March 10, 2026 - 10:00am Regular Board Meeting

001Okay. Good afternoon. The time is now 12:04 p.m. on March 10th, 2026. Welcome to this regular meeting of the Los Angeles Unified School District Board of Education. I'm going to take roll. Ms. Nieto. Present. Dr. De Vas. Present. Mr. Melvoin. Believe Mr. Melvoin will be joining remotely in just a moment. Let me check to see what we Ms. Griego. Here. Ms. Gonez. Here. Ms. Ortiz Franklin. Present. Board President Schmerelson. Present. >> And student board member Yang. Present. Okay, we have a quorum. Next up is the pledge of allegiance, I believe from Board District 7. They're going to pop a video up for us. May I just say this is my alma mater, President Avenue Elementary, and they are also doing it in sign. They are queuing the video for us, folks. Thank you. Hi, I'm

002Oliver Van Pelt from President >> To my friends in ITS, let's let's pause and let me see if we can do some volume work on this. >> Hope there's not too much feedback. I'm going to turn up the volume, folks. Hi, I'm Oliver Van Pelt from President Avenue Elementary School. Hello, I'm Royalty. From President Avenue Elementary School. Hi, I'm Lia Munoz from President Avenue Elementary School Dual Language Program. Please stand, face the flag, put your right hand over your heart. Ready, begin. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Bye. Okay, now we're going to hear the land acknowledgement, which will also be put on the screen for you. Thank you. We

003acknowledge that the Los Angeles Unified School District operates on land originally and still inhabited and cared for by the Gabrielino and Fernandeño Tataviam 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 Gabrielino people as the original stewards of the Los Angeles Basin and the nearby coastal lands and the Fernandeño Tataviam as protectors of the northern valleys. These lands have and continue to hold deep cultural and spiritual significance to their people and have shaped the community we live in today. We pay our respects to the Hanuuk Vitam ancestors, Ahi Herum, elders, and Ayohinkem, 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.

004We 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, welcome everyone. Good afternoon. I'd like to first acknowledge that March is Social Worker Appreciation Month. The Los Angeles Unified School District employs hundreds of psychiatric social workers who guide our students through some of their most difficult challenges, academic or other. The work that they do directly impacts our students' ability to go through their lives feeling safe. The Los Angeles Unified School District is committed to positive student mental health and we are always seeking to expand these programs. We understand that students cannot learn anywhere, either in the classroom or online, if they do not have a sense

005of security for their physical, emotional, or mental well-being. As an educational organization, LAUSD understands that for all of us to see academic progress, we must also have a proper support system in place. When we interact with staff or visit [snorts] our schools, I hope we can take a moment to meet the PSW, the psychiatric social worker, and properly thank them for the amazing work that they do. The second acknowledgement, and one we will discuss later in the board meeting, is that Sunday was International Women's Day. And March is right, you're going to applaud, and March is Women's History Month. The Los Angeles Unified School District celebrates the accomplishments of all women in advancing the world. We want to do our part in acknowledging more than just important women leaders. We also need to take a

006moment to thank those who are under appreciated. The moms, the sisters, the grandmoms who inspire us every single day. We at LAUSD say, "Thank you for continuing to inspire our students and families. Thank you." And very quickly, it looks like board member Melvoin is online with us, uh appearing remotely for child care exception. Mr. Melvoin, can you chime in and uh say you're here? Yes, I am here. Um sorry to not be there in person, but I can confirm there is no one else in the room over 18, and will be here for the whole meeting uh remote. Thank you very much, sir. Okay, now we have the honor to meet our labor partners. Are there labor partners who would like to come up first? Okay, UTLA, come on up. Good morning. purchasing power to

007defend immigrant families and human dignity. We are absolutely 100% in support. We ask that you support this resolution and make sure it passes today. Absolutely essential that we support our communities. And I uh appreciate Dr. Rivas and Schmerelson uh leading on this. Um we also want to speak on a Fenton Charter AI Virtual Academy that may be on your docket or on your radar. We are absolutely against any sort of AI. Uh I don't want to get into any specifics of AI, but recent situations, I'm sure, um only add to the confusion. Um we ask that you really not compound uh mistakes after mistakes and uh really look into this AI Virtual Academy that we don't need. It's already hard enough to hold charters accountable as it is. I can't imagine an AI virtual one

008to be any easier. We also have incredible virtual academies already in place that are super successful, WASC accredited, and you name it, they actually are doing su- superiorly well, and we encourage you to support them. Um there are two co-location fights that I want to invite folks out. They're in the Valley. Schmerelson, Scott, these are your schools. I expect support. Holmes Middle School and Vas High School. Vas has a special place in my heart. That's where my daughter went to. It's a beautiful school by the Slauson campus and we cannot let, you know, a private charter take over that school. Um and of course, I want to give you all an update on where we are with negotiations. Unfortunately, we're we're not anywhere close. We had fact-finding yesterday. We have fact-finding again tomorrow. Um let

009me just review for the camera, um that since since Carvalho tenure began here over $6 billion has gone to private contracts. And over a billion of that has been to AI and EdTech. So, um you all as board members really have to start prioritizing where the money goes into. And um I appreciate your your comments on social wellness, Scott. And that's what we're fighting for. More PSWs, more PSAs, more mental health support. We had a tragedy in Reseda High School that I can't imagine what that family's going through and other tragedies we hear about every single day. Um we need to support them. That's what we're fighting for. A living wage for our members to be able to live here. And LA, as you all know, has become super uh expensive. Elementary arts and PE

010teachers for elementary. What a what an incredible concept, right? To fund that. Um so, that's what we're fighting for. Um and with over $5 billion in reserves, we know that you all can push to make this happen. You can push to make sure that fact-finding goes well and um just want to remind everyone here that our members did take a strike vote and we are absolutely prepared. 94% approval of our 30,000 plus members. And so I'm going to pass on the time to one of our labor SEIU or Miss Maria Nichols. Maria Nichols is next. AALA, go ahead Maria. Thank you, Alex. So, good afternoon President of the Board Board of Education and Acting Superintendent Chaite. On behalf of all of Teamsters Local 2010 I want to start off by expressing our sincere gratitude to

011the Board for your leadership during these unprecedented and uncertain times. Your swift action to appoint an Acting Superintendent demonstrates a commitment to stability, continuity, and the mission that unites us all. Ensuring exemplary teaching and learning in every classroom across Los Angeles. I would also like to warmly welcome Acting Superintendent Chaite with 27 years of dedicated service to LAUSD. You bring deep institutional knowledge, credibility, and a steady hand to guide this district during a critical moment. Your experience matters and your leadership will anchor this district in a time when stability is needed most. I know this not only by reputation but by experience. When Superintendent Chaite served as Superintendent of Region North I was a Community of Schools Administrator in that region during a time that was one of the most challenging periods in our collective

012history, the COVID-19 pandemic. He led with courage, clarity, communication, and heart in a time of fear, uncertainty, and extraordinary demands on our schools. He carried and uplifted our region. That kind of leadership leaves a lasting impact, and that is exactly what this moment calls for. Superintendent Chaite has already begun reaching out to labor partners, meeting with unions, and engaging in conversation to build bridges, strengthen relationships, and move important work forward. That approach reflects the kind of collaborative leadership this district needs, and we appreciate those efforts. I also want to thank the board members of education. I had the opportunity to meet with all of you end of last week and early this week. In those conversations, I shared important information, which I also shared with Superintendent Chaite. I believe we are close to settling a

013contract. However, several key issues remain unsolved, and they matter deeply to the leaders who keep our schools running every day. We are seeking language that restores the spirit of flex time for our members as salary and professionals. Our middle management leaders are highly skilled educators and administrators who deserve the professional trust to manage flexible schedules while meeting the demands of their school communities. We must address supplemental pay known as extra duty pay. The current policy is broken and lacks clarity. We need a clear and common understanding of what constitutes emergency situations and when supplemental pay applies. Too often, the expectation is that administrators are salaried. They are available 24 hours a day, seven days a week. Our goal is to restore balance, ensure fairness, and compensate people appropriately when extraordinary circumstances require extraordinary times and

014action. Our early education center principals who work year-round, often from 6:00 a.m. to 6:00 p.m., deserve salary adjustments that reflect the growing scope and complexity of the work. With the expansion of early education programs across the district, the demands of these roles have increased significantly. We must address administrative nursing norms. Currently, one administrator may supervise up to 150 nurses and LVNs. The ratio is simply unrealistic and raises serious safety concerns. We are advocating for a 50 to 1 so that our health professionals receive the supervision and support necessary to maintain safe and effective services for students. We are also proposing APISs in every site to meet the special ed compliance needs and to support administrators with other duties and tasks. We need to start thinking of APISes as pathways to become principals as well. I

015know that as a director in community of schools, I hired many successful APISes that run many successful schools right now. We need to afford them those opportunities to grow in that profession. We are proposing fair salary increases. Our data and our survey and our testimonial from our members show that our members are working 50 to 60 hours a week. The workload continues. The workload continues. Nothing is taken off the plates. We attempted to negotiate improvements to working conditions, including defining reasonable work day expectations. But unfortunately, we were unable to reach this agreement. Our members do this work because they believe deeply in the mission of public education. They show up early, stay late, respond to crisis, support student families and staff, carry enormous responsibilities. Often quiet without recognition. They do this work not for praise,

016but because they care and because this is the work of the heart. Our proposals are fair. They are thoughtful and they are grounded in real conditions our members face every day. Let me be clear. We want to settle this contract. A strike is always the last resort. None of us, all the Teamsters, UTLA, SEIU, want to go on a strike and be disruptive for our students, our families, our school communities. Specially at a time when LAUSD is already navigating uncertainty, our district does not need additional instability and negative attention. What our members do need, all of us standing here today, is a fair and equitable contract that shows that you, the board, and the interim superintendent, acting superintendent, value the work we do and treat all of us, workers of LAUSD, with dignity, respect, and

017fairness. My labor partners and I, we are all interconnected and interrelated. We rely on one another in order to perform work at schools because that's where all happens. The Board of Education and Acting Superintendent have an opportunity right now to demonstrate the district's values through action. By engaging in meaningful collective bargaining, we can reach an agreement for all of us that honors the work of our administrators, our teachers, our support providers, and all the working people in this district standing before you today. Let us work together to finish this work, avoid a strike, keep our schools open, and focus on the promise of public education for every child in Los Angeles. Thank you. Thank you, Maria. >> [applause] >> Well, I see coming up next is We're going to fight. >> [laughter] >> You're going

018to lose, Franny. Who's next? All right. Darius, SEIU, please go ahead. >> Good. Uh good morning, board members. uh Acting Superintendent Andres. First, I want to introduce Edwin who's going to speak. He is an IT worker and most of the members here are folks who are trying to lay off. All right. All right, thank you. Good afternoon, LAUSD board members. My name is Edwin Quevedo. I am an IT support technician two and I've been with LAUSD for eight years. I'm one of the many IT support technicians across LAUSD tasked with providing on-site technical support at school sites, district offices, and dedicated LAUSD tech support centers. And we're we are tasked to ensure that our district computers, peripherals, and software are operating order so that our students can learn, our educators can teach, and our parents

019are informed. On behalf of IT support technicians, I would like to read the following letter to you. Dear LAUSD board members, we the members of SEIU Local 99 strongly condemn the board's decision by vote to cut 567 classified positions, specifically the 220-plus IT support technicians essential to daily school operations. Our school staff is stretched thin working through the massive backlog of IT support tickets, the large amount of technology project initiatives, and the high demand of on-site assistance at our school sites. Cutting our positions directly harms student learning outcomes, our teachers during classroom instruction, and our essential school staff who rely on us to support the school sites for their technical needs. >> [applause] >> We feel that the board's vote to lay off IT support technicians is a retaliatory act against us workers who have

020been fighting for better workplaces and ensuring that our digital resources are protected. Many of our IT support technicians are LAUSD parents and community members. Eliminating our positions will yield to sub-par technology support standards for our students and our school staff and exposes our organization to dangerous cybersecurity threats. Look at 2022, folks. We demand that the board rescind these layoffs immediately. Our students cannot afford a school district to function when it lacks the technical support personnel to support our increasingly digitally dependent learning environments. I respectfully request that this letter be entered into the official record of the LAUSD Board of Education and included in the minutes of this meeting. Thank you. >> [applause and cheering] [applause] [laughter] >> Good afternoon, board members. My name is Norberto Montoya. I'm a gardener from maintenance and operation. I'm here

021in front of you guys. Been working with the district for 21 years. I began as a buildings and ground worker. I was when they did the first layoffs. We are essential workers to you guys. Without us, what would you guys do? Just something to think about. Um also became a plant manager. From there promoted, now I'm a gardener. Taking pride in everything that I do. I am one of many people that are here. When you come to our campuses, you see the flowers. You perceive the birds of paradise. You see the palm trees. Just when you go out there in nature, that is us putting the work into it. Without us, you're going to see overgrown vegetation, wildlife just going wild. Don't even get me started with the rat infestation that could happen. But again,

022you guys know what you guys are doing. But I'm here asking for you guys to stop and think about it. Somewhere down the line we lose focus on what we were here to do. I I'm speaking off the heart. I'm putting this to the side. It means a lot to see everyone here united as one. Just the fact that we're here in front of you guys taking the time. Some of us are here literally asking, "Please reconsider what you guys do." I mean, it means a lot. I have co-workers that are constantly asking, "Mr. Montoya, what is going to happen next?" We are here fighting to see what we can do. But united we can do anything possible. So please, just as much as you guys sit behind those desks and make decisions, we have

023to do the same thing. So please understand that. I'm going to go back on on the script now because I'm very passionate of what I do. I really do. You know, I have kids. I have a daughter that's going to be graduating from college. I have another son that's going to be graduating from high school. I have already two out working for SpaceX, one working for the post office. All We are product of LAUSD. Shout out to my high school. Just like you did at San Fernando High School. Go Tigers. So, I am one of those people. So please reconsider. So I am going to say this at the end. Please don't balance the budget on the back of workers who take pride in caring our for our schools and nursing the people who keep

024our campuses safe, green, and welcoming because when you take care of our workers, you take care of our students. So thank you so much. >> [applause] >> Thank you. Roberto. Uh my name is Max Adias. I'm the electric executive director for SEIU Local 99. You just heard from two of our members. Dedicated union educa- dedicated education workers with years on the jobs facing an uncertain future. We cannot allow for contractors to come into this work. It has to be done by district employees. They do it with love. I mean, they're part of the district and they are not alone. The decision by some of you to vote for layoffs is casting hundreds of workers, their families, and students into uncertainty. And the fact is these layoffs are unnecessary. You sitting on over $5 billion in

025reserves. When you say, "Well, they're accounted for." Well, you can't decide what they're accounted for. That's why we have a Board of Education. $5,000 million. They're there because you have been exploiting and exploiting the workers in the district by not paying them. It makes no sense that your reduction in force targets the district's lowest employees. Our members of Local 99 make up 40% of your workforce, but we only make up 12% of your budget. The reality is that these cutbacks are in retaliation for workers daring to speak out against fair wages, for more hours, for more staffing for student services, and for an end to the district's wasteful spending on outside contractors. Yeah. Before Superintendent Carvalho, or you know, came, you were spending $250 million a year, which is obscene. Now you're spending $650 million

026a year on the average for private for-profit companies to do the work that our members are supposed to be doing. So, when you say you have a structural deficit, we're spending more than we receive, I ask you, what are you spending on? Be transparent about it. But, you know what? This is business as usual for LAUSD. We hope that can change. You call our members essential, but for years you've been undervaluing frontline workers, paying wages below poverty. Let me say that again. Below poverty. Some of you say, "Well, that's just the way it is in LA." Well, we say, "No, it is your responsibility as board members and acting superintendent to ensure that people that do the work can live in dignity, can raise their families, cannot don't have to worry about what are they

027going to eat, not have to worry about where am I going to sleep, not have to worry about gas is going up and I live 90 miles away." That's what they have to worry about. Reducing hours that keep workers just 15 minutes away from qualifying for health care benefits. It's obscene. You didn't save enough in your in the mentality of saving money. You didn't save enough to make it worthwhile anything for your purposes, but you're hurting hurting people, a lot of people. Contracting out special education, those NPAs, those BIAs? Another thing that creates crisis and creates problems in the classrooms and the schools. You need to make them district employees. Contracting out transportation. How are you cutting transportation or you have Zoom contract? You just extended their contract with 70 million more dollars, if I'm

028not mistaken. How do you How are you going to lay transportation workers off? Um you know, also uh Amazon. Why are you asking the schools to continue to call for Amazon? The your prior I don't know the status of superintendent Superintendent Carvalho committed to publicly say the district is not going to be subcontracting to Amazon. We will maintain our warehouse. We haven't heard anything yet. And you continue to do that. Amazon, run by a billionaire. One of the richest persons in the world. And the people that do the work are not the people that interact with students. They don't know how to interact with students. They don't go and assemble the furniture the desk that you ordered. They just leave the packet there and that's that. You know, you claim equity and it cannot be

029lost that black and brown workers make up the majority of workers targeted for layoffs. And let's And let's add this women's month, right? The majority of the workforce that we represent are women. And they're living off $35,000 a year on the average. 99% of them, let this sink in, cannot afford a one-bedroom apartment in Los Angeles. 99% of the people that work for you. It's business as usual for LAUSD. Because just as you voted to cut workers, you also voted to cut to critical investments like the student equity needs index. That's disproportionately impact black and brown communities. And these are the very communities where SEIU Local 9 members live. These are the highest need schools that our children attend. These schools cannot afford to offset cuts through booster clubs. Not when those who work for

030and live in the district are making an average of $35,000 a year. And when you look at any given zip code where our members live, they tend to be the lowest paid in that zip code. $23,000. How is that? This school district can do better. It can lead the country in showing what a fully funded schools look like. You do have the resources. I don't know where you got cut up on all these accounting You make up the accounts. You decide what accounts. You decide what to spend on. You decide what not to spend on. You decide to be brave and tell LACO, "You know what? We cannot continue to operate by having people living in poverty." You can do that. You need to become leaders. So, you have the resources. This board and interim

031superintendent Che must now find the will to do what is right. Our members voted 97% to strike. Why? Because they have been harassed for 2 years. You have been delaying the negotiations at the table 2 years, not responding to our to our things. So, we have to file charges. You've been demoting our members unlawfully. We've had to file charges. You've been threatening members with discipline if they act. We have to file charges. I can continue and go on. The list is large. They voted because they've had enough of this treatment. So, if you don't want a strike on your hands, you need to stop harassing workers. You need to settle those charges. But, the best thing is you better settle our contract. We're not negotiating anymore. We know that we have a new we will,

032of course, Mr. Chait. We don't know we haven't met you before. Uh we will listen to what you have to say, but I want you to know it's been 2 years. And before that, it was 2 years. And before that was COVID. This whole time, our members have had to be on the streets. Even during COVID, we were on the streets. Our members were feeding the population of Los Angeles. You can afford to do what's right. You know what our members need. And you know that what our members need is exactly what students need and what teachers need to keep teaching. Because when we fight, We win! THANK YOU. >> [applause] [applause] >> NEXT NEXT WE HAVE FRANNY PARRISH from CSEA. That's so lovely. Thank you for that introduction. Well, my name is Franny Parrish

