444a similar kind of thing and have not gotten the special attention. So I'm happy that Xterra gets a new start and a non-union school gets a fresh start with Green Dot. I'm glad that you're doing some strategic enrollment. Of course, Xterra when it closed could have been district students, but the strategic enrollment team was not there. But Green Dot was there and the charter schools association was there. I hope that you have a fresh start on special ed. It is a prime moment in the history of public education. Needs a fresh start. Profound lobbying starting on Thursday all the way through the signing of the budget. I hope you have a fresh start on CYBHI. You passed a number of motions today about mental health and wellness and yet only $15,000 has been brought to

445this district after three and a half years plus the 4 million from the county. I hope you have a fresh start on virtual schools. I think Miss Franklin's uh request to look at Florida Virtual School, which has nearly 6,000 kids in Florida Virtual School in along with Egenuity, which is owned by Imagine Learning, which has different contracts and manipulates the procurement process. I hope you have a fresh start on impact fees, cities and developers who are not paying impact fees to this district to help this district. I hope you have a fresh start on the foundation or foundations in this district. I hope you have a fresh start on the senior staff and that when it comes for the pay that you distinguish between lower paid district represented and senior paid uh people. I hope

446that you'll have the integrity when there's a four to three vote on a key personnel that that person doesn't belong in that responsible place anymore but could be a district employee under Mr. Ch. And so finally I think a new day a fresh start on revenue enhancement is exactly what needs to be happening. Thank you very much and good luck with your new fresh start. >> Thank you for your time. Uh Merrick Wodsworth, come on up. You'll have two minutes to speak once you begin. And then after Mr. Wadsworth is Dr. Janette Parker. >> Hi, good evening. My name is Merrick Wadssworth. I'm an attorney from Precopio and we represent today's fresh start. Uh in order to deny a middle track school like today's fresh start, this board has to make a finding that closure

447of the school is in the best interest of students. And that is a very high bar to meet, right? because closing any school is going to have a detrimental effect on some of those students, especially in historically underserved areas like where today's first start is located. And based on the academic achievement that is in the charter that's in the staff report that you saw up on the presentation earlier, it's simply impossible for this board to make that finding. Um, all of today's fresh start scholar subgroups outperformed the subgroups in LUSD and the state in both ELA and math last year. a majority of the subgroups and schoolwide at today's Fresh Start, increased their performance in ELA and math over the last two years. Today's Fresh Start increased its performance on the California Science Test, the

448CST, last year, and outperformed LA USD and the state. Uh, TFS increased the percentage of English learners that are making progress towards English language proficiency over the last two years. They reduced their chronic absenteeism over the last two years. They reduced their suspension rate over the last two years. They actually didn't suspend a single student last year and they have never expelled a student in the history of their entire school. So, not only is TFS outperforming LUSD and the state on various crucial indicators of success, scholars at TFS are actually even improving and getting even better over time. And yet, CSD is recommending that you vote tonight to close this high-quality school. Today's decision should and must be based on what's best for scholars, not about some issues that happened allegedly 20 years ago and

449were about charter schools in other jurisdictions that are now closed and a separate organization that has uh that operates a prize or preschool, excuse me. So, we respectfully request that you approve the renewal petition that's before you. Or alternatively, if LA USD does not want to authorize this school, that's okay, too. the law provides another option where you just provide written approval for Compton to continue authorizing the school at this site. So, thank you very much for your time. >> Thank you for your time, >> Dr. Janette Parker. >> Take your time. >> How you doing? uh honorable board, president, uh superintendent. So, this is my thing I want to concentrate and share with you. In every classroom at our school, we have an I have a dream area for our students to we want

450them to dream. We want them to be the best that they can be. We have partnerships with JP Morgan, UCLA, Loyola, and Pepperdine. We have a six-year Wasque approval. And I was really glad to hear you talk about imprisonment. We have never put any child out of our school. I have a philosophy that when you do that, you set you set a mindset to put people out so that they think nobody wants them, nobody wants to be bother with them. So we have we don't expel. What we do is we meet with the parents, talk to them, pull them in to help them understand their children better. We have five counselors. So we are fully believing in uh uh the health week you talked about because every day is promotion of good health and well-being

451at our school. Um we also uh practice restorative justice. We have PBSIS team. We practice uh uh conflict of of um bringing people together if there is any misunderstanding. We have a basic rule protocol that we call parents. The parents is so critical and because they want the best for their children and that's why they brought them to today's fresh start. So we bring parents in, we sit down, we talk to them, we help them feel comfortable, confident that our purpose is to help them with their children. I did email you uh our response to your letter that you had sent. I it was a letter, but anyway, I brought a hard copy as well, which you I'm welcome to give them to you. >> Thank you. I'll come collect it from you. Thank you.