033for those of you who don't know me. That would be you, Mr. Chait. You don't know me, and I'm so sorry you don't. Welcome. Uh well, what a fiery speech. That was beautiful. And for the members who spoke, absolutely the truth. Uh I have a couple of our IT members here who are also being laid off, and I wonder who's going to be doing their work uh as well. Ah. I I really. I didn't really want to come down here and speak in person. Um I had to fight for parking. It took a while. I got up early thinking it would be so easy, but it wasn't. I would much rather be at my library with the children who are probably banging on the door since 10:00 as I as they uh stand here wanting

034to know why. Well, while they're probably wanting to know why I'm not there to let them in to get the latest copy of Unicorn and the Yeti, Dog Man, or other books they've just recently discovered how to read. It's a wonderful thing watching that. But no, no, instead I'm down here. They would not understand that I'm down here attempting to explain to grownups that when you cut people in jobs, demote, reduce, enforce, riff, the effects of these decisions are long-term, not short-term. And it is not, "Oh, they'll just go to their last lower-paid position in the district. They'll be just fine. They'll still have a job." Yeah, right. At a lower pay, lower basis, with the bills to pay based on a different salary. They are and have been loyal to this district that your

035outsourced companies never will be loyal. L O Y A L, loyal. Now, starting in 2009, I began my own journey of being laid off 4 years in a row, then returned to a job that was cut from 6 hours to 3 hours, and having my basis cut from B to C, which meant a loss of yet another 17 working days from my year. This translated to a loss of medical benefits for my entire family over the next 4 years. Boy, did we pray a lot and I don't pray. Bills stacking up and as far as retirement rules, even when I was finally returned to a 6-hour basis 5 years later, I still cannot retire until the age of 81. Boy, are you guys stuck with me. Now, how many people will you be doing the

036same thing to in this layoff scenario, which need not really occur? Not really. Now, you keep stating that personnel takes up 90% of the budget. Yet, in your own slides, it takes 80% up. Really? I mean, go back and look at them. Make up your minds. Which is it? 80 or 90? Outsourcing. Now, since May-June of 2025, Ms. Rivas, you've been asking for the list. You've been asking for it. You've asked for the numbers, the names, and what do these companies do that our own employees cannot do? They're too stupid. They're too inadequate. What do these companies do? Now, Ms. Griego has asked. She's asked just the other week and been promised to give her the information. Well, I'm not holding my breath. I hope you don't. I've watched and watched and watched. I've watched

037as there's been an obfuscation of information, a dance number, a little tip of the hat, another off to Buffalo. You know, 10 months with no answer. If I were younger, I could have had a baby in that time. This is complete dereliction of duty by those who should have provided that information. In any other company, well, they would have been fired. Wouldn't have been tolerated. How many times, Mr. Schmurlson, have you asked for information and it was never provided? Time and time again. We'll get back to you. We'll get back to you. We'll get back to you. And it has never been provided. And this is another case of that. $650 million, wasn't that what you said? $650 million. That could take care of everybody. That could be taking care of everybody. Dereliction of duty.

038And mansplaining isn't going to cut it anymore. I've sat at home, sat at my computer, watched these meetings, and it's mansplaining to a T. Meanwhile, departments have been asked to utilize some of the services of these companies. Services that they had people sitting there in the offices that could do that same work. My guys are sitting back there. They're standing back there. Raise your hand, boys. Yeah. Yeah. >> [applause] >> I Last time I talked to them was just just out there in the lobby. I didn't think they were too stupid or inadequate. Right. Outsourcing. Our people are totally capable of providing these services. They do provide them, can provide them with a great deal of proficiency. Yet, we're seeing that there is a push to outsource these services. I'm tired of it. Aren't you

039tired of it? No, you're not tired of it because they're telling you we're saving so much money. Yeah, well, let me tell you what. This is a tactic that has been used and been totally pushed since the '90s about a way to get rid of unions in school districts and to bring down the cost. >> [applause] >> Maybe you haven't heard of it, but that is a tactic. If you want to talk to me about it, I'll give you all the links to how they do it. But this is the way they control unions. The problem with these outside sources is that there is no loyalty. No, they don't care. They don't give a They don't give a rat's patootie about it, any of the kids. They don't care about THIS DISTRICT. 5:00, BOOM! They're

040out. 2:30, boom! They're out. There's no working over the weekend. They're not taking any work home. They don't care. We have a vested interest. I bet you the majority of these people all went to an LAUSD school. Raise your hand if you went to an LAUSD school. See, and I'm not even in SEIU and yet I love these people. I love my union. I love these people. I love UTLA because we are brothers and sisters. We all love the kids. We have a vested interest. We have loyalty. We care. These outside sources do not care. They just want our money and boy, have they been right there at the cow helping themselves. We've all You've made a cut in translation department. You haven't got one person left in the translation department who speaks Russian, Armenian,

041Korean, Chinese, or Tagalog. Why? Why? They're only 16 people left out of 40. Not one. OH, WHY DO WE NEED anybody there when we can just outsource it? Yeah. AI. We talked about it, haven't we, in the meetings? Right? Oh gosh, that's just terrible. That's just terrible. This is LA, people. We got plenty of people who have lots of qualifications. But no. It's only Spanish speakers, and yet you made more cuts there. These are languages which we are in dire need of in this school district. And yet all you want to do is do the bilingual differential thinking that you can just use that instead. No-uh. You can pay them a little more money, but it's still not enough. $650 million. Mm-mm-mm. I think this is just the tip of the iceberg of where the

042obfuscation lies and the hidden agendas are in this district by people that you are not aware of. And what their agendas are. And it is absolutely limiting the effects and the control by the unions. Maybe you don't feel that way, but maybe there are other people who are doing things and you're not aware of it. Cuz otherwise, why is there $650 million going out the door to other people? Right. And what are the plans? Where are the plans for who's going to be performing the work of those being laid off? Where are the plans? What are the plans? Who are Who's going to be doing it? Do you have a plan? I Did you see a plan? Did you see one? Did anybody see a plan? I didn't see a plan. I haven't seen one.

043All I know is they just expect those left behind to pick up the slack at the schools with no more family resource navigators, no more IT, no more parent and family resource liaisons, no more you know, anybody. Nobody. Mail room, boy, I'm telling you, we're talking about snail mail coming. More outsourcing. Loyalty. Some of us came to LAUSD for a job or as students and stayed because we fell in love with a job the children and found a sense of loyalty. Thank you. I had a sense of belonging. >> [applause] >> I had what some people thought of as a dream job in the entertainment industry. I gave it up and had a child and as a result of having that child late in life I put her in the school district and it brought

044me to LAUSD through a wacky wacky path. And though the entertainment industry was a wild ride and lots of fun this has been the best freaking ride of my life. And the best job, the best people. [applause] Do not dismiss the loyalty and the beauty of what you have in your hand right here. Other corporations would kill to have the loyalty that you could have. Don't dismiss it. >> [applause] >> We fight! We win! WE FIGHT! WE WIN! WE FIGHT! WE WIN! WE FIGHT! We win! We win! No contract, no No peace! No contract, NO PEACE! NO CONTRACT, NO PEACE! NO CONTRACT, NO PEACE! NO CONTRACT, NO PEACE! NO CONTRACT, NO PEACE! NO CONTRACT, No peace! No justice, NO PEACE! NO JUSTICE, NO PEACE! >> I BELIEVE WE HAVE ONE more labor partner. Gil, would

045you like to speak for our school police? Okay. All right. Thank you. Thank you, Gil. I'm going to have a few words from our acting superintendent. Thank you, Board President. Good afternoon, everyone. I'll I'll keep my remarks very brief because I know we have folks that have been waiting quite a bit of time to engage with the board today. Uh first and foremost, I just want to say thank you in in this my first week plus in this role. Thank you to all of the folks that I've had the opportunity to engage with. Uh the best part of the work is always being at schools with students and staff. And I've had the chance to get out to a few different visits and meet with teachers, principals, students, support staff. And And again, that is

046where the the crux of the work lies. And so, thank you to those communities for welcoming me. Uh just a couple of quick remarks uh specific to uh to today. Uh one for our labor partners, I want you to know that I come from a place of deep respect for the work that you do. Again, as someone who's been a teacher, principal, held a number of roles in the district, I understand that you are indeed the backbone of this district. The work simply just does not happen at schools or at offices without you. Uh my commitment to you is to always come from a place of transparency, honesty, and dialogue. Uh as some of our speakers this morning referenced, I've already had an opportunity to meet >> [snorts] >> with most of our labor leaders

047over the last week. I have a couple of more uh meetings, and if uh I'm not sure if Frannie can still hear me, but if she's not on my dance card yet, I'll make sure that she is for the next couple of days. So, I do very much look forward to the engagement there. Uh one of the thing that I want to emphasize, because I've gotten a couple of questions about it, and it's about the district's position around uh immigration enforcement and the impact that that has on our district. Uh I've I've had a chance to address this a couple of times, but I want to address it one more time here. Nothing has changed or will change during my time as acting superintendent in terms of our support of our immigrant communities. Nothing has

048changed. Nothing will change. We stand with you. And I say that not just in my professional capacity, but as someone who my family uh immigrated here from Chile all the way back in 1983, Christmas Day 1983. And we had to navigate a a system that wasn't always welcoming, to put it diplomatically, to folks from other places. So, I know the experience. I've been outside I'm going to date myself here, because I'm going to use old terms. I remember waiting outside of the INS at 2:00 in the morning with my dad, so that we had our appointment the next morning at 8:00 a.m. And waiting for my mom and my little brother to join us at 7:00 in the morning. I know what the process is. I've been through the process. So, I know that now

049it's much more stark than anything that I went through. So, please know we stand with you. We will support you. We will ensure that our campuses are safe, secure, and welcoming environments for our students and staff. Thank you, Board President. Thank you, everyone. And thank you, Mr. Chase. Thank you very much. We're now going to begin our committee chair reports, and our first report is from curriculum and instruction committee. And I'm speaking real slow, you can catch up, Carla. Okay, you're our first speaker. All right, thank you. Um Um in the February 19th meeting of the curriculum and instruction committee, we continued to address elements of our overall theme, honoring and uplifting student identities in the classroom and school. At this meeting, we asked educators, district staff, parents, and students the question was, in this

050moment of heightened insecurity and repression, how do we uplift black identity, history, and joy in schools and classrooms? And Muslim identity, history, and joy in schools and classrooms. We heard powerful testimonies from Muslim students about what it felt like to have their culture and stories represented in their education. We learned about the powerful professional development and consulting offerings of BSAP mental health advisors and how they support transformative practices in the classroom. We experienced the lessons of educators who helped bring deep joy and rigor to students around black and Muslim stories and histories. Join us next month on April 8th to discuss professional development and how it can and should be a part of honoring and uplifting student identities and supporting social emotional wellness and academic success. Thank you. And thank you, Carla. We have next

051the committee of the whole report from Dr. Rocio Rivas. Yes, um the committee of the whole convened on February 24th for a discussion on the district's fiscal outlook and facilities investments with a focus on equity and stewardship of public resources during a period of fiscal constraint. Chief Financial Officer, Mr. Saman Bravo-Karimi, presented a fiscal update on district-wide non-labor expenditures, including spending on professional services, books and supplies, along with an equity impact analysis of projected school site budget changes for fiscal year 26 to fiscal year 27. 2027. Discussion included the impact of enrollment decline on school allocations, the sustainability of major technology investments such as a 101 device program, and the importance of reviewing vendor contracts and central spending before implementing reductions that disproportionately affect high-need schools. The committee then received a facilities prioritization update from

052the facilities team on Measure US investments and greening and shade infrastructure, including playground and campus exterior upgrades, green schoolyard projects, and shelter shade shelter in the installations. Staff outlined the prioritization framework focused on schools with the lowest existing green space and the highest environmental and socioeconomic need, as well as the next steps for project scoping, timelines, and community engagement. The next meeting for the Committee of the Whole will be on March 17th. Thank you, Rocío. Next, we have Nick, are you ready for a report also? For Mr. Melvoin, the Facilities and Procurement Committee. I am. Thank you, Board Member Schmerelson. Um the Facilities and Procurement Committee met on February 24th. We started with a presentation from experts about how schools can utilize pre-engineered structures to decrease construction costs and time without undermining quality. The district

053team is looking into whether this is an option for projects like our upcoming classroom and portable replacement projects. We also heard more information about the scope and cost involved in installing shade structures over playgrounds and nearly half a million dollars for purchase and installation. We discussed the need to find ways to drive down significantly expenses through innovative procurement practices and or state relief on construction costs. Finally, we heard an update on the work to meet the resolution I brought for improved third-party leasing and Civic Center policies and infrastructure. Uh, the team is working on a policy and fee update that will be in draft form this spring and a document management system upgrade and new community use platform for which RFPs are also going out in coming months. So, that's our report from the facilities

054and procurement committee. Thank you, Nick. And again, we have Dr. Rivas again for Greening Schools and Climate Resilience Committee. Yes, thank you. The Greening Schools and Climate Resilience Committee convened on February 25th to discuss the alignment of workforce development and facilities investments to advance climate resilience and environmental justice across the district. The committee first heard from the Division of Adult and Career Education on expanding climate literacy and green career pathways for adult learners including programs in solar, electrical, HVAC, and hybrid automotive technology. Presenters highlighted partnerships with regional organizations to increase access to high-road green jobs for historically un- underrepresented communities and discussed opportunities to expand stackable credentials and recruit additional CTE instructors. The second presentation focused on green schoolyards as essential educational infrastructure. Members of the Living Schoolyards Coalition discussed the health, learning, and climate

055resilience benefits of greening campuses and outlined barriers related to project scoping, costs, and access to bond funding. Legal experts from the coalition confirmed that many greening improvements can qualify as bond eligible expenditures when connected to capital projects and properly defined during project development. The next meeting for the greening schools and climate resilience committee will be on March 25th. Thank you. >> Thank you, Rocio. And our last committee report is from Tanya Ortiz Franklin, School Climate and Safety Committee. Thank you. The committee met on February 26th in what was probably the last presentation from Chief of Schools Operations, Andres Cheat, on professional development around our every school safe modules, operational rounds, and PD for targeted roles like campus aids, restorative justice teachers, and school climate advocates. And then we use data to invite schools to present

056on their best practices and looking at the school experience survey, we invited 122nd Street Elementary in Board District 7, Sally Ride Elementary School in Board District 5 to share some of their promising practices in partnering with parents. Check out the feed if you want to get some good stories from school sites. Thanks, Mr. Schmeltz. Thank you, Tanya. And now I will hand it over to our board secretary, Mr. McLean, for our items for consent. Okay. We're going to move to the consent calendar. Again, the consent calendar is a procedural mechanism that the board uses to take multiple items at once as opposed to what voting on them individually. I will go through and read the items up for consideration and board members will say out loud consent, question, discussion. If they say question or discussion,

057it goes on to a separate list and we will take that item individually. All right. Tab one is a Teamsters 572 memorandum random of standing. Just a sunshining agreement. There's no action to be no action to be taken on that. Um and the same for tab two, California School Employees Association a memorandum of understanding. Are we voting on this? I'm so sorry. I stand corrected. I'm going to start all over as if that never happened. Okay, tab one Teamsters Local 572 2024-27 memorandum of understanding. Consent. >> Consent. I I do have a couple of questions. Is it possible to leave it on consent and ask my questions, Mr. Tomlinson? >> Sure. Uh tab two California School Employees Association 24-25 and 25-26 MOU. Consent. Consent. Consent. Uh tab three 25-28 MOU with LA School Police Association

058Unit A and Los Angeles School Police Management Association Unit H. Consent. Uh tab four approval of routine personnel actions. I have a question on D. All right, so that would be for discussion. Uh tab five provisional internship permit. Consent. Consent. Tab six approval of non-formula grant agreements. I have a question. >> Multiple questions. >> Questions, okay. Uh report tab seven report of cash disbursements request to reissue expired warrants. Consent. Consent. Consent. Tab eight donation of monies to the district. Um Question. >> Questions. Can I go back to tab six and just see who has questions and so that's Kelly. Thank you. Tab nine define and approve two projects to provide critical replacements and upgrades of school building. Consent. Consent. >> Consent. Tab 10 define and approve 65 board district priority and region priority projects and

059amend the facilities services division strategic execution plan to incorporate therein. Consent. Consent. Uh tab 11 define and approve three charter school facilities upgrade projects. Consent. >> Consent. Tab 12 adoption of the mitigated negative declaration and the mitigation monitoring and reporting program for the Valley Oaks Center for Rich Studies. Sent? Sent. Tab 13, project approval for the Valley Oak Center for Rich Studies magnet. Sent? >> Sent. Tab 14, consideration of street lighting maintenance assessment uh for the Western Our Way Lighting District. Consent? Sent. Tab 15, amendment to the information technology services strategic execution plan to approve the campus safety systems. Questions. >> Questions. Tab 16, approval of the community advisory committee members to fit to fill mid-year vacancies. Consent? >> Sent. Tab 17, home to school transportation reimbursement. Question. >> Question. Kelly. Tab 18, approval of

060facilities contracts actions. Consent? >> Sent. Question. Question from Carl. Okay, then we have some public hearings for which I'm going to read the public hearing statement for tabs 20 through 23. Before action is taken on the following board reports, a public hearing must be held. This constitutes public hearing on approval of the renewal petition for Grover Cleveland Charter High, approval of the renewal petition for approval of the renewal petition for Aspire Junior Collegiate Academy, approval of the renewal petition for Aspire Centennial College Prep Academy. A maximum of 15 individuals who wish to address the board on each of the items will be heard. Those who wish to speak should sign up online. Um these these items can go on consent if so desired by the board. So, tab 20, approval of the renewal petition for

061Grover Cleveland Charter High. Sent? Sent. Tab 21, approval of the renewal petition for Ocean Charter. Consent. Consent. Tab 22, approval of the renewal petition for Aspire Junior Collegiate Academy. Consent. Consent. Uh Tab 23, approval of the renewal petition for Aspire Centennial College Preparatory Academy. Consent. Consent. Right, Tab 24 we have a time certain on which was it a couple hours ago. And Mr. McClain and my colleagues, I'll be bringing a motion to amend to approve for Locke High School. Okay. So that will definitely go on discussion. >> [applause] >> All right, Tab 25, approval of procurement actions. Question. Questions. Can I see so uh I do. Are there that injure >> Mr. McClain, I I might have to recuse myself from one item on that. So when the item comes, I I'll bring that up.

062Okay, do you just want to say that out loud for us now? Um yeah, item uh Tab 25, item I. Um will be a recusal. Thank you, sir. Okay, so for 25 I have uh okay, I've got everyone's hands. Thank you. Tab uh 26 we have a time certain of 2:00 p.m. So we'll put that on discussion and and get to it as timely as possible. Uh Tab 27, uh recognizing Women's History Month and International Women's Day. Uh it can go on consent. I'll also note that Dr. Rivas is a co-sponsor of this bill, just didn't make it into our paperwork and for that I apologize. Love to be added as a co-sponsor as well. Thanks. Okay. Same. Please. Okay. That's a unanimous on that one. So, is this going to be on consent or

063discussion? Okay. So, consent with words. Okay. New category. All right. Uh tab 28 is a time certain of 3:00 p.m. So, I I recommend that go on for discussion as well. Um we have a 1:00 p.m. time certain which we're uh very late, but that will come directly after tab 24 is my understanding. So, that will go on discussion. Uh tab 30 uh commemorating Bayard Rustin and recognizing his legacy as a civil rights and labor leader. Would also love to be added as co-sponsor. >> Okay. Consent and then uh let's do the May I start with over here? Okay. Co-sponsor, co-sponsor, co-sponsor, co, co, co. Unanimous co-sponsorship. Thank you. >> Oh, did I hear you, Nick? Yes. Thank you. >> my hand. Yeah, thanks. All right. So, that's tab 30. Uh tab 31, 32, 33,

064and 34 are items for action at the next board meeting. They're on there now so that you can evaluate the language and look at it and be prepared for when it comes before the board uh next month. Tab 35, report of correspondence including Williams and state uh preschool health safety uniform complaint quarterly report summary. This is a public hearing. And I also have a statement to read on that. Um before action is taken on the report of correspondence including Williams and state preschool health safety uniform complaint quarterly report summary, a public hearing must be held. This constitutes a public hearing on the report and a maximum of 15 individuals who wish to address the board in this item will be heard. Those who wish to speak and have not already signed up should sign up

065online. Speakers will be called by name. Uh so, is this consent or discussion? This tab uh 35. I'm hearing consent. Consent. Consent. Uh tab 36, approval of minutes. Consent. >> [music] >> Uh tab 37 is charter petitions for public hearing, which we hold a public hearing and hear number of folks uh during the comment period. Uh tab 38, 25 26 second interim financial report and multi-year projections. Yes. Discussion? Okay. >> [clears throat] >> All right, I'm going to read through the list to make sure I didn't make any further errors. Please let me know if I have. Uh tabs 1, 2, and 3 are consent. Tab 4 is discussion. Tab 5 is consent. Tab 6 is discussion. Tab 7 is consent. Tab 8 is discussion. Tab 9, 10, 11, 12, 13, 14 is consent. Tab

06615 is uh discussion. Tab 16 is consent. Tab 17 is discussion. Tab 18 is discussion. Uh tabs 20, 21, 22, and 23 are consent. Tabs 24, 25, and 26 are on discussion. Uh tabs 27, tab 27 is consent. Uh tabs 28, 29 are discussion. Tab 30 is consent. Tab 35, 36 is consent, and tab 38 is discussion. Does that sound right to everybody? Um we do have a time certain for tab 24. Um before we take comment on all the consent items. We take tab 24. I'll move it. All right. Second. Please let me get my papers in order. Uh moved by Ms. Ortiz Franklin, seconded by Mr. Schmerelson. And Mr. McClain, do I move the amended now or I think you have copies of it, right? Yes, I will pass out copies of the

067amendment. Do you want to introduce it and then move it? >> Yeah, so I'd like to move to amend um and it'll be coming around the dais and passed out redlined adopt the denial of and instead approve the renewal petition for Elaine LeRoy Lot College Preparatory Academy Charter School a conversion independent charter school located in board district 7 and region south redlined everything else out after that and I'll explain more after we hear from I believe the charter school and public comment and then I'll share more but I need a second. I will second. Thank you, Mr. Melvoin. And I believe that you're going to we're going to do the charter school first and public comment. Yes, so I'm just going to note the motion made by Ms. Ortiz Franklin and seconded by Mr. Melvoin.

068I believe we have a uh presentation by the charter and then uh public comment. So uh did you give us a PowerPoint? If so, we're going to queue it up right now. I did and I'd like to use my 2 minutes of public comment to combine with the presentation. All right, so two for the presentation plus two cuz you're already signed up for a total of four. Thanks. Thank you. Okay, let me just make sure my folks uh note that. So okay. And then do I how do I move this? There should be a cursor there. You push it forward or backward. and Thank you. Okay, thank you. Good morning LAUSD board members. My name is Dr. Christina De Jesus and I'm the CEO Green Dot Public Schools. For generations Elaine LeRoy Locke College Preparatory

069Academy has has stood as a pillar in the Watts community. Yet, there was a time when this promise dimmed. Graduation rates fell to 43%. When I first visited Locke in 2007 before Green Dot took over, there were posters that had been lit on fire on multiple walls and it was impossible to tell whether it was passing period or class time because hundreds of students were out of class throughout the day. But over the last 17 years that story has changed. Today Locke has a 72% graduation rate and nearly twice the enrollment of the resident school median demonstrating families are choosing Locke because of the work that's happening there every day. Locke is a middle track school and has met all renewal criteria. The school has improved in every dashboard indicator over the charter term. Additionally,

070over the last 3 years proficiency rates have increased and verified data shows that students across subgroups are growing at least one academic year each year in English and math. Given where our students start, that growth is remarkable. Our students face challenges that create conditions few schools encounter. Locke is the only high school in the state with more than 500 students where over 25% are English learners, more than 8% are homeless youth, more than 20% are students with disabilities, student mobility exceeds 30% and over 90% of our students are socioeconomically disadvantaged. As a charter school, Locke cannot send students to district alternative schools. We must serve every student who enters our doors and we proudly do so. It's also worth noting that 57% of English learners at Locke are newcomers and 61% of students with disabilities

071have moderate to severe disabilities. These data underscore Locke's role as a hub for providing equitable access and services for students with high levels of need and reinforces the importance of measuring growth, not just measuring status. Ninth graders enter Locke scoring in the seventh percentile in English and the 10th percentile in math. While district students enter in the 47th and 51st percentiles. When students begin that far behind, progress appears first in growth measurements. Over the past 6 years, Locke scholars have improved in distance from standard five times faster than the district in ELA and seven times faster than the district in math. During that same time period, the state declined in both subjects. As a conversion school, Locke is a resident school with 74% of the students zoned to attend Locke. So, the resident school comparison

072does not make sense in this case. With that said, Locke also outperformed the resident school median, improving twice as fast in ELA and three times as fast in math. Despite being allowable by law, none of these data points were included in the district's analysis of sufficient progress. Looking at individual student growth tells an even more powerful story. Students like Luis and Andres grew more than 100 points in English and math during their time at Locke, even though they did not reach proficiency. Students like Laura and Edward experienced similar progress. Growth like this is in the best interest of students. The core data, which was submitted with Locke's petition, was also not considered in this analysis. Core data shows that Locke scholars are outpacing growth of their peers across the state in English and math with

073growth in the 70th percentile considered exemplary growth. Locke is deeply rooted in the community. Locke's renewal received 29 letters of support from elected officials and community partners. And I'm joined today by hundreds of Locke supporters here today. We have also secured more than 7.3 million dollars to expand career pathways and create new opportunities for our students. Locke is more than a school. For the Watts community, it represents pride, leadership, possibility. Our direction is clear. Graduation rates are rising, academic growth is accelerating, and opportunities for students continue to expand. Today, Locke stands as a middle-tier school moving forward with momentum. Let's work together to ensure this progress continues for future generations. Thank you. >> [applause] >> All right, thank you for your time. Now we'll go to the rest of the speakers on tab 24. All

074right, Belen Ramirez. Come on up. You have 2 minutes to speak once you begin. Hello board members Melson and esteemed members of the board. My name is Belen Ramirez and I'm honored to serve as school principal at Locke. This is my 19th year in education, my 10th year with Green Dot, and my 6th year serving the students and community of Locke. I come to this work not only as a school leader, but as a first-generation Mexican-American who grew up in Compton. I know firsthand how powerful access to a strong public school education can be. It can change the trajectory of a life. Since opening its doors in Watts in 1967, generations of families have entrusted this school with the futures of their children. And when we talk about Locke today, it is important that we

075understand both where our students begin and how far they travel once they arrive. Our ninth graders enter Locke performing on average in the seventh percentile in ELA and tenth percentile in math compared to students across the state. By contrast, the district averages are the 47th percentile in ELA and 51st percentile in math. When students begin that far behind, progress shows up in growth before proficiency. Between 2019 and 2025, Locke students improved in distance from standard at five times the rate of the district in ELA and seven times the district the rate of the district in math. During that time period, the state actually declined in both subjects. Even though the resident school analysis is not applicable as Locke is a resident school for 74% of our student body, it is worth sharing that Locke students

076improved twice as far as as the resident school median in ELA and three times as fast in math. So when we see growth at that scale, we should recognize it for what it is, a significant achievement. When Green Dot first began operating Lock, fewer than half of the seniors were graduating each year. Today, our graduation rate stands at 72%. We're also seeing more of our graduates persist in college with a 19 percentage point increase in students enrolled on the first day of their second year. Today, Lock is recognized as a middle-tier school eligible for some for presumptive renewal, and the progress to reflect years of steady efforts by students, educators, and families working together. Thank you for your time, your leadership, and your continued commitment to the students and families of Watts. Thank you for

077your time. I'm going to call the next four folks. One come up to the podium and then the next three be prepared to go after that. So Tony again, you're up next. Tony G. And then Gordon Gibbons, and then Valeria Cuevas, and then Maria Rafael. Please go ahead, the two minutes is yours. Greetings, members of the board. My name is Tony Ginn, and I'm honored to serve as co-principal at Lock. 17 years ago, when Green Dot began its work at Lock, the goal was never about quick victories. The goal was something harder and far more meaningful, the long work of transformation. I come to this moment as a 30-year veteran. For the past 15 years, Lock has been my home as a teacher, the dean, assistant principal, and now your proud co-principal. What I've learned

078in those years is that change does not arrive all at once. It is built over time, and today that work is bearing fruit. Lock is now recognized as a middle-tier school. Multiple verified data sources show that our scholars are achieving more than a year of academic growth each year across ELA and math. Between 2019 and 2025, Lock students improved their distance from standard at a rate of five times the district in ELA and seven times the rate of math. At that time, the district at the state declined in both areas. At Lock, we also have built spaces where every student can belong and grow. Our Black Excellence team and affinity spaces nurture leadership, identity, and connection among our black scholars. Our ELD Academy serves approximately 140 first and second-year scholars, including students with interrupted formal

079education, ensuring that language development and academic progress rise together. Seven school-based mental health professionals and a dedicated McKinney-Vento and foster youth specialist work alongside our educators every day to ensure student well-being. As a result, our suspension rates remain below 2% and nearly 90% of our scholars report having at least one caring adult on campus. The families of Watts deserve stability and consistency, and a disruption now could undo years of trust, growth, and opportunity. The momentum is real and the work is working. Let us continue our journey with them. Thank you. >> Thank you for your time. Gordon Gibbons, come on up. And then after Mr. Gibbons is Valeria Cuevas. Good afternoon, members of the board. My name is Dr. Gordon Gibbons, chief schools officer for Green Dot Public Schools, and for the past 12 years

080I've had the privilege of serving the community of Lock. 17 years ago, a promise was made to the Watts community that Lock would be rebuilt with patience, persistence, and an unwavering belief in the potential of every scholar. Today, that promise is being realized. Lock has met every statutory requirement for renewal. As a middle track school, we are eligible under state law for a presumptive 5-year renewal, but beyond eligibility, the real story is student growth. From 2019 to 2025, Locke scholars improved their distance from standard in English language arts at five times the rate of district, and in mathematics at seven times the rate of their peers, while statewide performance declined. Despite serving one of the most impacted communities in Los Angeles, Locke fully recovered from the pandemic excuse me, pandemic learning loss. This progress is

081not accidental. It is the result of consistent leadership, dedicated educators, and a community that refuses to give up on its children. Contrary to the staff recommendation, Locke has met the benchmarks established by this board at the last renewal. During annual oversight visits, the charter division consistently acknowledges the strong work that is happening on our campus. Lock is the resident school for 74% of our students. Closing Locke now would break a promise to Watts and destabilize a school community that is demonstrating measurable growth and real momentum. When a school is improving, meeting standards, and serving its community well, the responsible action is to allow progress to continue. Our students have done the work. They deserve the opportunity to keep keep building on their success. Thank you. Thank you for your time. >> [applause] >> Valeria Cuevas.

082Valeria, come on up. You have 2 minutes to speak once you begin. Good afternoon, everyone. My name is Valeria Cuevas, and I am a senior at Locke High School. Over the past few years, this school has shaped me not only as a student, but as a leader and as a person. What began as involvement in the yearbook committee grew into serving in student government. Today, I am proud to serve as senior class president. Through these roles, I've helped organize inclusive events, support initiatives like the book truck, participated in the CAP focus group, and spoken at assemblies and campus tours. Being part of SRLA and the dual enrollment program has also allowed me to challenge myself both physically and academically, like running the marathon on Sunday. >> [applause] >> These experiences pushed me outside of my

083comfort zone and helped me find my voice. Academically, my journey reflects that growth. In 2021 through 2022, I nearly met the standard in SBAC ELA. Through focus and support, I met the standard in 2024 through 2025. I currently hold a 3.8 cumulative GPA, maintain 100% attendance, and I am enrolled in AP English Literature, AP Government, AP Calculus, and a college course. >> [applause] >> Each step presents persistence, discipline, and belief in my potential. As I've grown, I've also learned the importance of student voice. I believe that when students are invited into meaningful dialogue and collaboration, our school culture becomes even stronger. Creating more opportunities for student-led ideas, expanding clubs and events, and continuing to celebrate diverse talents would allow every student to feel seen and valued. Locke has helped me become confident, driven, and service-minded.

084I share my reflections because I care deeply about this community and want future students to experience the same and even greater growth. Thank you for your time and consideration. >> Thank you for your time. >> [applause] >> All right, here's the next four folks. Maria Rafael, please come on up and then Toby Bimbola, Melanie Melody Ramirez Juarez and then Chris Thierry. Okay, we need translation. Okay, so uh Miss Miss Rafael is going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put your hands up and we'll get the these translation headsets. So, you can experience simultaneous translation. The translations unit is handing them out. Looks like with also the help of ITS. I love this teamwork. Anybody up in the balcony? No? Okay. Listo, gracias. Hello, good afternoon.

085My name is Maria Rafael. I'm the mother of a student at Mendez High School. I would like to be brief because I have very little time. But, I'd like to say that my son finished high school in law. He did his four years there in that school and to be honest, it has met my expectations. He's Mr. Marroquin or Miss Marroquin for the transfer. And I have lived beautiful things in that school because when you go to the office or the personnel greets you, they make you feel like you're part of a family. And I ask you from the bottom of my heart that you not uh stop these dreams short of completion because there's other generations behind them and it's been a goal to see these kids graduate and go to college or universities

086and it's such a prideful thing for us Mexicans that our Latin children go off to uh university or college because sometimes we hear oh the uh South LA or other communities and you think ooh, but to know that our kids are graduating from this high school and are going to a university as a mother, I'm very proud that I have a 23-year-old and as a single mother, my son graduating from the university to me is so prideful. But this isn't something done from one night to the next. This is something that parents, teachers, and all of us do to fight for our kids. And my son is non-speaking and I am his voice. So I hope you listen to me and the rest of us. >> Thank you for your time. >> Okay, Toby B,

087come on up. You have 2 minutes to speak when you begin. Good afternoon, board members. My name is Toby Toby Bimbola and I'm a 10th grade student at Locke High School. I stand before you today as someone who's early in my high school journey, but I've already experienced the type of growth that is shaping my future. Academically, I currently hold a 3.88 cumulative GPA with a 96.3 attendance rate. I am enrolled in AP Research B and AP World History um AP World History courses that challenge me to think critically, write at at a higher level, and take ownership of my of my own learning. These classes push me beyond memorization. They teach me how to analyze, question, and lead with knowledge. Outside of the classroom, I found spaces that have strengthened both my identity and

088my confidence. Through Black Excellence with Ms. McKinney and Elite Scholars Black Mentorship Program, I've gained mentorship, accountability, and strong a strong sense of pride in who I am. Participating in Story Telling Labs has helped me grow socially and develop leadership skills. While USC TRIO has introduced me to college pathways and preparation strategies. This year I've also had the opportunity to attend the 2026 HBCU tour. Visiting those campuses allowed me to see myself in in places of higher education and I'm extremely responsible for my future. I'm growing academically personally as a young man with purpose. Locke High School provides programs that uplift students and build identity and create real pathways to college and leadership. I am proud of who I'm becoming and I'm so excited for what's ahead. Thank you for your time and consideration. >>

089[applause] >> Thank you for your time. Uh Melody Juarez and then after Ms. Juarez is Chris Terry, Janeth Johnson, and then Allison Taylor. Thank you. Good afternoon board members. My name is Melody Ramirez and I am 11th grader in Locke High School. I am here today not just as a student, but as someone whose growth reflects what this school makes possible. Over the past few years, I have challenged myself both inside and outside the classroom. I currently hold a 4.1 cumulative GPA and currently enrolled in AP US History, AP English, AP Computer Science, AP Pre-Calculus, uh medical assistant course, and a college class. Balancing rigorous academics with opportunity [applause] has pushed me to become disciplined, focused, and future-driven. Beyond academics, I'm a member of our soccer team where I've learned resilience and teamwork. I'm also

090part of the medical apprenticeship program, which has given me real-world experience to healthcare healthcare career pathways. I've completed many internships, one including Cedars-Sinai, and one related to law, and I was able to experience stuff that expanded my understanding and advocacy and professional responsibility. This was all thanks to Locke. They provided me with all these internships and all these opportunities. On campus, I serve in student government, participate in in the chronic absentee's focus group, and a member of the community school advisory panel. These places have allowed me to use my voice constructively and collaborate with adults to strengthen our school community. With a the attendance rate, I show up constantly because I know the opportunities at Locke matter. This school has prepared me academically, professionally, and personally. It has created pathways for students like me to

091explore careers, lead with confidence, and pursue excellence. I stand here today as proof what continued opportunity can produce. And I'm very grateful for the community that I have in that school, and it would be the world to me if you guys would keep this school going because I have a family there, and who would want to tear apart a family? Thank you for your consideration. Thank you for your time. Uh Chris >> [applause] >> Terry, come on up. Chris Terry. Good afternoon, board members. My name is Chris Terry, and I have the privilege of leading the work that supports black scholars at Locke. One of the things that makes Locke unique is we serve a significantly higher percentage of black students than many of the surrounding resident schools. That means the responsibility we carry is

092real. For many of our young people, Locke is a place where they are not only educated, but affirmed, supported, and challenged to become their best selves. And when you serve students in this way, you can't rely on one-size-fits-all approaches. You have to build intentional systems that recognize students' strengths, nurture their identity, and create a sense of belonging. That's why our work with black scholars is so important. Through the Black Student Success Program, we provide mentorship, leadership development, and academic support designed specifically for our students. And when you look at the results, you can see that this support is making a difference. In our current cohort of 25 students, the average cumulative GPA is 3.06, and the average attendance rate is nearly 96%. 60% of these students are already meeting the A-G requirements that prepare them