452>> Wonderful. Wonderful. And I just wish all of you the best. When I was in Birmingham, Alabama, a little girl, when we didn't have lunch, we had to pay 25 cents. At today's fresh start, we never charged any parents any money for food. Never. We reduce much. We didn't. We when there was ASUS and ELOP, we were already doing that before we know it reimbursement. >> Thank you so much. >> Thank you kindly. >> If you if you just set that there, I'll come up real shortly and get it. I'm going to call up the next person. >> Uh let's see. Herby Phillips, are you here? Herby, >> thank you so much. Right there is good. I promise I'll come get it in just a moment. >> Herby Phillips, are you here? Uh, all right.

453We'll call in the folks who are speaking remotely under tab 21. Karma Blackwell, I see you're on the line. Karma, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Once you begin, Karma Blackwell. >> Hello, my name is Karma Blackwell. I am currently an eighth grade student at the Fresh Star Charter School. I have attended this school since transitional kindergarten and I am car calling to express how special and important this school is to me. I love my school because of the caring and strong supportive community we share here. The thought of the school closing makes me very sad as it has been a meaningful part of my life and growth. During my time at the school, I have had many wonderful experiences. I made my first

454friends here. I learned how to play basketball and volleyball. Most importantly, I have learned valuable life lessons. I have learned that I am responsible for my actions, the importance of studying before test, and how to hold myself accountable for my mistakes. I have also learned that being honest is important even if it may lead to consequences. These lessons have shaped me into a more responsible and thoughtful person. If the school were to close, I would have to attend a new school which would cause me a great deal of anxiety and discomfort. I will have to adjust to a new environment, meet new people, and try to make new friends. This will also mean leaving behind the close friendships and strong connections I have built at today's first star charter school. These are just some of

455the many reasons why my amazing school should stay open. Other students deserve the opportunity to experience the same supportive environment, positive memories, and quality education I have received here. Thank you for taking the time to listen to my letter and consider my perspective. Thank you. >> Thank you for your time. The next speaker is McKenzie Martin. Mackenzie Martin, 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. Mackenzie Martin. >> Uh McKenzie, I think you have a device playing in the background. You should turn off the speaker and the microphone. There you go. Please go ahead, Miss Martin. Thank you. >> Thank you. >> Mcken McKenzie, can you do me a solid and turn off the speaker in the room that's right

456next to you and the microphone otherwise we can hear a bunch of feedback. >> Thank you. My name is Mackenzie Martin. I am currently in the eighth grade and have been attending today's first start charter school for six years. I first started here in kindergarten, left at the end of first grade, and returned in fifth grade. I've been student here ever since. I am I am calling here today to share the positive experiences I've had and the many things I have learned while attending today's fresh start. To begin, one of my favorite events is the fall festival. Every October and November, the school hosts a festival where students can enjoy food, play games, and win prizes. It is a fun and memorable day that we should get to spend with our classmates and friends. Another

457experience I truly enjoy is the summer program. Although it is not mandatory and takes place outside of the regular school year, I love attending whatever I can. The program includes activities such as arts and crafts, games, music class, and plenty of obstacles. It is also a great opportunity to spend time with friends before the new school year begins. One of the most important parts of my experience at today's first start has been the people I have met. Some of my friends I have met when we were just 5 years old and we're still close today. I've also made many friendships in later grades that still remain strong. This sense of connection extends beyond students to the staff as well. The staff has always made me feel at home and comfortable communicating with them. The teachers

458in particular have been incredibly supportive. They have been patient and willing to explain things when I do not understand and their guidance has never wavered. If today's start were to ever close, I fear the students would not have the same opportunities that I have had. From the different teaching styles that have helped me learn so much to the caring staff who helped create a positive environment every day. This school provides an experience that is truly special. The memories I have here with my friends are irreplaceable. There is no place quite like a start, and students need a school like this. Thank you for taking the time to listen to me speak. >> Thank you for your time. The next caller is >> You're welcome. The next caller is Arthur Nampa. I see you're on the

459line. Arthur, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Arthur Nan. Arthur Nan, please press star six to unmute yourself. I see you're unmuted. Please go ahead. >> My name is Arthur Nampa. I'm also a eighth grader at today's first star chart school and I've attended it since kindergarten. I'm speaking to share how I feel about my school. In my opinion, this is an amazing school and I truly enjoy it here at today's fresh start chart school. I would definitely not want it to close. My positive experiences at the school are plentiful. From fun and memorable moments with my friends to um my successes inside the classroom. I always the I always enjoy um the afterchool program that's offered at the school as well which has

460helped my family um with you know timing and when to pick me up and such. Most importantly, I believe this school has amazing teachers and staff who have truly helped me learn throughout my life. I've learned many important life lessons from how to read and write to how to respect my elders and pay attention in class. All of this because of the amazing um community and teachers and staff that's provided at today's freshar charter school. I would I would like to thank the school for teaching me everything I know and allowing me to meet all of my friends that have helped me through many many different things. And I would definitely not want the school to close as it is an amazing um place for learning and meeting people who you can relate to. Thank

461you for your time. All right, next speaker is Hold on. The rest are remote speakers. I'll call on their names. Sort of a bunch of them. I'll call on their names and if if here um please come on up. Let's see. Uh, Herby Phillips, I already called your name. Not here. Uh, Lache Williams is listed as being uh, remote, but are you in the room? I do not have Lache on the line. Audrey Smith, are you in the room? Audrey Smith, also remote, but I do not have you online in front of me. Maria Roas, are you in the room? You're signed up to speak remotely, but you're not signed in. Also not in the room. Martha Rodriguez, you're signed up to speak remotely, but are you in the room? I do not have you

462online. And Julia Hernandez, Julia Hernandez, uh, you're signed up to speak remotely, but I don't have you online. Are you in the room? Is no. So, that concludes the public comment, uh, period for tab 21. Um, it's now appropriate for the board to discuss. And while we're getting there, may I have a motion and a second? to hear tab 21 >> moved by Miss Grigo. >> seconded by Dr. Rivas see we have staff here to answer questions and four board members. Are there any questions? >> Sure. >> Um I just want to clarify if the recommendation for denial is largely based on academics. I mean their argument is that they're making progress um or if it's based on operational and financial concerns. >> Uh thank you for that question and good ne good evening everybody.

463Um the basis of denial is on criterion one dramontly unlikely to implement the program based on their past unsuccessful history. So it's basically a criterion one demonstrabably unlikely finding >> implement the ed academic program. >> Correct. To implement the pro Yes. >> But they're doing better than neighboring schools. Well, it's to implement the program operationally, fiscally, governance. We look at all those areas. We >> I asked the question, is it academics or operations and finance? >> Operations and finance. Thank you for that. >> Thanks. Um because you know we heard really strongly and saw in the data. So um can you tell us a little bit just you know high level what are the operational and financial concerns? >> The well as you can see in the findings it's really their history of past unsuccessful

464operating a charter school and a funded preschool. We also talked about their charter school that was revoked by LEGO. uh there were concerns around uh in LEO's findings not protecting public funds and using their position improperly for their own personal enrichment. Then there was also we me talk about the Ingwood non-renewal. Um that particular non-renewal went all the way up to the state uh for appeal and then in around July 2020 uh it was unanimously unanimously denied based on the prior revocation and quote ambigu ambiguity selfdeings and a lack of transparency and >> it's the same board for both schools. >> It's correct. It's the same there's currently one school operating in two different districts, but this is the vote to look at the one that's currently residing in Los Angeles and um in LA

465USD. And then I we also note in our findings when you talk about the same board, two there are four current board members and two of them have served on that board for an extended period of time during some of the events um and questionable history. So we also talk about that in our findings. >> Okay. Thanks. So maybe I'll just give the school a chance to respond on the financial concerns because I think the letter was mostly about the academic program. So I don't know who from the school would want to mention would want to share you know what you heard from the team what response you might have for ensuring that the finances and operations are running well. >> I think particularly you know we've been concerned with declining enrollment and it looks