093for college, which is higher than the state's overall A-G rate. Even more encouraging is the consistency we see in their academic progress. 96% of students who finished ninth grade with a 2.5 GPA or higher have maintained it through 10th and 11th grade. 93% of students who finished ninth grade with a 3.0 GPA have maintained it. And 65% of those who began with a 3.5 GPA continue performing at that level. Across the cohort, more than half have a GPA above 3.0. These numbers represent something powerful. They represent young people who are being supported, challenged, and believed in. Because when students feel that their school sees them, invests in them, and expects greatness from them, they rise to meet the expectations. At Locke, that is exactly what we're seeing with our black scholars. Thank you. Thank you

094for your time. >> [applause] >> Janette Johnson, and then Allison Taylor. Good afternoon, members of the board. My name is Janette Johnson-Smith, and I probably serve as the senior director of counseling and college persistence for Dot Public Schools. I'm here today because I believe deeply in what is happening at Locke. Our students come to Locke with extraordinary potential. They also arrive carrying real challenges. They also arrive with challenges, academic gaps, and uncertainty about what comes next. Our responsibility and our commitment is to make sure that when a student starts never determines how far they can go. And over time, that promise has turned into progress. Locke is ranked as a middle-tier school. Locke's improvement in distance from standard in English and math is greater than the state's, and Locke has multiple sources of verified data

095that demonstrate Locke students are achieving more than one year of growth each year. Graduation rates have steadily improved. College and career indicator outcomes have also risen. Locke now offers multiple career pathways including computer science, construction, building, child development, and medical apprenticeship. The medical apprenticeship pathway in particular has become a model for what is possible. Its impact has been so strong that Assembly member Gibson is sponsoring legislation inspired by the program at Locke. Legislation that would expand access to professional and medical opportunities for students across the state. Locke also offers dual enrollment opportunities allowing students to earn college credits before graduating high school. Students take advantage of courses such as American sign language, introduction to public speaking, child development psychology, etc. These opportunities expose students to early college experiences. Students earn degrees faster and are more

096likely to persist in college. Last year alone, the percentage of Locke graduates enrolled in the first day of their second year of college increased by 19 percentage points and college and career indicator outcomes increased by more than 22 percentage points for black scholars and English learners. At Locke, counseling and college persistence are promised to support and believe in all students from the day that they arrive through graduation and beyond. Thank you for the opportunity to share this work and for the continued support of our students and our schools. I'm grateful for your time, your leadership, and your commitment to helping our students. Thank you. Thank you for your time. >> [applause] >> Next is Allison Taylor. Good afternoon. My name is Allison Taylor and I'm speaking on behalf of the Taylor family. We are the

097children and grandchildren of James B. Taylor, Locke's founding principal in 1967. My grandpa began his career as a math teacher at LAUSD 75 years ago. Over time, he served as a vice principal, principal, and eventually deputy superintendent. But throughout his life, Locke always held a special place in his heart. He became Locke's first principal at a pivotal moment in Watts' history, a time of profound transition and uncertainty. Yet, he believed deeply in the potential of every student. He believed that strong leadership, high expectations, and genuine care could transform not only a campus, but an entire community. Later in his life, my grandpa spoke with concern about what he called the revolving door of leadership at the school. He believed deeply that stability was essential to building a thriving school. My grandpa was initially skeptical of

098the charter movement, but as he as he watched charter schools across Los Angeles transform the educational landscape and improve the lives of students of color in the early 2000s, his perspective evolved. He wasn't pro-charter, he wasn't anti-charter, he was pro-strong schools, and that's exactly what Locke has become under Green Dot's leadership. When Green Dot revitalized Locke, my grandpa witnessed improvements in graduation rates, stronger school culture, and new pathways for students. He saw Locke becoming the kind of school he had always envisioned, a place where teachers lead with kindness, where families are respected partners, and where students are encouraged to reach their full potential. My grandpa was a humble man who rarely accepted recognition, but he understood Green Dot's vision for Locke and their commitment to the community. That is why he allowed Green Dot to

099name a middle school in his honor, a school that now proudly feeds into Locke High School. When he passed away 10 years ago, he did so with a sense of peace and pride, knowing that the foundation he helped lay was standing strong. One of his favorite sayings was simple, "Do good things." And today, on behalf of my grandpa, his five children, and nine grandchildren, I ask you not only to do good things, but to do the right thing, and to renew Locke's charter. Thank you for your time. >> [applause] >> All right, Michael McElveen. And then Allison Sherman, and then Steven Minix. Good afternoon, board members. My name is Michael McElveen, and I stand here before you as a Locke alum. At Green Dot, we have a saying, "Every child, regardless of their zip code,

100deserves a high-quality public education." This is a sentiment that is not abstract to me. It's personal. Because 20 years ago, I walked onto the campus at Locke as a freshman. I wasn't ahead of the curve, and just like many of my peers, I had academic gaps and I lacked exposure. But, during my senior year, what I learned and what I was able to receive with the support of teachers who didn't just see me and my peers as data points. They were now coaches who taught us leadership. They were teachers who modeled excellence, and they were mentors who showed us what was possible. Our wildest dreams were no longer just aspirations, but they were attainable. And that's because the Green Dot difference is actually real. It's so real that Locke has demonstrated consistent achievement. They've become

101a stable staple in its community, and they've actually met every mark to receive a 5-year renewal term. You know, as we've all said, that the students come in in the bottom 7th percentile in ELA, in the bottom 10th percentile in math, yet between 2019 and 2025, they grew their distance from standard and proved that a rate five times faster than the district in ELA and seven times faster in math, all while the state declined. So, that enough is proof that Locke has clear success. Graduation rates are up 30%, college persistence is up 14% since 2021, and they even earned a green in science. And their subgroups outperform the state in all indicators of success. So, that's not accidental. That's intentional. So, what I ask of you is to renew Locke for 5 years because what

102our students deserve is not indifference, but the Green Dot difference. Thank you. >> [applause] >> Thank you for your time. Allison Sherman. >> [applause] >> Allison Sherman. Okay. Uh Steven Minix, you here? Steven M? Come on up. You have 2 minutes to speak once you begin. And then Nicole Thomas, and then we will go to Ms. Sherman who's remote after the in-person speakers. I appreciate you. Some of y'all I know better than others. We coached together and against each other. Um but I want to scrap this real quick. Uh Um I got a little talk. Got about 2 minutes. I'll get it done quickly. On my drive up from San Diego this morning, I was excited at the opportunity to have this conversation. And then that brother just grabbed the mic. That brother played point

103guard for me. I was a PE teacher at Locke High School. And when I tell you the opportunity to engage greatness, that's it. Don't tell me what it is, what kids can be if you don't make time for it. What Mike just did up here in testimony sharing, that's all I cared about as a coach at Locke. Was how do you get that young brother and young sister ready to stand up for their moment. What that looks like. That's not his only moment. He's got a many more moments. But when you think about young people coming from schools, you want young men coming like that out of your school. That are ready to stand up, share, be critical, but be driven. And what I say about Locke and and the opportunity that Locke affords me

104as I get back to my script here in a second, is there's a lot of Mikes there. There's a lot of young people that are doing great work and Green Dot really created a container to kind of help that manifest. And so give me a second with my last 52 seconds. I'll add the line that 325 East 111th is not a Google map plot for me. It's where I learned to be a man. It's where I learned about service. It's where I met my wife. We were teachers together there. We still talk about Locke and the joy that exists when you go on that campus. Right? And the opportunity that Green Dot has afforded for it to grow and young people to grow within it. There's no panacea for all ills. But we do have

105races that we're trying to race, and some people come with a longer race to run. And what you've seen in the data points, what DJ, what Gordon, what Chris, what JJ, I can point to all of them cuz I rode with them to do this work. The data speaking to the efficacy of this program. Don't try to use the data to say see something you don't see, but look at it in totality. One thing I'll say very clearly, Lock serves every kid that comes through its doors. That's why I signed up for the Green Dot mission there. They serve everybody. They don't skim. And when you do that, you're doing noble work. I just ask for y'all to give Lock 5 more years to continue that work and I appreciate your time. Thank you for

106your time. >> [applause] >> Nicole Thomas Nicole Thomas, are you here? Nicole Thomas is on the Okay, she's also on the phone. Let me check the phone. All right. Allison Sherman, please press star six to unmute yourself and you'll have 2 minutes to speak once you begin. Allison Sherman. Hello, can you hear me? Uh we sure can. Please just make sure to speak up and a little bit loudly into your device so that we can hear you clearly. Will do and thank you all. Um good afternoon. Sorry I could not be there in person. I had to leave this afternoon. My name is Allison Sherman. I'm a former counselor at Lock and an alumni of Animo Inglewood which is a part of the Green Dot family of schools. I'm grateful for the opportunity to speak

107to you today. In conversations like these, we often focus on dashboards and metrics. And those things do matter. Uh what can sometimes get lost are real people behind those numbers. Every data point represents a student. Someone with their own hopes, their own dreams, challenges, and potential. If you were walking through the halls of Lock with me when I worked there, I would not start with a spreadsheet. I would introduce you to a real student. Young people who arrive with incredible promise every single day. Often along real challenges that I can tell you you cannot imagine. With the right support, we see them begin to build confidence, strengthen their skills, and believe in what they can achieve. Over time, I have come to see Locke like a garden, okay? A place where students grow, not always

108in a straight line, and not always on the same timeline, which is often the reality of historically underserved communities. But they grow with care, with support, and with a belief in their potential. Through my work with Faye, I partner with Locke to support students beyond academics. Together, we provide social emotional learning programs, mentorship, enrichment opportunities, and workshops that focus on things like executive functioning skills, college and career readiness, and personal development. Many of the communities we serve face generational trauma and learning disparities. Our work focuses on providing coping strategies, professional training, and many relations in building meaningful relationships with adults who believe in our students. Through trauma-informed student support, mentorship, skills training, and family engagement, we help students strengthen relationships, build self-awareness, and continue making academic progress. At Locke, students arrive with resilience, curiosity, and

109the capacity to grow, and every day that growth is nurtured and should continue to be nurtured. Thank you for your time and consideration. Thank you for your time. >> [applause] >> Okay, Nicole Thomas. Nicole Thomas, I see you're online. Please press star six to unmute yourself, and you'll have 2 minutes to speak once you begin. Nicole Thomas. Thank you. Good afternoon. My name is Nicole Thomas, and I'm a content director at Hanover Research. Hanover is an independent third third-party research organization. We were contracted conduct an outside quantitative analysis of student outcomes at Locke College Preparatory Academy. When looking only at surface-level proficiency rates, Locke's outcomes appear below average. However, our analysis shows that this does not tell the full story. Our analysis reveals that Locke serves a student population with significantly higher rates of socioeconomic

110disadvantage, English learners, students with disabilities, homelessness, chronic absenteeism, and mid-year enrollment than its peer institutions. Many students also enter credit deficient. Against that backdrop, our analysis found several positive patterns. In English language arts, students at Locke demonstrated sizable academic growth over time, nearly twice the improvement seen statewide. Mathematics shows similar trends, narrowing the distance between their average score and proficiency by 32 points. A gain that's double the 16-point improvement seen statewide. Graduation outcomes also reflect significant gains with Locke students increasing four-year graduation rates from 54% in 2021 to 74% in 2024. Taken together, the data point to a pattern of promising academic progress occurring within a highly challenging context. Our role is not to advocate for a particular outcome, but to evaluate the data independently. Based on our analysis, Locke demonstrates meaningful student growth and

111improving trends that are not immediately visible in performance metrics alone. Thank you for the opportunity to share our findings. Thank you for your time. >> [applause] >> Okay. Um I'm going to do a few procedural things. I need to read the public hearing statement for this item. Uh this is tab 24. Uh statement to be read before action is taken on board report denial of the renewal petition for uh, Locke College Preparatory Academy. A public hearing must be held. This constitutes that public hearing. Uh, and a maximum of 15 individuals who wish to address the board on the item will be heard. Those speakers were just heard. Um, procedurally where we stand now, a main motion was brought to the board and then a uh, a motion was made to amend a substitute amendment of

112the underlying main motion. It was seconded and now it's appropriate for the board to discuss accepting the amendment. And if I could just add a bit more, Mr. Smallsden, why why I'm bringing it. Thank you to the presenters um, and everyone sharing your stories today. Um, so I just want to thank the charter school division for your recommendation. To my colleagues, they presented the recommendation in line very consistently with all the other recommendations that have come before us. Um, however, it is limited and it's not our full discretion and I I wanted to share with you a little bit about my thinking here. So, um, the guiding state regulation lets the board know that we have discretion beyond the current policy. Our current district policy only relies on status performance. So, everything you've seen in

113the materials is just overall performance level. That's been our practice. But for Locke in particular and, you know, potentially a secondary conversation for this board, we should be looking at academic growth, which you heard over and over from Locke. It's fully permissible by law. It has been and it's equally relevant on the dashboard. And honestly, it's actually much better in line with our board goals. Our own goals are about distance from standard, not overall proficiency. And so, I want to ask you colleagues to really hone in on what you heard around the growth story for Locke, which again is not inconsistent with what we heard from the charter school division. It's just different information. So, please get all your questions answered to really understand. And the reason is because state ed code sets a really

114high bar for denial for perform for middle performing schools. It says that the chartering authority, that's us, may deny, may, not must, not shall, may deny a charter renewal only upon making written findings. And these are the two portions that I feel are really relevant. Making written findings that the charter school has failed to meet or make sufficient progress toward meeting standards. That's a really high bar that they have failed to make sufficient progress. I think you've heard from petitioners today that they have made sufficient progress. And this is the the moral compass for us to follow here. That number two, closure of school is in the best interest of pupils. And now that falls on us, the board, not just what Charter School Division has recommended through the superintendent's office, but ultimately what does

115this board feel is in the best interest of students. And so like I said, I think the petitioners shared a lot about sufficient academic progress. In fact, they have exceeded our own board goals, um achieving almost 30 points growth in ELA in just one year when that was our goal for four years. Um and then similarly in math, making incredible gains. Honestly, if this were to go to LACO, they would also look at verified data, which before January, we looked at verified data. And we might have had a different outcome before the January uh law changed. So, I I want to just encourage you to really look at what they are sharing in terms of academic growth, um because I think we cannot say that they have failed to make sufficient progress. Um but the

116part I really want to uplift for this board and where our discretion really falls is what is in the best interest of pupils. Locke is a turnaround conversion school, and you heard a bit of that story from the community here. At best, closure would be destabilizing, demoralizing for the thousands of students and families and community members that you heard from and that are, you know, not here today. Locke is the first turnaround conversion school coming before us after AB 1505. So this is really a matter of first impression for us to deeply consider what's in the best interest of the students that are here today and the students that are to come. You know, we have core beliefs around equity, collaboration, and excellence and I think this board must take a really holistic approach when

117considering what's in the best interest. You heard their residential school for almost uh or over 1,100 students in Watts, a high-need community that really relies on school to be safe, to be stable, to be a trusting place in an environment that often is not. You heard Green Dot has built community trust. They've secured irreplaceable grants and opportunities for students. They've earned the support of leaders including elected officials and nonprofits who've all enhanced its impact and those could be at risk if this board denies its renewal. You know, should we deny and Green Dot go to LACO? I think they would approve it. I think they would use verified data. They would use the academic growth. They would think about the best interest and they would approve a school that is on district campus. We operate

118that campus. It's a This is the the uniqueness of the turnaround of the conversion that Locke is. And I think that could potentially impact coordination of facilities, communication, causing confusion for families who send kids across the street to the early ed center, down the street to Gompers Middle School. There's a wellness center across the street also named for Locke. We want to keep it within LA Unified. We don't want another oversight entity like the county or the state on a district property. So, colleagues, I just want to ask you to ask all your questions, look closely at the facts not only presented from CSD, but also from Green Dot because again the growth story is not yet captured in our policy, but it is permissible by law and our discretion must be exercised today to

119do what's in the best interest of students, which I believe is approving a renewal for Locke High School. Thanks. >> [applause] [applause] >> Come on up, Mr. Cole Gutierrez. Would you also care to talk about what Ms. Tanya Ortiz Franklin spoke about to make sure that we have a clear understanding? If you would, if you would. Sure. First of all, good afternoon board president, board members, acting superintendent. >> And to you. And to everybody. First and foremost, we acknowledge the voices of educators, parents, uh staff members of Green Dot that have spoken uh today. And as we always say, with every recommendation, our team takes it very seriously. Certainly with any recommendation of denial, we do not take it lightly. Thank you uh board member Ortiz Franklin for acknowledging that the the team, per the

120law and the board's policy, has applied that consistently. And we believe that's important for all students that have been been involved in renewals to date. Having said that, we also respect the board's discretion. And the board is the decider. But staff, respectfully, stands by its recommendation. First, a couple important things to set the the baseline in terms of the recommendation. We've heard regarding different categories. And the school was low performing in the fall, and the state then reclassified based on the latest data to middle performing. I went back to the CDE, the California Department of Education guidance regarding performance classifications. It says presumptive renewal for high performing, presumptive non-renewal for low performing. I did not see in their guidance presumptive renewal for middle performing. That's the catchall if someone if a school does not fall

121into high or middle. So, just want to set that straight. Secondly, and for the record, the our policy is has been reviewed by counsel, and we have followed it in accordance with law. I heard language indicating that we are not in accordance with that, and I believe our our materials are and and all laid out accordingly. Now, let's briefly review the district's analysis on the academic performance. We have heard related to verified data. We have heard other um representations from the charter school about growth. Should the board wish, we are prepared to address those. As you wish, but first let's stick with our standard analysis, okay? And in doing so, we start with the dashboard. And in English language arts, as transparently laid out in the materials, in English language arts, looking at the last

1223 years, which is consistent with the process, the school zero out of 3 years were they higher than the state school wide and for majority of its student groups. In math, zero out of 3 years were they higher than the state school wide and for the the majority of numerically significant student groups. In terms of science, which was introduced, one out of 2 years they were higher than the state for the majority of student groups. English language performance indicator, zero of 3 years were they higher than the state. Ca- um college and career indicator, zero out of 3 years higher than the state school wide and for majority of the numerically significant student groups. Our analysis does not stop there. Then, per policy, we go to a further analysis comparing them to resident schools. Board

123members, we have applied the resident schools uh methodology consistently. Another example, our affiliated charter schools that are conversions, they also are uh have a resident schools boundary. We also compare them with stu- where students would otherwise attend based on the data. Also, per law, a student cannot be compelled to go to a charter school. So, if they wish to opt out of the charter school, they can go to a different school. It is consistent with the letter and spirit policy and law, I would say. So, So that comparison, resident schools, and that list is in the exhibit, the largest of which would be Jordan. Uh in English language arts, one out of three years where they hire, so they were lower than majority of the years in English language arts. In math, this one, they