466like you have about 40 kids per grade level. Just curious like how you'll sustain that and be able to meet the financial and operational demands that is required. Yeah. Whoever from the school would want to reply. >> All right. Uh we have always had audits which are with no exceptions. >> Would you care to elaborate? >> Compton with Compton Unified. >> Go ahead into the mic because people can hear online. with Compton Unified. We were we were brought into Compton Unified in 2015. So that is almost 11 years. We have a very clean record. No infractions whatsoever for the past 11 years with with one district. >> So the concerns that you just heard from our staff are >> the concerns that this the staff have brought up is historical and it has nothing to

467do with our current data cycles. It's very disappointing especially because they they presented us they published this this uh denial on the same day they came to our school. So they published it on 420 and they came to our school on 420 and they didn't ask a single question that was in their concerns not one. >> Mr. Let me also comment that we have budget reserves also. Yeah. And I saw that that you had to drop below. Uh and you anticipate that continuing to be the case >> that you'll maintain the reserves. You won't be in the red. >> That's right. >> Okay. Okay. I'll pause there if my colleagues have questions. >> Any other questions? >> These people over here, >> they're the ones that wrote the report. And just to clarify with our

468our um our charter school division. Yeah. Um so they're saying that this is historical that for the past 11 years they've been fined financially. Um and also I think the letter says that they were denied because of a typo in their um report. Can you speak to that? Um, well, I can address the the the latter question. And so, essentially, we do have two additional findings as to their underenrollment and declining student enrollment and then their unreliable and unrealistic petition budget and cash flow. I think that's what you're referring to. Um, so essentially, I'm not sure if it was a typo, but when we are recommending a denial for a charter, we do not go in in a back and forth. We we they submitted a certificate of completeness to evaluate them on what was

469submitted and that was what evaluated and it was determined to be a recommendation for denial. Um we did request documents from their current authorizer which is Compton and as of this date we have not received any documents at from them as to that. So we did utilize the information that was available and also we also utilize information we did ask for um uh P from also the state and they did provide information and based on that that's what we based our recommendation on. >> Thank you. >> Anyone else? All right, I'm going to take the vote uh on tab 21 having been moved and seconded denial of the renewal petition. Miss Newell, >> not here right now. Dr. Rivas, >> yes. >> Mr. Meline, >> yes. >> Uh Miss Grigo, >> yes. >> Uh Miss

470Gomez. Miss Ortiz Franklin, >> no. >> Board President Schmurson, >> yes. >> Right. That is one absent here right now. One, two, three, four yeses and one no. So the item passes. All right, going to the next tab. Tab eight. We had one question on tab eight. May I have a move and a second as Miss Tes makes her way down? >> Move it. >> Moved by I didn't hear the second. I'm sorry. >> Seconded by Mr. Meline, >> thank you for your patience. >> Good afternoon, members of the board. >> Hello. Um, just a quick followup um on tab or request for follow-up information. Um on item A, I noticed that one of the shade structures um at 593 elementary I believe at 178,860 is shockingly pretty cheap. So, um, and I know there

471was some followup about this is just the construction contract versus but it would be helpful if the board could get the whole nut of what that um, uh, kind of the the breakdown of what that costs or why or maybe you know off the top of your head just why it seemed >> sure I can give you um, a little background on that. Christina Tes, chief facilities executive. So, um, we received eight bids for that and this is just the bid that we received. it was the lowest bidder at 178 and the scope of work is to install the shade shelter and do the necessary accessibility upgrades. Um this doesn't represent the total project costs but it is the majority of the project costs. This doesn't include the DSA review, inspection, staff time, uh the

472design costs. So this is not this is the construction cost, not the total project cost. Um and obviously um we only spend what we need to spend. So we will reconcile what that total project cost is now that we have this hard bid in. Um and also this is not the size of the I think shade shelter that is um the ones that we are seeing as large as the ones that we put over our play equipment which is what you might be referring to board member Melvinne. Those typically have to be much larger or taller because they have to cover um existing play equipment. So, there's height variances. This one does not have play um equipment under it. So, I don't think it's quite as large. But either way, we were also excited to

473see that this came in at 178,000. >> Yeah. And the one in that item too at Mer Merchesen Elementary, I the play structure obviously close, you know, $860,000, but I was thrilled to see that that structure has built-in shade. Um, and I just I know we're not installing as many structures, although I'll note there are a few schools, including at least one in my board district, that have no um play structures, at least for certain grades. But it makes sense that when we buy them, we just build. So going hope forward, I hope that's our practice. >> Yes. Wherever we're um installing a new play structure, we're going to um have integrated shade and that's why there's a big cost differential. One is the entire play structure, the matting, the shade, and the other one

474is just a shade shelter. >> Thanks, >> Miss Newell. Yes, I was actually looking at shade structure at 59th Street and I don't know if it was just a typo on the start date or completion um because I think it had 2025 and I'm not sure if that actually coincides with the question of the cost if it was priced in 2025 or is that why it may be a different cost >> um for the 59 9th Street. The schedule on that is it's currently um under construction. Uh it started um earlier I think a month or two ago and it's scheduled to be completed before the end of the year. >> Okay. And so is it possible to um board member Melvoy's point like to look at that apples for apples because I was kind

475of shocked. I was like we must be wrong. It must the price have to be off. um to be able to look at that to see if those are actually what we can use in some of our schools to be able to create some of those shade spaces that are less economical. This is like the Kirkland brand that we talked about. Um it's not a half a, you know, million dollars, but if that is possible to look at size and, you know, dollar for dollar, space for space to see if we're able to get this kind of brand. >> Absolutely. >> Okay. >> Yeah. And we do use all pre-approved DSA um offtheshelf shade structures. So they're not um customdesigned. >> And this one you said it did not include the DSA. It it's just

476the construction cost. Is that correct? >> Correct. So what you're seeing here is um just the cost to construct. This is the bid for the construction of it. There are soft costs associated with every project that are not included in the construction bid. So that's like the architect's time or the inspector's time or the testing time. That's not part of this is just the work of the contractor to actually construct the project. >> Got it. And so then where is that cost located for this particular project? So that's when we bring the project to the board for approval. We give the total project cost which includes all the costs that are necessary to implement and develop the project and then we bring back the construction contract for the board to either approve or ratify. So

477that's you see it twice. Once the total project cost when we bring it to the board for approval and then the construction contract when it comes to the board for ratification or That makes sense. Thank you. >> Any further questions? After having been moved and seconded, Miss Newil tab 8. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melroy, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez. >> Miss Ortiz Franklin. >> Yes. >> Board President Schmuren. >> Yes. >> That concludes tab eight. We'll go to tab 14 next. We have one public comment on the item. Approval of update to the code of ethics. Uh let's see. Concerned parent, are you still on the line? Concerned parent, I see you on the line. Please press star six to unmute yourself and you'll have

478two minutes to speak once you begin. Concerned parent, We have a move in a second while concerned parent is unmuting. >> Move it. >> Okay. Moved by Mr. Schmelson. >> Seconded by Miss Newell. Concerned parent, I see you're on the line with us. Please press star six to unmute yourself. Uh, and you'll have two minutes to speak once you begin. Okay. Concerned parent, uh, the board is now going to take a vote on it. Um, >> I had a question >> and there are questions. Yes. >> Yes. Well, so >> let's do let's come back to concerned parent. Concerned parent, we'll come back to you. I see you're with us. I would you've been there all day. I would hate to hate to leave you, but we'll do board questions now. >> Oh, I'm not

479concerned. Parent, >> can you introduce yourself? >> Yes. Good evening. Darlene Vargas, ethics officer. >> Okay. I see your name but I never saw you. >> I know the most emailed least known. It is I >> wonderful. Thank you D. >> That's the question. You're welcome >> is the question. >> Yes. When vendors are among the finalists for a contract with LUSD, does the district look into who the business owner is, the history of service, tax records, social media for either the owner or the business itself, reviews on Google, on Yelp, or any other sources to ensure the business is capable of providing services to the district. So I we're going to >> I can speak to this one from a procurement standpoint. In general, um for smaller contracts, we do cursory review of the

480vendor um Google searches, etc. to see if there's any determined um history or anything that may be a red flag. Um when we talk about our facilities contracts, especially our our general contractors, uh they are subjected to a more uh extensive due diligence process, um I will say that for for those types of reviews, they are they are costly. Um it's generally about $50,000 to do a broad due diligence and review for those types of contracts. and that's what what we do when we're entering into a hundred,000 a hund00 million or more contract as a district. Um but we have uh begun a process um to continue to make sure that we have clear due diligence on any conflict of interest um that may exist. The other thing that we have in terms of just