124were higher two out of three years. We acknowledge that. Then we go to science, one out of two years, uh higher than resident schools, so mixed there. Then we go to English language performance indicator, zero of three years where they higher, so they were lower in all three years compared to the resident schools median. Cal- uh college and career indicator, same, zero of three years higher. And then we go to the next level of analysis, a made deny. And okay, can I just pause it? So all of those comparisons though are overall academic performance. None of that is about growth, correct? Well, we Well, a couple things. We can address the growth as a school has presented in a moment. >> you just shared right now, all of the zero out of three, zero out

125of three >> in the status and change. Now, I'm not saying change is growth, but it does acknowledge change year over year pursuant to the state uh rules. Uh but we can address the the growth piece in a moment should the board wish. Um as best we can. Science then in a So, ELA CAS met and exceeded, they were lower than the resident schools in zero of in in all of the three years. Science, lower in two years, which was with the data available. EL tells, um they were higher than the resident schools all three years. And then four-year cohort graduation rates were lower um in the past three years in comparison to all 12 resident schools with the latest from Locke of 70.4 and the median for resident schools 87.3, both uh with A

126through G with the dear better. So, I'll pause there in terms of that consistent analysis on the academics. And per board policy in the best interest analysis. Uh it's the comparison to resident schools. Certainly, the board may wish to consider other factors. I'll pause here if the board would like us to briefly address verified data cuz the school talked about that and their growth, we can certainly do that, but I want to demarcate that from our standard process uh for all schools. Go ahead, Carla. Um the speaker said, "We are a residential school, so why are you comparing us?" Can you explain that? Why don't I don't understand why they meant by that. >> member McGregor. Uh as a conversion charter school, uh that's an independent charter. Even for our affiliated conversions, they they maintain

127their the former resident boundary that that they had prior to conversion. So, but our practice is that even in those situations, we compare their scores to other to the schools in the neighborhood. >> Right. It's basically we would take per policy the our office of data and accountability helps based on addresses of the students. They would take students based on those and really 10 or more students, then where they have chosen, you know, they would have gone to say Jordan, for example, the largest and they have others that are in the materials. They would have uh have gone to that school and have gone to Locke. So, those are used as comparisons. The consistency piece is we've used that for affiliated conversions that also are resident schools, for example, as well as other independent conversions

128and um as applicable. We've had others that have been approved. Uh but have maybe they didn't need the resident schools analysis. Um did be between um the last time that they were reviewed and now, you've made visits to the school? Yeah. Yes. And have you informed them? Do you have meetings with them regarding their their progress or uh toward meeting the the goal of you know, getting to the state matching the state level in all areas. And also, I'm I guess I'm a little concerned about the graduation rate, how it went down significantly. And so, I wanted to Is that something that you all talk about? >> I'll turn it to to Ms. Wolmack in a moment about the oversight, but two two important notes. One, um, we went back and looked at the the

129video from the last renewal in 2017. And a topic of great discussion were the graduation rates among other data points at that time. Acknowledging efforts, but acknowledging that at that time 55.9% was not enough, and even getting to 80% at a next renewal uh, it was commented would not be enough as a point. So, our team, CSD, and I was the director at that time, reviewed those benchmarks in the context of the discussion. Maybe they could have been better written, but it wasn't just about a report. It's also how are you doing in comparison? And and I went back even this morning to look at the last two oversight reports. Team laid out the different data points, including that they did not meet the benchmark. I also asked our team member, "Did we receive something

130in writing or otherwise comparing a concern with how the district was implementing the benchmark in that area, for example?" Because I know it's a topic of of of in their in their letter. Short answer, respectfully, is no. So, we believe it was in the context of that full some board discussion how the oversight that has played out. Ms. Wolmack can share more if she if we'd like in terms of the visits, but those are handled each year annually. You want to add anything? >> I'd like to hear it, yeah. So, yes, as part of our annual oversight visit, um, in the academic session, it's the comparison to the state. So, every single year we look at their most recent dashboard data, and we ask questions. Um, if they've gone down or they're below the state

131or we have concerns, we have questions. Even if we see, you know, improvement or we say, "Wow, this particular student group has now above the state." We may say, "What are you doing to How would you do to improve?" So, that's done on an annual basis as part of every single oversight visit. And indeed, as Jose said, the graduate four-year cohort graduation rate was a benchmark assigned to them at the time of their last renewal. So, that's also discussed at every single annual oversight visit. Whenever a school has an assigned benchmark, then it's discussed at the oversight visit and reported out on the oversight report. Um so, that is a part of an annual discussion. Are they asked to create a report or a plan if they're not meeting the the goal at the time

132of the visit? Do they have to create a plan for how they're going to meet that goal? Yeah, we call it guiding questions. And so, we develop guiding questions, which the school responds to, and then we have a morning meeting where we talk about their responses and ask any questions. And also, we identify certain areas that they want to focus on or that we think they need to focus on in the classroom visits. And so, we walk through the classroom visits and then we look at their data. So, it's a triangulation of conversations, data, and what they provided in their written responses that we look at. Yeah, just hoping to follow up on on Board Member Griego's point around graduation rate. So, just to make sure I'm clear. So, in 2017, the graduation rate was

133Did you say 50 59%? Based on that material, it was about 50 I believe it was 55.9 or so. >> Oh, you have it there? Oh, back in 2018? >> 17. >> 2017? I'd have to double-check if I have the 2017 calculation. >> And if you're open to it, I'd love to invite the charter school to also share the number of students who can't earn diplomas at their school. was >> my next question. So, can you just put it say it in the microphone once you know for sure, please? Yeah, based on my notes and what I recall is about the about the 55.9 or so. Okay, so in within their charter term from 20 2017 through 2020 the end of the 2025 school year, they went from a 55% graduation rate to a Was

134it 70 4? 70.4 And then that's just because the question came up about the benchmarks. In our materials, we go back the Yeah, I'm going to ask the question. I I would I would love to follow up on that as well. So, certainly I mean, I would I would love to see a graduation rate for all of our schools 80 80% or above. Just as far as the benchmark goes, I'm looking at the benchmark, reading the benchmark. Alan Leroy Locke College Preparatory Academy shall submit an annual report about the charter school's progress and plans following the posting of the four-year graduation cohort rate, including an analysis of the school's performance in comparison to the applicable resident schools. Did you say that the benchmark was about an 80 was about getting to an 80% graduation rate?

135It sounds like it's about a report. No, correct. What I what I mentioned because there's statements regarding the the district not assessing the benchmark correctly. And we put in the context of the the board discussion and how it was presented to the board in terms of you writing as you see in these materials related to seeing improvements in comparison to resident schools. Uh and I just referenced in terms of the discussion at that time for the context that there were commentaries related to a growth even what may be or not may be acceptable. So, in terms of assessing though whether or not the benchmark was met, were we looking at what was their graduation rate number or were we looking at did they complete the the report and analysis that's that's listed in in the

136materials? >> Both and as noted in the materials the staff has noted that they have submitted the plans. Staff has also noted that where they assessment that they did not meet the benchmark in reviewing it in comparison to the resident schools. Okay. Yeah, I mean I think the board discusses a lot of things when it comes to the the uh charter school renewals. I mean there's a lot of different issues that come up. I think there's a bit of a like I have a bit of a procedural concern around assessing a school on something other than what the board specifically voted on. And there are there are certainly times in my time on the board where we amend the benchmarks because it's not specific. The the comparison group doesn't make sense. We want it to

137be something more ambitious than what's written down. But to because in this case, not in all cases, um cuz like I I looked at the Cleveland materials and there were two benchmarks in the Cleveland materials that weren't met. It it didn't impact whether or not the school is to be renewed. In this case, it feels like this is a significant part of the decision making. So the fact that we're assessing the school on something other than the board specifically voted on, that that's problematic. Well >> [applause] >> First, uh in terms of any procedural pieces, I would prefer those the council. Uh secondly, in terms of the discussion in ter- in terms of A, the discussion for that renewal and the setting of the benchmarks, as well as B, the the the charter school's divisions

138applications over the years in communication with the charter school was very transparent as to how it was assessing that. This is not the determining factor of the single determining factor of the denial. The findings of fact lay out all of the different rationale for the denial recommendation consistent with our practice, applicable law and policy. It's It's in the findings of fact though. So it is It is a part of the a part of the rationale. >> yes, what I'm saying is not a the sole factor for that. That's helpful. Um also on graduation rates, I'm curious if we have any data on the adjusted cohort graduation rates. I know that at the school in its presentation highlighted high numbers of emergent bilingual students who, you know, statutorily have additional time to complete the graduation requirements,

139high numbers of students with disabilities, um who have low incidence disabilities who may who may be eligible to complete a certificate of completion rather than a regular high school diploma. So what what additional information can you share um if we were to include the adjusted cohort graduation rate rather than a four-year? We don't At this point we we don't That is not part of the materials. Um certainly if the board wishes, as I noted, to have some brief discussion around a verified data that the school referenced, as well as other growth elements that the school referenced, only if the board wishes to engage in that conversation, um then staff could address that briefly. But we we've laid out um the analysis in accordance with our policy and applicable law. Is there Is there anything that

140the school can share around an adjusted cohort graduation rate? >> would be the board's discretion. Per policy, the board may ask questions of petitioners. >> I'm asking the question. Please. Thank you. For the class of 2025, approximately 14% of students were either a newcomer eligible for a certificate of completion or arrived at Locke in the 11th grade credit deficient already. So, if you adjust the if you adjust the rate based on that, um should be 86%. Okay. So, it it would go from 70 72. >> It actually the um I think what the the charter school division was quoting in terms of the graduation rate is not from the California dashboard. If you look on the California School Dashboard, the graduation rate for the class of 2025 was 71.6. We rounded it up to 72%.

141Okay. Thank you for that clarification. Um and then I have a few more questions about the resident school median. Um appreciate the list being provided and I This isn't the first time I've raised the resident school median as just like this This does not necessarily fit into this context. I would raise the same question and may maybe we will with future affiliated charters, but they are the school of residence, so it it doesn't make sense to compare to other school I understand this is a zone of choice, but still they are the they are the home school this in that attendance zone. So, um I would just I think that as a matter of policy, it's worth us considering whether or not this makes sense in terms of a data point that we consider. Maybe

142maybe it's one of many. Um I just I think it's a really constrained metric when it comes to this conversation. Okay. >> We'll take that take that down. Thank you. >> Great. Um and then when it comes to the actual resident schools and I forgive me this is not my my area that I represent, so I'm not familiar. I'm just curious if you can share any demographic data we have in terms of how how do they I didn't I didn't see too much in the materials. How do those schools compare to the to the demographics at Locke? Specifically on the stability rate, the um amounts of English learn percent of English learners including newcomer students, students with disabilities um including students with low incidence disabilities. Anything you can share on that, please. Yes. First related

143to demographics, obviously there's there's information in the material, but in terms of it's also in in the petitioners petition. They have a list in a chart of the resident school resident schools and their demographics. And so briefly I would say top line, it's pretty much on par. So for example I'll highlight a few. For free and reduced price meals using the latest data, the charter school is at about 91% 90.9. And the district in its lower than the balance of the district the 12 some ranging from 93.4 to 98.9 some 99. The largest would be Jordan at 97 as an example. English learner 27% um and the they are There are others like Jordan's 19.6, Jefferson 30.5 um others public service at Diego Rivera 14.7. um On on the on the English learners just since

144we're on that one. So uh was it Jefferson that was at 30 Are there any others that are at or higher than Locke in terms of how many English learners they're serving? The other two you mentioned were in the teens. So >> No, on this one they are higher than 11 of of of the 12 Okay. in terms of English learners. Do we have data on on newcomer students specifically? um I don't believe we have that here at the moment. I'm not sure if my colleagues have that. um But let me share a few others. um Socioeconomically disadvantaged 93.1 um for Locke and on that one they're higher than zero of 12, so they're lower than the the balance there. um Students with disabilities 21.1% and Ms. Womack can speak in a moment about high

145and low incidents. They're higher than 11 of 12 there. Um, some others, you know, 19% to uh 11.8%. Um, black or African American, 21% for Locke. Um, they're higher than 11 of 12 of the resident schools. Others are um, and what some are 1.3%, 2.2% as an example, 19%. Latino, uh Locke is at 75.8. They are um lower than uh 11 of the 12. Um, that we have some schools that are 96%, um, 78%, 89%, 95%, etc. Uh so, just to give you some some data points. In terms of students with disabilities, just well well this is more of our district comparisons, right? That's Yes, that's correct. Um, they look like in 2024-2025 and this is part of our regular analysis in the demographics in special ed. Um, they had 57.4% high incidents and 42.8

146uh low incidents and we do the comparison to the district in in our materials. And so, they are slightly lower than the district in their high incidents and at 65.1 and the district was 34.9 in their uh low incidents. That's 2024-2025. And then in terms of the stability rate? Let me Let me call up Dr. Bill Johnston to cover that and then also if the board wishes to cover anything regarding the growth, he can address that and if we want verified data, then we can come back and address that, but that'll be at the board's direction. Bill? >> Good afternoon. Um when looking at the comparison of the of Locke's stability rate, actually we'll focus on the non-stability rate first and then we can get into the stability rate. And if we want to clarify

147what those terms mean, we can certainly share those definitions. >> Why don't you do that from the outset just so everyone can >> Yes, and I had a feeling you were going to ask me that and I know we have that. Just did it. >> Oh, thank you. >> [laughter] >> So, the stability rate we'll we'll start with stability rate back to the original plan that which is the total number of students divided by the total adjusted cumulative enrollment at a um at a selected entity. And the non-stability is the total number of students in the non-stability count divided by the total adjusted cumulative enrollment. And so, this that probably is a lot jargon for everybody. Um Can you simplify it further? >> I'm doing Yes, so and looking over here as well. So, this

148is if you I want to give you I'm going to take a moment to get it right if if that's okay. So, let me get back to you on that and we can share the numbers once I have the the clearer non-jargon terms if that's okay. Thank you. Can I ask you is it fair to say it's how many students are moving around in a in the year? >> there's an intuition there. Yes, that's right. Yeah, so >> of high mobility. >> Yes, and so you know, at Locke the stability rate is is lower than than the resident schools than Los Angeles Unified overall than statewide and then in particular we were looking at Jordan High School among the the resident comparison schools since that is the school that has the most potential students that

149would go to Jordan. And the stability rate is lower at Locke than all of those points of comparison and the non-stability rate is higher at Locke than all the you know, the inverse is true well. So, what it's it's higher the non-stability is higher at lock than all the others. And so, let me get the a clearer definition for everybody in just a moment. Thank you. Um and Mr. Johnson, maybe you could speak to, since you do research and data, and I'm I'm familiar with some of the research and data around how mobility affects academic achievement. Is there anything that you you can say from your perspective about how serving uh roughly a third of of your student body that um lacks that stability, that maybe highly mobile, how that might be a how we

150might expect from the body of research that that would affect academic achievement. >> Oh, certainly. So, I mean, I think there's there is a general, you know, understanding that that instability in terms of housing instability or or or or moves and you know, cumulative moves for students over time. I don't have a literature review in in front of me to to to look at this, but I have um you know, have I have studied it myself and, you know, moves and mobility among students um certainly has a negative impact on academic outcomes for students. Um and then there's also a potential peer effects of that, too. So, if if students are at a school where there's other students who are highly mobile, that has a spillover effect to all students at the school. That's helpful.

151Yep. All right. I look forward to the definition whenever you can you can get back to us on that. Um I have a couple Oh, Mr. Schmelson's not here. Um I have a Dr. Rivard, I guess. I have a couple more questions on the benchmarks, but I'm happy to wait if others want to want to speak. Okay. I just had a question in regards to um standard. Does the school go through a WASC accreditation at all? They do. Yes. And that's ongoing since it's inception. >> Yes, they have to go through WASC accreditation as a high school. Got it. Are there any other questions, Carla, before we go to Scotland? >> don't know if it's right now, but at one point I want you to talk about the growth, which they were speaking about. And

152but if you have more questions about benchmarks before he goes into the growth. Okay. So, we're going to go away. So, again, I'll just underscore at the board's request, separate from the standard analysis, we will address some of those some of those areas and Dr. Bill Johnson will do so. Thank you. So, we're still working on the on the stability piece, but I can speak to the growth questions right now. So, so as we saw in in the the charter schools presentation and and mentioned by several of the speakers, Locke has there's there's a couple points that that wanted to do provide a little clarification on. So, one is looking at growth, the idea that, you know, and that's tracking students over time, right? So, not just look at this year compared to last year

153for for the averages, which is we'd call cross-sectional data, sort of slicing, but but tracking students over time. And that's certainly a you know, a valuable thing to do. The California Department of Education now has a growth model that is posted publicly. Unfortunately, that is not for high schools. It is only for it's based on grades 4 through 8 cuz it's based on smarter balanced assessments, so tracking one year to the other. So, so there is no high school growth available at the state level. So, then there are you know, we've been doing some growth analysis internally for various purposes at the district where we are tracking students over time. And then for high schools, we to do that, we have to look at 11th graders assessment results and then trace back to their eighth

154grade assessment 3 years prior. And so, to do that, we have to be able to track those students over that 3-year span of time. And in doing so for our students, um which we we we did this recently for the district average and then also for the comparison schools. We are unable to do this for Locke because we do not we do not you know, we don't have access to Locke's student level data in the sense where we can then track their 11th graders last year and then where were they and what were their their scores in eighth grade 3 years prior. So, so bottom line, we are unable to completely replicate the growth modeling that locked was presenting. And nonetheless we we did our best approximation of of the growth for the district and

155for the comparison schools using the data we had available to us for our own students. And so these are students who are both were who for whom we [clears throat] have assessments for eighth grade and 11th grade over the past year. And what we found is that in ELA the the value that the district average and this is we're looking at improvement in the scale score. So this is a little technical so bear with me. So smarter balanced assessment has a vertically aligned it's a vertically aligned assessment that's over hundreds of points, you know, and so the idea is that you know, students will have a higher score from one year to the next and it's just the matter that the cut points get a little harder, right? Each successive year. But students in general

156are expected to improve their scale score from one year to the next. And so on average what we saw in the district is that our students improved their scale score in ELA by 52 points between eighth grade and 11th grade. Across the entire district? >> Yes, across the entire district. And then for the comparison schools in in the resident comparison schools here that actually they outpaced the district in their level of comparison. So they improved by 63 scale score points between eighth grade and 11th and 11th grade. And the number that was presented by lock was 58 and again, that's reported by them. We do not know the methodology or which years were necessarily used in that method, but we were we wanted to see well, how do our comparison schools look compared to the

157district average to see are the are the comparison schools, you know, can we can we can we make a a conclusion that our comparison schools are moving students further between eighth grade and 11th grade than the district is on average and that the answer to that is yes, that is true. Now part of that is driven by the the resident comparison schools. They had their students on average performed lower in eighth grade than the district average. You know, which is again I think a claim that's being made by the school here. And so, while we can't confirm or deny that fact for Locke, we can confirm that that is also the case in all of the resident comparison schools that we have. In particular, Jordan High School, which is has that. And then the same

158goes for math, but to a lesser degree. So, for math, the the average rate of of improvement for in the scale score between 8th grade and 11th grade was 52.3. And then for the resident schools, it's 63.2. So again, what we are finding here is that the comparison schools are moving their students further between 8th grade and 11th grade for you know, in math compared to the district as as a whole. And part of that is driven by the fact that the comparison schools have students who were on average lower performing in 8th grade. So, you know, echoing the the claim made by by Locke, but again, we are not quite able to confirm the Locke numbers themselves. Um and another piece just want to underscore the the comments around you know, five times the

159the rate of improvement and seven times the rate of improvement. Part of that is driven by that was the that was the that's the rate of improvement between the 23-24 results and the 24-25 results. That is that is partial that is a you know, what what that what that has been is it's a partial rebound from there was a there was a um a downturn in in performance at Locke in 23-24. And then you know, and then Locke you know, bounced back in 24-25. And so, that's why that's why we see such a such a a steep improvement this past year. And remember, the 11th grade assessments are are always you know, take take take them for anyone with a grain of salt cuz it's it's it's a completely new group of students each year

160that takes the 11th grade assessment. You know, it's um and so um but just wanted to make that point. And and and again, I say it was a rebound from the prior years, but it was a partial rebound because if you look at the 24-25 results at Locke compared to the 22-23 results from two years prior. Prior to the prior to that dip, they they they did not recover all the way back to 22-23. Thank you. I think Mr. Melvoin has his hand up. >> to see that, that's an exhibit two, where we have the dashboard for the last 3 years. So, what Bill was just talking about about the ELA, the drops, and then the increases. Um and I think what he's referring to is in only ELA, they were in '23 a -43.4.

161Went down in '24, I'm looking at the schoolwide all school students, 80 -80.9, and then back up to a -51.5, ultimately landing lower than they were in 2023. So, indeed there were increases, but you can see for ELA and math especially, they were all had had red because of the overall declines they had in in that year, 2024. Mr. Melvoin. Um thank you, Mrs. Nelson. Few questions and then some comments. One, just because Miss Handy and Bill brought it up, can you, I assume they are WASC accredited? I mean, I know they have to go through it, but when was their Where are they in the cycle of WASC accreditation? If you'd like them to answer where they are in the cycle, they can do that if you'd like. We just received a 6-year accreditation.

162Okay, and I actually have another question for the school if if they want to answer. But, um so, that's just helpful, I guess, as an independent accrediting body. Um can I Is it appropriate to have the school come up to answer some of the questions we have about growth because I believe that they are using the CORE growth model, which is something that the board adopted for LA Unified, and then has been put on hold a bit, um and is a little more sensitive to demographics among some other differences. And so, I'd I'd love to hear from the school about how they're thinking about growth given the board's conversation, if that's appropriate. Thank you, Board Member Melvoin. Um, just a couple of clarifications. The The data points that we shared around five times the district

163in ELA and seven times the district in math, those that was six years worth of data between 2019 and 2025, and it was looking at year-over-year change on DFS. We also have the cohort analysis, which was referenced, um, and I believe those numbers were in our report. I'm happy to share those as well. Um, we we included in our petition with our petition student growth percentiles that are calculated by the core, which is a third-party organization. It includes the districts uh, districts um, achievement rates as well as close to 2 million students across the state. And they use SBAC scores in English and math to calculate a value-added measure. How much value is the a school adding to its students? In the most recent year in English, Locke scored in the 73rd percentile, meaning students

164at Locke are growing faster than 73% of similar students in the state in English. And in math, 58%. As a reminder, anywhere between 31 and 70% is considered average growth. Anything over seven the 70th percentile is considered exemplary growth, and that's straight from a third-party, um, that has is calculating those across multiple districts in the state. Thank you, um, for that. And I guess Jose and and Marla, so uh, you know, one, obviously this is not my school, and I appreciate Ms. Ortiz-Franklin's recommendation and and deep investment in um, helping us think through these questions. I Despite not being my school, I did teach just a few minutes away at Markham, and know the community pretty well, um, its challenges and its opportunities. And there's a reason that in 2007, the district, um, and the

165board at the time decided to enlist Green Dot's partnership. Um, and as I have visited the school over the years and seen how the they and their partners wrapped their arms around the school and the community support that we've we've seen in the last few days and weeks from nonprofits, from elected leadership at the city, state city and state level is really compelling. And I think when we look at that 43% graduation rate in 2007 to now above 70 in some It's a testament to kind of their investment in taking on I mean that's one of the things that I think is salient too. They kind of signed up to take on a tough challenge that the district after 40 years I think almost to the day wasn't able to solve. And so you know

166in addition to honoring their growth and the progress my question is also just around you know, when we when we helicopter up and think about is closure in the best interest of students and the community as a whole, there are a few reasons why I answer no. One is the growth and and and the academics. But the second is just the logistics of closure this late in the year. And so you know, I know that the board has had conversations after closure closing Crete and then a lot of those students ending up at learning by design and then as closing that school and so those students being you know, high need population being disrupted yet again. I'll say you know, my all my colleagues made the point around having LACO oversee one of our schools.

167We already are going to see that with Gabriella and others and I think you know, to the extent that we can manage the schools on our campuses, that's in our best interest. But I'm also just curious like if LACO doesn't approve, we have a thousand kids in lock. I'm a high need population. So like what is our plan? It's March between now and August to get those a thousand students a high quality education if the school were to close and doesn't succeed on appeal. Thank you for that question. I'll address it after the first part. Since board member uh um interjected the verified data piece. Again, I'll then briefly address that notwithstanding our practice at the time at this time, um given that it's it's no longer in the law, and certainly that could be

168a future discussion. So, the charter schools submitted uh different instruments from reading inventory, NWEA, CASP analysis, post-secondary data, and yes, CORE. And I will note uh with CORE data, uh if I recall correctly from the state board, it cannot be used to undermine CASP. Um now, in short, in looking at all of those, if we were to apply the prior uh what was in the law in terms of guidance for verified data, reading inventory uh did not meet A, there were uh participation rate issues in two of the three years. 80% and was one It's supposed to be 95% and another one uh 91.4%. One year had 95.2%. So, that did not would not have met that criteria, inconsistent assessment of all schools that we've how we've looked at it. Um NWEA for 2024-2025, 63.5

169participation rate didn't wouldn't pass. Then CASP, we've already gone through that, lower in 2022-2023. >> Sorry to interrupt, but when you say earlier that CORE or you can't undermine CASP, doesn't CORE look at CASP as one of the metrics? Well, it's not a First, it's not an identified on the official list of verified data, first of all. The state made a parenthetical statement basically, if if an authorizer and the charter school basically if they can come to some agreement, then you could utilize CORE. In the fall, when it was applicable for middle performing schools, for example, there was an agreement um that was placed before a charter school that wanted to use core. I think Green Dot was among them. And and they signed that and they they met those criteria to provide all of

170the data that it was necessary including all of the other verified data for the school. It wasn't just picking and choosing one, it was everything. Since that's no longer in play, we do not have that instrument, but I'm giving you a sense of of how we looked at that data given what they submitted. So that's I'm just pulling from from what the state has said at Reedy v. Core from my recollection, okay? And so post secondary because you need to have enrollment, persistence, and completion rates. And those did not meet either in 22-23, 23-24, 24-25 and then um Core because it cannot undermine CASP there is that that's a key reason there. So in short board members because the question has come up regarding the verified data you know, hypothetically that that would not have

171changed our recommendation given what I just mentioned. With all due respect for some of the the the improvements that we've discussed I understand that Jose and I'll just say that that's helpful to some extent. The other thing is just because this board had debated Core as a growth metric for LA Unified before some of my colleagues were here, I thought you know, even if it's not you're talking about the relevance in your analysis as our standard is best interest of students. I'm trying to say that there are in my analysis there's the kind of the the challenge with closing I'm going to get to that right now. there's also just the honoring that academic success and it's just even if it's not in CSD's analysis kind of in my broader analysis as a board member

172looking at that Core data the way that we were going to for our own schools until the state was going to come up with their metric right. is is relevant. Honorable board members, I want to reiterate we understand your your discretion as a board to look at the best interest analysis as council has shared. Um so, I I want to underscore that. Secondly, Mr. Mulholland, thank you for asking the practical question. Certainly, that weighs uh on our minds and we've had discussions internally including with our acting superintendent. Respectfully, uh and I want to be transparent to our Green Dot colleagues. Uh should the board take action today to approve staff's recommendation, we will necessarily have to do a parallel track planning with Green Dot's cooperation respectfully to prepare for students in the eventuality that the

173district not closing the school would operate the school. This is different than another uh situation with the charter school maybe on an independent site or not a conversion that we will help place them and help families find uh public school options in the in the district should they wish. Uh under the the direction of acting superintendent Chan, should that occur, um then the district will begin that parallel process uh track uh to prepare to serve all students under uh his direction but also ETO leadership uh who is aware, region south, etc. We discuss this respectfully because we must plan uh in the eventuality uh certainly in the board's decision-making. Because LACO, if if the board were to act today to deny the charter, the charter school will have within the first 30 days to submit

174its appeal should it choose and we understand that you know, from their communications that that they would. Um and then they have the 60-90 days uh pursuant to law. And and then that would take us to June. There's no way we can responsibly begin a planning process at that time. And so, we will necessarily have to engage in those conversations with the appropriate respect but also uh stewardship in service to students and families. And so that's from direct conversations with our acting superintendent. So just so just to clarify some I mean if the if the board accepts staff recommendation to deny and then we think LACO would appeal or LACO would approve, then we have a LACO approved charter school on our on our property or on one of our you know as one of

175our resident schools, which I don't think is in the district's best interest. But if LACO denies, then you're saying that given the timeline and the way we would need to serve these thousand students that we would work with Green Dot to kind of keep they would keep running the school. One one note on on the the latter point. Respectfully we're saying if the board would act today to not renew the charter or approve staff's recommendation and respecting Green Dot's due process to to appeal to LACO, but in in being preparatory in in the eventuality that we needed to serve those students the students that we wouldn't we would need to start a parallel planning process that will necessarily have to engage appropriate levels of communication with Green Dot leadership and Locke school personnel as appropriate

176to have a planning process. I've also been we've also been advised by council that there's a CDS code process with the state. So we'd have to we've already discussed some of those alternatives, but we'd have to then have those in in more earnest conversations depending on the board's decision today. Again, respectfully, but we have to think about those given the the timing of the submission of the renewal and the decisions. Well, and and I just bring it up and then I'll I'll turn it back to Mr. Smelson. I just think you know, we have the responsibility for the well interest of students at um you know, at all the schools in our our jurisdiction and in the last few months we've we've closed the school and then had those kids go to another school that

177we closed and so had those kids now without a school. We then voted to close the school that then got approved by LACO that will then be on our property. And now we're thinking of potentially closing a school that then would um would then come August, 1,000 kids would have no place to go and we would be on parallel tracks, whatever that means, you know, to figure out how to how to serve those kids. So, that's why when the board has discretion, as we do, to act in the best, you know, to see if closure is in the best interest of those students, you know, I think given the experience of the last few months and also just thinking through the fall that I can't say in in with good conscience that closure is in

178the best interest of those students when I have no clarity about where they would go in August. And what [applause] about some of our high school students? Um thank you both for Mr. Chay. your questions. I just wanted to maybe offer a bit of clarification around what Mr. Cole Gutierrez uh referenced. So, again, if the board were to accept staff's recommendation and therefore uh a denial were in place, what would happen essentially is that our team, primarily our Education Transformation Office, ETO, led by Dr. Whitman, would immediately begin working with Green Dot, with Locke leadership, acknowledging that of course at the same time they're going to go through their appeal process there to CDE and so on. But we don't want to put the school in a position where should CDE, or excuse me, LACO,

179should LACO also deny, then all of a sudden we're here in June and we don't have a governance for the next school year. So, again, that's the parallel track that he's referring to. Lock and Green Dot, of course, would have every right in the world to pursue every avenue available to them, but just in being good stewards, we would want to make sure we have a process in place should the school come back under LAUSD. Ms. Ganas. Yes, I just wanted to ask a follow-up question on that um because I know that the facility is a district facility, but the employees are not LAUSD employees. So, it just I think for most students like when you think of your school, you're thinking of your teacher, your counselor, your principal. What would happen to the staff

180at the school? Yeah. I think that those are That's a a very important topic, certainly in the consideration. I wouldn't want to get ahead of that in terms of any assumptions. Those would be have to be part of the discussions in terms of planning. Um it's it's a very delicate issue, and so I want to be mindful of that. However, in that preparation process, there would have to be conversations. And and respectfully, I would like to leave it at that given um the the the employee-employer nature of that question. Uh understood. I think to whatever I think these are like that's the real impact of whatever decision we make today. So, I think it's really important that we provide as much transparency as possible what what the real considerations are that the board is weighing

181at this time. So, if at any point during this discussion there is something we can share, I think that would be helpful. Arla. Um can you speak to their financial um state right now? I saw that there was um I don't know if it was a loan or grant, I believe, from Green Dot. Can you speak to Sure, let's go go to the page here. This part of the materials, there's a financial section. Uh So So, first it's it's important to note in the materials that the school did have a benchmark in the prior term and as noted, uh they have met uh the fiscal benchmarks. So, that's important to note, okay? Uh secondly, as noted in the table, they had some net net losses as noted. A lot of that based on the information

182our team has gathered from their materials is due to some, you know, lower enrollment or ADA loss. They also indicate um fires, protests, ice-related activities. Um it's as well as some planned deficits because of the ESSER funds sunsetting. Um having said all of that, uh board member Griego and and their declining enrollment the organization including all of its related parties, this is Green Dot has over $107 million in net assets based on the year ending June 30, 2025. And then excluding uh the related parties and charter schools, $21 million. Uh so at this time um you know, our team shares effort transparency, but there's not a a fiscal concern in terms of the overall ability to operate. All right. Thank you. >> Thank you. Anyone else? Go ahead. Tanya? I I just really appreciate the

183question of like what would happen in the worst-case scenarios I would see it. Um I don't think, you know, LACO is going to um deny if it ends up going to that level. And so I do think that Locke would continue to operate with the trusting adults who have been there. But I'd actually love to invite up the school because this is a really high-need community and we can't just show up in August and say, "Hello, here's your whole new team." So I'd love to hear, you know, how you all approached it in the beginning, how you've like built trust over the years, and if you'd like to remark, you know, what you would anticipate being different for the community should Green Dot lose operations of Locke. Sure, thank you. Um I'll start by saying

184in 2007 when the board voted, I believe it was in September, to hand the school over to Locke, there was an entire year that passed before we took over operation. We immediately set up offices on campus to meet with students, to meet with families, to meet with community members, and spent a year trying to understand the deep needs and desires of that population. And how do you honor the rich history at Locke while at the same time bringing in improvements that everybody was looking for. Anybody who's an educator knows education is very relationship-driven. It's very much built on trust and time together. You cannot accomplish that just by turning the lights off and putting new adults on campus. All the adults on Locke's campus are Green Dot employees. They would no longer work there at

185this point. Sure, if the district decide to hire some folks, that would be the district's prerogative. But the leaders leadership stability and the systems we have put in place are 17 years in the making. Um and I want to bring back to to really what's before the board, which is have we made sufficient progress? And is it in the best interest of students to keep the school open under Green Dot leadership? And with that I just want to say I made an error on the core data. The core ELA data was in fact in the 73rd percentile in growth and math was in the 86th percentile in growth. I misspoke. Thank you. Thanks. And perhaps my last question is for um Devora, if you would be willing. Our our general counsel, you know, you know,

186Christina The has just offered what I see as the questions before us, but I just want to confirm for this board I see the questions before us to be two factors. Has the school failed to meet sufficient progress? And is it in the best interest to close the school? And if we can say yes to both of those, then we may deny. That's how I understand it. If we say no to one or the other, then we may not deny. And if Devora, you can share from the legal perspective, what is the the standard from the Ed Code, not just from our district policy? Those three factors would need to be made. So the board would need to make a determination based on three factors. So if the board determines that it is not in

187the best interest of the pupils to deny, then that's a finding that the board can make. And um the charter school would then There needs to be a motion to approve. And what's been said on this concept of best interest either here or at other districts? Is it really clear on what best interest is? There's no statutory definition of best interest in the context of charter renewal or even in the Charter Schools Act. What we have is the policy, which states what it states regarding resident comparison data. It also does not limit it to that. So, the board can take consider the full oversight record of the charter school in making a best interest determination. I appreciate that and again, I would just, you know, turn it back to my colleagues to consider that that

188really is what's weighing on us today is what's in the best interest of pupils. And again, I would offer the motion. I don't know where we are in terms of being ready to vote, but I think it's in the best interest to keep Locke operated by Green Dot and I would ask my colleagues to join with me to preserve the stability that the school so desperately deserves. >> [applause] >> Go ahead, Kelly. Thank you. I I I appreciate Ms. Ortiz's frank and statement and and also I think the school has presented a lot of compelling information as well as the testimonials. I will just note I do have a little bit of a continued concern on the graduation rate and the CCI front. For me, the most important thing is when we are that we

189graduate our high school students. That's what we want for all of our kids and that they are graduating college and career ready and I note that there's been progress on the CCI indicator, but that they're still significantly lower than the state when it comes to students that are prepared who who are marked prepared when it comes to the CCI indicator upon graduation. So, Ms. Ortiz Franklin, I wonder if if you'd consider a benchmark or or two perhaps um while I I agree on the stability um and the need to maintain that for a really high-need school community, I also want to ensure that we're seeing those progress improvements um especially on those really important metrics for for the future of kids at Locke. Um so I wonder whether you would entertain uh a bench well

190a a benchmark each one on the college and career indicator um requ- and then also on the graduation rate requesting an an improvement in terms of the graduation rate over the charter term and then um annual increases in the in the CCI indicator on the state dashboard. I mean, I think the school would be working towards those things anyways. Um and so to the extent, you know, we could be updated on those throughout the course of the charter term, that that makes sense to me. And I agree, you know, we want to see the continued growth. Um and so to the extent you know, we we can be supportive of that. Um I think it would be fine for me for either or both. Um and I don't know how CSD determines I think there's

191maybe a set of principles that you all use traditionally. And so how, you know, if the board brings a benchmark, we just tell you and then you add it in or how it works. >> [laughter] >> I think that going back from history, I think A, there's there were two things I would say. It's either A, we monitor and oversight provide the board updates, which is what I just heard from you, board member Ortiz Franklin. Uh which is in some ways a benchmark, but it's more of an oversight reporting. We've had that. If there is going to be a benchmark, I think we need the language that the board would want so that the team uh if the the board agrees, then the team would monitor it uh as closely as possible. Um so I

192heard Ms. Gomez's language just briefly around uh increases year-to-year of four-year cohort graduation rate and CCI. But again, I'm just responding in the moment. So it depends on which way the board wishes to go. Uh Uh, if it wants to consider a benchmarks or just monitoring a report back reports back. Okay. Yeah, I mean I think um yes, obviously, you know, the state dashboard is public and I think every school is wanting to get as many greens and blues across the board as as they can. Um so I think the the monitoring and and oversight as long as the board can get regular report backs cuz I really do, you know, we don't want to wait 5 years and and to not see progress in that area. So if if there could be annual reports