481general um protections as part of the process is that there is a code of ethics that every vendor that is submitting um for a bid that must be completed as part of their uh submitt and participation as part of our our procurement process. >> Yes. So it's a it's a ethics certification. I'm sorry to tag along to that. That's an ethics certification that a vendor completes certifying to the sections of our contractor code of conduct. >> Well, thank you very much. >> Very well. >> Thank you both. >> Any further questions? Okay. Tab 14. Taking the vote. Miss Newil? >> Yes. >> Dr. Rivas? >> Yes. >> Mr. Meloy? >> Yes. >> Miss Grigo? >> Yes. >> Miss Gomez. >> Miss Ortiz Franklin. Yes. >> Board President Schmurson. >> Yes. >> Right. Moving on to

482tab 19. May I have a move and a second? >> Move it. >> Second. >> And I believe Miss Ggo, you had questions on tab 19. >> Yeah. Yeah. I just um I understand that this material revision is for citizens of the world to separate from the national organization, right? And so I'm just wondering um how this change will uh affect or impact if any um the governance structure or any material uh revision impact on our agreements with the charter school. >> Uh thank you for that question. We don't anticipate any impacts to any agreements. It's exactly as you said. It's just removing CWC National as the sole statutory member of the CWC Los Angeles governing board to allow them um more local control. >> All right. Thank you. >> Any further questions? Okay. the

483vote on tab 19 having been moved and seconded. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> Miss Ortiz Franklin, >> yes. >> Uh, board presidentson, >> yes. >> All right. Uh, and I've received a couple emails from uh, our tab 14 speaker who has been online. I I have I've seen you online the whole time. Tab 14, I'm going to call on you now again. Concerned parent, please press star six to unmute yourself. and you'll have two minutes to speak once you begin. >> Hi, can you hear me? >> We sure can. Please go ahead. >> Looks like you've muted yourself again. >> No. So, there there appears to be a technical issue because I'm unmuting myself and then I

484get muted. I have been waiting all day on and off because I do have a job. So, I'll just get to my comment. Um, regarding the tab 14, I want to remind the board about what it implied, what it means to be ethical. So, um, this is from the the ethics um, I don't know, bulletin, I guess. Our goal is to create a culture that fosters trust, commitment to excellence and responsibility, personal and institutional, and avoids conflict of interest and and appearances of impropriy in LUSD decisionmaking. Additionally, as stewards of public tax dollars, it is the responsibility of every LUSD official to ensure LUSD decisionmaking is conducted free from bias and influence. Now I would like to ask you board members. I know you cannot answer my questions but if you can use this as

485a moment of reflection to ensure that you are abiding by these board rules and the code of ethics because it doesn't seem from my perspective that the board or a lot of LA USD officials and employees are actually um abiding by these code of ethics. It is seen in many different ways. I can point out a couple. One, some of you wear colored clothing every Tuesday. Is that bias? Some of you choose to ignore parent concerns that don't necessarily align with yours. Is that biased? Is that you allow yourself to be influenced by so-called community organizations that are so-called parentled? Is that considered influence? and also biased. I would really encourage you to look at yourselves and to really ensure that what you are voting on is free from bias and influence. Thank you. >>

486Thank you for your time. I have to collect votes from Miss Newell on tab 21, the denial of the renewal petition. >> Yes. That's all the business we have to conduct today. >> You guys want to adjourn? >> Yeah. >> Are there any adjourning motions? >> I'll just do a quick one because I was talking to the superintendent, but um I'd like to endure this meeting today in honor of Jason Collins who passed away earlier today. Jason was the first openly gay NBA player. He was actually the first openly gay athlete in any of the four major American sports. Um, and throughout the course of his career was an incredible athlete, advocate, um, activist, ambassador for causes around the world. He's someone I got to know a little bit uh, throughout throughout his life and

487mine. Uh, and he was just an incredible guy, what we would call a mench. And so thinking about him, his twin brother Jiren and their family. Um, and may his memory be for a blessing. Thank you. >> Unless there are any objections, the meeting is adjourned. No objections. Okay. The time is 5:56.