193that CSD provides to the board, that would be helpful. That's the will of the board. Yeah, sure. Go ahead, Carl. >> With follow-up about that though, if they do get a 5-year approval and we're doing this monitoring and we continue to see that there is no progress toward the goals, we still have to wait for 5 years. Two things. First, for middle-performing charter school, per the law, it's either non-renewal 0 years or 5 years. So there's no in-between there. Secondly, um the board certainly could consider there are revocation provisions in the law, but they're pretty higher standards. They're pretty high standards. So, you know, meeting not meeting that could potentially meet one of those standards. I won't get into the details at the moment, but that would be the option should it get to a

194point after a due process of notices, etc. So, it could happen, but it might be the next renewal. What else? Oh, Bill. Go ahead. Go ahead. >> I just wanted to provide uh the I phoned a friend and um yeah, so so so they this is regarding the question around stability and non-stability rate. Sorry for not having that handy right away. Um it's it's pretty it's pretty straightforward. The stability rate is the percentage of students at the school who are there for an entire school year. So, in a given in a given school year, what percentage of its overall student body were there at the beginning, you know, throughout through and through and not in counting not accounting for people coming and going. And so again at Locke we do see a lower stability rate

195and a higher non-stability rate than the than the district and the comparison schools. Thanks. Anyone else? Clean. >> [clears throat] >> Okay, so just for clarity on the monitoring aspect that you is that a friendly amendment you're making or or is there just an understanding with I mean if we I'm happy to make a friendly amendment for enhanced monitoring and oversight related to high school graduation rate and the college and career indicator with annual reports to be provided to the board once those data are finalized and released by the state. Is that clear? That's clear. Do Do you accept that? >> Oh, yes. Accepted. That's my That's what my querying look is all about. Uh okay, so right now so everyone's on the same page uh the board is going to take a vote on

196amending the motion as just fully and robustly discussed. Everybody clear on that? Okay. Um I'm going to call the roll Miss Nubel. Uh Miss Rivas. No. Uh Mr. Melvoin. Yes. Uh Miss Griego. No. Uh Miss Ortiz Franklin. Yes. Uh Miss Gonas. Yes. Uh Board President Schmelson. No. So we have uh six votes. That's one, two, three no's. One, two, three yes's. Um we just need uh Miss Nubel. Can you hear me Miss Nubel? If I could just beg your indulgence I'm going to see if she's eating lunch and if so >> As you're walking in Miss Newbill, we are taking a vote on the amendment to tab 24 to approve. No. I'm sorry, your vote is no. Okay, so that's 1 2 3 4 votes uh to uh three votes yeses. So, the amendment does

197not pass. Now, the board votes on the underlying motion for denial. Everybody understand? Okay. Uh does the board wish to discuss the denial further? Okay. Uh Miss Newbill. Yes. Dr. Rivas. Yes. Mr. Melvoin. No. Ms. Griego. Yes. Ms. Cones. >> No. Ms. Ortiz Franklin. >> No. Uh Board President Schmerelson. Yes. And advisory vote of student board member Yang. Abstain. All right, so that's 1 2 3 4 yes votes to approve the denial and three no votes, so the denial passes. Okay. The next item we will move to the times certain. Uh my deep apologies for how we've gotten to it. I cannot give you your time back, uh, but we will we will get now to tab 29, uh, Ms. Gonaz. Yes, I'd love to move the resolution, please. Can I may have a second

198to tab 29 while folks are shuffling out? Second. Thank you very much. Mr. McClain, are there, uh, public comment speakers online? There there are. Uh, can I also get the Is everyone okay if we do the rule 72 motion concurrently? I am okay with it. I move it with the board rule 72 waiver. >> All right. And also a second from Dr. Rivas. Thank you. Uh, well, before, uh, we hear, uh, public comment speakers, I we have a special speaker and I uh, just wanted to, you know, say that I'm proud to introduce this resolution yet again honoring the life and legacy of Cesar E. Chavez, whose fight for dignity, labor rights, and justice for our communities continues to inspire so many of our students and families. His work reminds us of the power of

199community service and standing up for what's right. Um, these are messages that are especially important, um, given what we are seeing today, the attacks on our immigrant families and our youth, um, and community members speaking up, standing up, and supporting and keeping their community members safe. This is also an opportunity to invite our LAUSD community to join our local events celebrating his legacy, including the Cesar Chavez March for Justice in Pacoima on Sunday, March 22nd, and the Chavez Family Day at LA Plaza de Cultura y Artes. Um, in this political moment, the need for collective action in the fight for civil rights and justice is fundamentally important. Um, and with that, I'd love to take a moment to introduce Mr. Alex Tadesa, um, a pioneering teacher and community leader in in the Northeast San Fernando

200Valley, um, who has inspired um, many movements for justice in our community and has been waiting here for a while. So, I hope we can we can hear from Mr. Resa now. Okay. Well, thank you very much board member Gonez and thank you to the board. Uh being a public official it requires a lot of dedication and putting in extra time. I I would tell my students that we should appreciate anyone who decides to go into public service. You give up a lot and you don't get rich. So, thank you all of you. Um yes, I taught at San Fernando High School for 34 years and um in 1987 Cesar Chavez came and spoke to our students and um it was a help of one of my colleagues who was right here. >> [laughter] >>

201This is Julie Padilla. And uh she was on staff when Cesar Chavez came to our school and with her help and she did a lot of the work but >> [laughter] >> you did a lot of the work, Julie. We had a very nice event with community people, students and then we named the auditorium in honor of Cesar Chavez. So, I'd like to acknowledge the good work of my partner Julie Padilla who happens to be Senator Alex Padilla's sister. Uh I I'd like to thank um uh board member Gonez for bringing up the resolution and also Maria cuz I think she did a lot of the work putting the Please express my appreciation to her. But uh I'd like to say thank you to uh member Gonis because she went above and beyond just the

202board resolution. For several years, she has come to our march. And this last year, she came with her daughter. And you marched. Thank you. >> [laughter] >> And um uh the resolution honors Cesar's legacy. To me, that's a very important word. So, I'd like to say a few things about the way I see that word in relation to Cesar. And one of the things that comes immediately to my mind is that in many ways he was a genius. Now, he only went to eighth grade. And for elementary, because his family were migrants, he went to like 30 elementary schools. But he was a self-learner. If you ever go to where he's buried and you go to his office, you will see books on Gandhi, on management principles, on history of women's rights. And so, the

203education system didn't do justice to him. But he learned a lot. A self-learner. And one of his legacies is that every human being, regardless of their station in life, deserves to be treated with dignity and justice. And over the years, we have done better. But we're not where we should be or could be. And if Cesar were alive today, he'd be concerned uh about a lot of what's going on in our communities. You mentioned that a lot of our families are afraid to come out of their homes because they think that they might run into a confrontation with ICE. And these are good, hard-working people. They pay taxes. They're a valuable part of our community. And I think it's an injustice to those families. And getting back to Cesar's legacy, every human being on the

204face of this earth deserves to be treated with dignity and justice. That means a living wage. That means health benefits. That means retirement with a decent life, not scraping by where some people do by looking in a What do they trash container for food. To me, that is a scandal for our country. Now, beyond that, part of his legacy is that um Well, it's in simple phrase, ordinary people can do extraordinary things. I think he was a living example of that. He In many ways, he was a genius. And yet he had very formal education. And then, he managed I think one of the qualities of a of a leader is to bring out the best in the people he or she works with. And that is something that I think Cesar did beautifully. Uh

205I mentioned Senator Padilla. He credits Cesar as being an inspiration for him to get into public service. Barack Obama made a comment that one of the reasons he came a and used the word a community organizer is because he knew that doing was the things that Cesar Chavez as a community organizer, he could do those things. and he credited it Cesar for being a role model. And of course we know that when he ran to the presidency, do you remember what his motto was? Barack Obama. Yes, we can. And do you know where that came from? Si se puede. It's a true actually a combination of Cesar and Dolores. Actually, Dolores is the one who originally coined that phrase. Viva Las Mujeres. And so all of those thoughts come to my mind uh about Cesar's

206legacy. And on a wider scale uh I think that um we need to pay more attention as I said. Uh when I started teaching um that was a long time ago. >> [laughter] >> 1968. Several of you weren't born then. And but related to that, you know, one of his most visible achievements was a great boycott. Now, maybe with the exception of Mr. Smurlson. >> [laughter] >> Well, was there was there a time where you would not eat grapes? Of course. But I'm not sure about your younger colleagues because you know, that was in the '70s. But thank you for that. There you go. Si se puede. And thank you Dolores Huerta. Um but some of the issues that maybe touch tangentially to Cesar's legacy. One of them has bothered me a lot lately and

207that is child poverty uh rate. To me that is atrocious. Countries around the Well, the developed countries around the world, they have considerably lower Italian poverty rate than we do. Canada, Germany, Denmark is way down the scale of children in poverty rate. And here we are the richest country in the history of the world, and then California is the fourth ranking economic power in the world. That is astounding. And part of that wealth has been created by farm workers and other laboring people. And what has happened in recent decades is that the wealth that these hardworking people have generated has gone to a small sliver at the very top of the economic scales. These The working class of this country has been key to the prosperity, and they deserve a fair share of the wealth

208that they helped create. And to me, to have our country, with all the wealth that we have, and have millions of children living in poverty, that to me is unacceptable. And I'm going to make that point to my former student, Senator Padilla. And I think that the Democratic Party should commit that within the next 10 years, the poverty rate in the United States will be cut in half. And I think it's doable. And some people tell me, "Oh, that'll cost a lot of money." Yes, it will. Well, how about all the billions that are going to ICE? How about all the billions we're spending over there, overseas, in the war? We can afford it. Do you agree? >> [laughter] >> Thank you very much. You've had a long day. But thank you for the opportunity.

209And once again, thank you, Kat. Thank you. Thank you so much, Mr. Ressa. >> [applause] >> Alex Ressa, 2028, maybe. >> [laughter] >> Um I Now you can see why he inspired generations of community leaders um and and folks who've gone on to amazing careers in giving back to our community in the Northeast San Fernando Valley. I know we have a couple speakers online, but I did want to see if Dr. Rivas, who um so generously co-sponsored this resolution, if you'd like to speak as well. Yes, thank you, Ms. Gonez. Uh I'm honored to be joining uh board member Gonez in bringing forth uh once again of co-sponsoring and bringing forth this resolution. This is a very important resolution, as you heard just now from our speaker, as to the legacy and the inspiration that

210uh Cesar E. Chavez has um given his legacy to our country and the world. He stood for dignity, justice, and the fundamental belief that workers who feed this country deserve respect, fair treatment, and a voice. Throughout the leadership of the United Farm Workers and the power of nonviolent organizing, he helped transform the labor movement and awaken the conscience of a nation. His message, um along with Dolores Huerta of Si Se Puede, reminds us that real change happens when ordinary people come together to demand fairness and opportunity for their communities. For many of our students and their families in Los Angeles, his story is not just history. It is part of their lived experience and their heritage. Honoring Cesar E. Chavez in our schools is about more than remembrance. It's about teaching the values of service,

211collective action, and standing up for justice, for what is right. I am proud to be co-sponsoring this resolution and to recognize a leader whose legacy continues to inspire generations and generations to come. Thank you so much. Well said. Um and now I'd love to hear from public comment speakers if you All right. Let's see. We'll read the names out loud of the folks who signed up to speaking remotely. If you're not online now and you're in the room, please let us know. The first caller is Jorge Bocche. Jorge B. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Jorge B. Hello, can you guys hear me? Yeah, we sure can. Please go ahead. Hi y'all. My name is Jorge Bocche and um I am a teacher at

212Maclay Middle School. I'm UTLA Chapter Chair. I am also a member of the Cesar Chavez Commemorative Committee as well as an Aztec dancer for Kalpulli Tlaltiltepec As we know, the Cesar Chavez March for Justice aligns with the spirit of California Senate Bill 984 which establishes the Cesar Chavez Day as a state holiday and emphasizes the importance of educating our youth about his legacy. We also know that this event continues to provide an excellent opportunity for our students to learn about Cesar Chavez's legacy, Dolores Huerta, and to have our students engage in civic participation by celebrating our community's cultural and social diversity. I am asking as part of the resolution that our school board and acting superintendent to actively encourage our principals administration to promote the Cesar Chavez March within their schools. Last year though, the

213board the board passed the same resolution. There were some concerns about principals or administration discouraging the March or restricting the display of related posters and flyers at a time when our local Chicano Latino communities are facing increased harassment and uncertainty. Our schools should serve as a sanctuary of support and cultural pride, not a place where civic engagement is silenced. Cesar Chavez's legacy is a vital part of our history and a powerful example of non-violent advocacy for human dignity. By supporting this march, the district sends a clear message that it stands with the Chicano Latino students and families. I ask that you direct leadership to to embrace this event as an educational and community building opportunity, rather than treating it as something to be sidelined. Let's show our students that their voices and their heritage matter.

214I truly appreciate you for your time. Thank you so much. Thank you for your time. All right. Ruben Rodriguez, I see you're signed up to speak remotely. I do not have you online in front of me. Are you in the room? Ruben R. And Sandy Logan, are you in the room? You're signed up to speak remotely, but I do not have you online in front of me. Sandy Logan? No. Okay. That concludes the public comment on tab 29. No, Scott was not here. Okay. [laughter] So, any other comments from our board members that would like to make any comments on this before we move on to a vote. Waiver? So, Mr. McLean, if you want to call the roll call. All right. Calling roll on tab 29 concurrent with the rule 72 waiver, Ms. Newbill.

215Yes. Dr. Rivas. Yes. Mr. Melvoin. Yes. Ms. Griego. Yes. Ms. Gones. Yes. Ms. Ortiz Franklin. And board president Schmarason. >> Yes. That's a yes from board President Schmrozin and Student Board Member Yang. Yes. Okay, passes. Okay, uh moving right on to the next time certain. Um tab 26. So, can we have somebody move and second before we may Move it. Kelly seconds. Okay, very well. Um okay, so I'll make some comments um before we move on to our speakers who have been very patiently waiting. So, I thank you for for waiting um as we progress through our board meeting. Um so, colleagues and uh the public the San Jose Unified serves as one of the most diverse student populations in the country. That goes without question. Our schools welcome immigrant families, newcomer students, and many

216mixed status households who rely on our campuses not only for education, but for stability and trust. When fear spreads in our community in a community, schools feel the effects right away. We see it in attendance, in family engagement, and in the emotional well-being of our students. Families watch the news. They see immigration raids unfolding across cities, and they wonder whether the institutions around them are standing with them or looking the other way. As a board, we have already taken steps to affirm that our schools should be safe and welcoming spaces. This resolution brings on those commitments by ensuring that the district's economic relationships reflect the same values. At a time when communities are asking difficult questions about which corporations are supporting immigration enforcement infrastructure, it is important that public institutions like ours are thoughtful about

217how public dollars are being used, where our public dollars dollars are going. The proposal rests this proposal rests on three simple pillars, transparency, responsible stewardship, and public accountability. First, on transparency. The resolution empowers the district to ask vendors to disclose certain external activities related to immigration enforcement so that the district can review that information as part of responsible contract oversight, similar to other disclosures already required in public procurement. In government contracting, vendors are often asked to disclose information about things like conflict of interest, lobbying activities, campaign contributions, labor practices, or prior contract violations. This resolution follows that same principle. It simply ensures that the district has the information it needs to understand whether vendor activities may raise concerns about student trust and civil rights. For example, recent reports have highlighted moments that raise serious concern

218in immigrant communities, from immigration operation staging vehicles in the parking lots of Dodger Stadium to companies like Spotify running recruitment advertisements connected to federal enforcement agencies to technology vendors such as Dell providing systems and support used in immigration enforcement infrastructure. This resolution ensures that the district has the information needed to understand those kinds of relationships when evaluating vendors. Second, responsible stewardship of public resources. This resolution does not ban vendors or disrupt essential services. Instead, it directs the super the acting superintendent to establish a review framework so the district can evaluate vendor disclosures in a careful and practical way. That framework prioritizes transparency, mitigation, and reasonable alternatives where they are feasible and cost-effective. And any action the district may consider would rely on tools that already exist in public contracting, such as contract amendments, mitigation measures,

219or decisions about future renewals. In other words, this resolution strengthens oversight without changing the fundamental value rules of procurement. It simply reinforces the principle that public dollars should be used in ways that build trust with the communities our schools serve. Third, accountability to the public. This resolution also increases transparency by directing the district to provide a report on the vendor review framework and to begin developing a public-facing database in district contracts. Families, educators, and taxpayers deserve to understand how public funds are spent and how those decisions align with the district's mission. Transparency strengthens public confidence that the district's purchasing decisions align with our commitment to student safety and dignity. In the end of the day, our responsibility as a board is to ensure that our policies support student safety, family trust, and the integrity of

220public institutions. This resolution, that by bringing greater transparency and accountability to our purchasing practices, while remaining consistent with existing procurement law and the district's operational needs. I respectfully ask for your support. I want to uh thank my fellow board members who have joined as co-sponsors of this resolution. Their support reflects a shared understanding that our responsibility extends beyond the classrooms to the broader systems that shape trust in our public institutions. At this time, before I transition to speakers, I would like to invite my fellow board member co-sponsors who wish to offer any remarks. Go ahead, Scott. So, when LAUSD selects vendors and third-party contractors, it is with the intention that they serve our entire LAUSD community. However, there are growing concerns that may impact the safety of our students, our staff, and our families. When

221these contracts were signed, it was not the intention that they disclose information to the federal government for the purposes of harassment or surveillance. But now, many private companies are willing to disclose information about their users and their customers. And that means the government, without a warrant or lawsuit, simply ask companies to disclose information to the federal government, and they obey. This is a violation of the trust that we have put in these vendors. Although many vendors claim on their websites that they do not share customer information unless legally obligated to do so, many news organizations have uncovered that this is not true. When a contract is agreed upon between both parties, we expect each party to uphold it, not alter the terms of the service every time we have an election. With the passing of

222this resolution, we would like to explore options more rigorously. Best value contracts cannot simply apply to cost and efficiency, but also the safety and to privacy. The other portion of this resolution also enhances the district's commitment to transparency. When I first became board president, I initially called for a detailed analysis of LAUSD contracts for the benefit of this board, but it never materialized. Other members of the board have also requested that this district be more transparent about current contracts, but we have yet to see concrete results. And that is why I'm supporting this resolution so the district staff can provide a master list of LAUSD contracts with third-party vendors, MOUs, and any other information to the board within 180 days. By the fall 2026 semester, all contracts must be accessible through a public-facing database available

223online to the greatest extent possible. Many of our constituents have called on us to release this information, and this resolution seeks to change that. And I hope this can help this district show that we want to be transparent with the public and further establish trust. And thank you to Dr. Rocío Rivas for developing this resolution. Thank you, Rocío. Thank you so much, Dr. Rivas. I'm really grateful that you've presented this resolution, and it's the kind of bold and brave action I think that public entities should be taking to ensure that when we say we stand with our immigrant families and that we are sanctuary district, it is not just words, but truly actions. I'm proud to co-sponsor this resolution to ensure that the way our district spends public dollars aligns with our values of student

224safety, dignity, and inclusion. Our district is proud to serve students from immigrant communities across Los Angeles, including in my district in the Northeast San Fernando Valley. And our responsibility is not only to educate our students, but to ensure that our policies, partnerships, and procurement practices build trust with the communities that we serve and uphold human rights. This resolution strengthens transparency and accountability around district vendor relationships and ensures our purchasing power is aligned with our mission to support students and families. I'm so proud of the work that so many of our educators are already doing to support our immigrant families and that our communities are lifting up their voices against the atrocities being committed by ICE and CPB. Um, but the reality is that large corporations are making money off of the terror that ICE and

225federal agents are inflicting upon our communities and it is incumbent on us as a public institution to leverage our purchasing power to the extent possible and allowable to ensure that we are not further contributing to these horrific practices that are terrorizing our students and families. So, I hope the whole board will support this resolution and thanks for the opportunity to co-sponsor. Thank you. Um, so this resolution also reflects the work of many partners who share commitment to transparency, accountability, and ensuring that public institutions live up to the trust placed on them by the communities we serve. We are grateful to be joined by California State Senator Susan Renee Perez, who represents the 25th Senate District and currently serves as the chair of the Senate Education Committee. Senator Perez is a San Gabriel Valley native and

226former mayor of Alhambra, where she made history as a one of the youngest Latina mayors in the region. She has built a career focused on expanding educational opportunity, strengthening civic engagement, and protecting vulnerable communities. Since joining the State Senate, Senator Perez has advanced legislation to support students, protect immigrant communities, and strengthen accountability for corporations that exploit workers and consumers. Senator Perez, thank you for joining us today and for your continued partnership in supporting students and families across the region. The floor is yours. Thank you. Thank you so much, Dr. Rivas. It is an honor to be here with you all today and to be able to speak to you all as a Los Angeles Unified School District. You are one of the largest you are the largest district in the state of California and Dr.

227Rivas, I just want to recognize your tremendous leadership and introducing this critical resolution and how much leadership you're showing for so many other school districts all across the state. Because this is absolutely the kind of work, the kind of legislation that we need to be implementing locally within our school districts. Now, I want to recognize that we are in a rare moment in history. We have watched the federal government weaponize systems, weaponize data that all of us depend and utilize to harm individuals across California, whether undocumented citizens or American citizens. They've used this data to target families, to target children and we must recognize that. Now, my office has been very unapologetic in calling out what the federal administration has been doing. We introduced legislation just last year, SB 805, the No Vigilantes Act, that

228would require that ICE agents wear name identification so we are identifying who these people are when they are violating constitutional rights. We recently introduced legislation this year that would require that university administrators, college administrators and school administrators are warning professors, teachers, faculty, staff, students if the federal government is requesting information, personal information about these individuals. Because we know that this is what we're seeing happen at school campuses all across the country. And we have seen recently in the news that the federal administration has subpoenaed social media companies such as Reddit, Twitter, Instagram, requesting information of those that they consider to be anti-ICE. And so we must be very honest about what is happening here. Data is being weaponized to target individuals, and we've seen that this federal administration is willing to go after and target

229our students as well. Just this past week, a young child who is deaf was detained and placed into a detention center and then deported. This is utterly horrific and unacceptable. And we must be vocal at every moment in calling this out. And so what you are doing here in creating a process so that you all can utilize what you already have, the best value procurement methods, something that has been celebrated up here in the legislature as a gold standard, utilizing that to judge whether or not these vendors are disclosing whether they have external contracts, contributions, or partnerships with DHS, ICE detention centers, or other relevant entities to determine whether or not you should be hiring these vendors. And that is fear. You as a local agency have the ability to do this. And I want

230to make very clear as the chair of the Senate Education Committee and as the chair of the budget subcommittee on education, it is my priority to make sure that I am defending our school districts so that you all have the right to defend students on your campus, to defend families on your campus. Because that is what we must do in this moment as the state of California. And so again, [snorts] Dr. Rivas, I just want to say thank you so much for all of your tremendous leadership in introducing this critical policy. I'm hoping that other school districts across the state will follow because this is the kind of pressure that we need to create and we need to send a very clear message to vendors as well that if you want to partner with the

231federal government that our institutions that are public agencies will not be selecting you and will not be hiring you because we have to take into consideration what is best for the safety of families and students at our local school districts. Thank you all so much. Thank you. Thank you very much Senator Betis for taking the time. I know you're also very busy and we also look up to your leadership as well in Sacramento. So thank you for taking the time. Appreciate it. So now we are honored for our next speaker. We are honored to hear from Sharzad Habibi, research and policy director at In the Public Interest. In the Public Interest is a national research and policy organization that works to ensure that public resources are used to advance the public good through transparency, accountability,

232and responsible public contracting. Shar brings deep expertise in public policy and economics to this work. She holds both a Master's of Public Affairs and an MBA from the University of Texas at Austin and her research has helped from informed national conversations about how governments can strengthen oversight and ensure that public dollars are aligned with community values. Shar, thank you for so much for joining us today. Thank you so much Dr. Rivas for the opportunity to share my thoughts on this, you know, resolution. And I also want to thank board members Shamire Lason and Gonas for their support of this resolution. Um my name is Shar Habibi and I'm the research and policy director of In the Public Interest and we study responsible contracting. And in 2024, my organization published a study called Harnessing the Power

233of Procurement, which explored how procurement can and should be used as a tool to advance the public good and address community needs. This This resolution seeks to do just that for LAUSD. Governments around the country spend trillions of dollars on contracts with private vendors. Public money should work for the public. The ability of LAUSD to educate its diverse population of students in a safe and trusted environment is key to student attendance, learning, and success. How the district spends public dollars should further these values, not undermine them. By requiring vendors to disclose their ties to immigration detention, enforcement, or related surveillance practices, the district would be better able to align its public spending with the important value of ensuring a safe and trusted learning environment. Um these types of vendor disclosures are not new. Uh a

234number of states and local governments already require vendor disclosure of information related to things like labor, environmental, tax, and civil rights laws. These types of disclosure laws give public entities the information they need to understand the track record of vendors and make procurement decisions that support, not threaten, a community's interests and well-being. Public education dollars should be spent wisely, and the information gathered through the disclosure requirement would help the district do that. Procurement is not just about getting the best price for goods and services. And as one of the largest school districts in the country, LAUSD has an opportunity to reframe how procurement can be used to align public spending with advancing and protecting the public interest. Thank you so much for having me here today. Thank you. Thank you for joining us, Shahr. Thank

235you. Appreciate your words and all the work that you do in the public interest. We have two more speakers. Um next we will hear from Daniela Hernandez, associate director of Inner City Struggle. Inner City Struggle has been decades organizing alongside people and families in East Los Angeles to advance educational equity, civic participation, and stronger public institutions. Inner City's work has helped elevate the voices of students and immigrant families who are too often excluded from policy decisions that affect their lives. Thank you, Ms. Hernandez, for being here today uh and for your leadership in Inner City Struggle. The floor is yours. Thank you, Dr. Deva's. Good afternoon. My name is Daniela Hernandez Stöckl. I am the associate director with Inner City Struggle, here to share our support for this resolution. Inner City Struggle is a community

236organization dedicated to achieving fully funded and equitable educational and youth development systems. Our vision is to end the criminalization of youth of color and support holistic, restorative, cradle-to-college and career pathways in BD2. Under this federal administration, our neighbors are constantly under stress of persecution. Our members report being scared to go to work or even to the grocery store, fearing ICE raids. Our youth leaders worry every day about returning home from school to missing parents. This mental toll is compounded by a real economic crisis. Since the raids began, our team has seen a surge in families seeking assistance with groceries, rent, and eviction protections. From November to January, our civic engagement team connected with 871 Eastside residents who committed to boycotting corporations that collude with ICE, cave to attacks on DEI, and evade their fair share

237of taxes. Significantly, 677 of those residents believe that we must take action against the spread of fascism. We thank Dr. Rivas and the co-sponsors for introducing this critical resolution. It will bring much-needed transparency and accountability to how our public dollars are spent. LAUSD must resist spending public funds on contracts with corporations that fuel the violence inflicted upon immigrant communities. At a time when we are witnessing a rise in authoritarianism, it is vital that local leaders stand up and defend our working-class black and brown communities. Our neighbors are calling for elected officials like you to stand in solidarity, so we urge you to vote yes uh for this resolution. This resolution is just a start of LAUSD honoring its duty to protect students and families. As the board makes further future budgetary decisions, we also urge

238you to prioritize equity, transparency, and accountability to the students and families you serve. Thank you. Thank you very much, Ms. Hernandez. >> [applause] >> And last but not least, we have our final speakers, Lupita Martinez from CHIRLA, the Coalition for Humane Immigrant Rights. She here? Yes, she's here. Uh for nearly four decades, CHIRLA has been a leading advocate for immigrant communities, advancing civil rights, leadership development, and policy reforms that protect immigrant families across California. Ms. Martinez, thank you for joining us today and for the important work that CHIRLA continues to lead in supporting our immigrant communities. The floor is yours. Thank you so much. Good afternoon, board members. My name is Lupita Martinez, the regional policy advocate with the Coalition for Humane Immigrant Rights, CHIRLA. I want to begin by thanking board member Doctora Rocio

239Rivas and co-sponsors board board president Scott Schmerelson and board member Kelly Gonez for their leadership and the board members that continue to stand with immigrant families by supporting this resolution. So, a little bit of what CHIRLA does every day, CHIRLA works directly with immigrant and immigrants and mixed status through the cross Los Angeles through one of our programs called Wise Up, which serves students in over 15 LAUSD high schools and empowers immigrant and document and mixed status youth. We also serve provide services in over four different high schools with dream resource centers where we are also able to provide those services and education around protections around know your rights. What we're constantly hearing from young students is heartbreaking. Across the district, students are living with the fear and disruption caused by ongoing immigration enforcement in

240their neighborhoods. Over the last several months, we've seen children come to school terrified that their parents might not be home when they return. We've seen students struggle to focus because a raid took place on their block the night before. This trauma does not just stay at home. It walks into the classroom with them. That is why this resolution on transparency and accountability matters so deeply. Our families and students deserve to know that LAUSD is not connected even indirectly to systems, companies, or vendors whose activities create fear, instability, or the perception of of harm. The transparency requirements outlined in this resolution, including vendor disclosures and a clear public review process, are essential to ensuring that the district's contracts align with the values we uphold, safety, dignity, and trust. LAUSD serves thousands of immigrant and mixed status

241families, and when institutions are not transparent, it erodes that trust. But when LAUSD leads with clarity and accountability, it sends a powerful message. Our schools will remain a safe place for every for every student, every family, every child, no matter their immigration status or what is happening in their community. As one of the largest school districts in the nation, LAUSD's decision will set a standard for what responsible values what responsible values-driven public institutions could look like. Thank you. Thank you very much, Ms. Martinez. >> [applause] >> Now, I will cede back to our board president or Mr. McLean for any public comment on this item. Mr. McLean. Okay, we have 10 folks who have signed up for public comment. I'll call on the folks who have listed themselves as speaking in person, and then we

242will call on those who are listed as speaking remotely. Uh the first speaker is Eloisa Galindo. Are you here, Eloisa? Let me check online to see if she is with us online. All right. Um Sandra Martinez Roe. Are you here? There you are. Come on up, you have 2 minutes to speak once you begin. And then after Ms. Roe is Ashley Lades. Thank you. Good afternoon, board. My name is Sandra Martinez Roe, and I'm here on behalf of Schools Beyond Screens to support Dr. Rocio Rivas's resolution, which which strengthens transparency and oversight in how LAUSD enters and reviews government contracts to ensure district dollars align with the student safety and community trust. SBS now has almost a thousand signatures on our most recent petition to audit all tech contracts, which have collected over almost a

243thousand signatures and still collecting. It is a new age, but the corporations continue to pollute our system. Not because of the overwhelming success stories these corporations provide, but because they see LAUSD as a gateway contract and our students as lifetime consumers, addicts, or targets. They set our communities up for to vulnerability with data, whether it's immigration status or predators. I recently participated in a LAUSD listening session by our board district member Karla Grego, and in speaking to what was good versus what could be improved, not once did anyone say we need more technology, more processed foods, and more whatever they're selling. On the contrary, it was all about us needing more humans. We need PSAs, we need librarians, we need TAs, we need community. Oh, yes, and we need books. As costs up and budgets

244dwindle, these are the type of policies we need and want to see transparency and the power for you to push back. Thank you, Dr. Rivas and co-sponsors for highlighting this urgent matter matter and policy transparency to insist the board focuses on proven metrics for providing quality education. Now more than ever, we need to know who's making these deals and why. And if they aren't providing a safer learning environment, smaller class sizes, greener schools, compensation for students and for teachers and staff, and most importantly successful students, then the least we could do is be transparent about it so the public can understand why these choices are being made and so there is accountability when they are in fact agreed upon. You have our support. Thank you. [music] Thank you for your time. All right. Ashley Lattes.

245Ashley, are you here? Come on down. You'll have 2 minutes to speak once you begin. >> Hi, my name is Ashley and I serve as president of Dr. De Cuellar's Student Advisory Council. And I'm here to speak upon the resolution. In a time where racial profiling profiling has been a factor to abuse authority and increase fears in many marginalized and targeted communities, it is crucial for us to protect the most vulnerable. The safety and well-being of the students is a priority. Families should know that they are being supported and that their human dignity is being protected. This resolution can help decrease fears so students and families can feel assured that the district would do everything in their power to make them feel safe. It is important for us students to go to school and become

246educated. We shouldn't have to be in fear that we may not come home to our families because our focus is shift on fear rather than education. And it shouldn't be that way. Creating extra precaution to decrease fears can help students feel more reassured. It not only serves as a sense of relief to the students but also to their families. Students should have the reassurance to attend school fear free from being targets. During this time, having transparency, creating trust in our communities and defending and protecting the human dignity of students is greatly needed to ensure that they receive an education in a safe environment and free from fears. Thank you. Thank you for your time. >> [applause] >> Okay, the next person calling remotely is Andrea Self. Tab 26. Are you in the room, Ms. Self?

247All right, Aaron Craig, are you on the line for tab 26, Aaron Craig? Are you in the room, Mr. Craig? Aaron Craig is not online at the time. Teresa Gaines, I see you are online, Teresa Gaines. Please press star six to unmute yourself and you have two minutes to speak when you begin. Teresa Gaines. Hello. Um I've been waiting a while to speak on this topic. Good afternoon, Board President Maultsby, board members, and Superintendent Tate. My name is Teresa Gaines. I'm a parent at in the Venice Community of Schools here in the district and I'm a member of Reclaim Our Schools Los Angeles. I'm here today in support of Dr. Rivas's resolution leveraging district purchasing power to defend immigrant families and human dignity. As a parent, I've seen the devastating impact that ICE enforcement has

248had on our school communities when families are living with fear and uncertainty. It affects their students, it affects their academics, how safe they feel, how often they come to school, and how families engage with their teachers and schools. Solution. LAUSD has already recognized its responsibility to protect students. The district has adopted policies to support immigrant students and families and to make sure schools remain safe and welcoming spaces. The resolution builds on that commitment. It asks the district to take the next step and think about how it uses its purchasing power. School districts spend large amounts of public money on contracts with private companies. This resolution focusing on transparency and accountability by asking vendors to disclose certain information and by creating a process for the district to review whether it's contracting relationships align with its values

249and responsibilities to its students. LAUSD um is one of the largest public school systems in the country and with that comes the opportunity to demonstrate leadership. Definitely demonstrate leadership in this moment by adopting leveraging district purchasing power to defend immigrant families and human dignity. The board can show how public institutions can use their economic power responsibly and in alignment with the communities they serve. I urge you to pass this resolution. Thank you for your time and consideration in this matter. >> [applause] >> Thank you for your time. Okay, Antonieta Garcia, are you on the line? I see Antonieta Garcia is online. Please press star six to unmute yourself. And you'll have two minutes to speak once you begin. Antonieta Garcia. Hi, yes. Can you hear me? We can. Please go ahead. Yes, hi. My name

250is Antonieta Garcia and I'm a parent from Garfield High School um and I'm also a member of Reclaim Our Schools Los Angeles along with um Centro CSO and Eastside Padres Contra la Privatización. I am here today in support of Dr. Rivas' resolution. As a parent, I've seen all the devastating impact that ICE enforcement has had in our school community, which is has been very important in East Los Angeles too as well. When families are living with fear or uncertainty, it affects students. And it has affected my students as well. How safe they feel. How often they come to school. And how families engage with their teachers and school. Sorry, I'm just very emotional right now with this um LAUSD has already recognized its responsibilities to protect our students. The district has adopted policies to support

251immigrant students and families and to make sure schools remain safe and welcome space. This resolution builds on the commitment. It asked the district to take the next steps and think about how it uses its purchase and power. School districts spend large amount of public money on contracts with private companies. This resolution focuses on transparency and accountability by asking vendors to disclose certain information and by creating a process for the district to receive whether its contracting relationships align with its values and responsibilities. I am here to support Dr. Rivas resolution and please help our families. Please help our immigrant families. We want to stop the um for them to stereotype our our children, to stop um stopping our our Chicano families. Thank you for your time. And the next speaker is Ian Cooper Smith. I see

252you're not online with us. Are you in the room, Ian Cooper Smith? All right. Hans Johnson, I do see you are on the line. Please press star six, Hans. Please press star six to unmute yourself and you have 2 minutes to speak once you begin. Hans Johnson. Good afternoon, Board President Schmerelson, Board Vice Chair Dr. Rivas, and Board Member Gonez, whom I want to commend all of you for your remarks in support of this resolution. I'm Hans Johnson. I'm president of the East Area Progressive Democrats, the largest Democratic club in Los Angeles and in California with more than 1,200 members actively engaged in promoting public education and accountability at all levels of school governance. Thank you for this important resolution today to put transparency and accountability one step closer to reality in LAUSD and to

253put our spending as taxpayers in LAUSD one step closer to real accountability with our values. Our club is proud to have garnered more than 5,000 signatures on a petition recently against the placement of a new Home Depot location in our communities. Why do I raise Home Depot? Home Depot is on the front lines of enabling the unaccountable use of warrantless raids, searches, ambushes, and kidnappings of Angelenos. We have seen it even in our own school district uh school board district two and five communities here in the Eastside and saw a resident chased to his death in nearby Monrovia in August. Home Depot is not just disreputable for its actions of enabling ICE and its uh intimidating and brutal raids on its premises, but for allowing the violations of privacy, including California privacy laws, by biometric

254gathering at its checkout locations. Those are two of the watch signals for disreputable actions, garnering data, and unaccountable activities by corporations. We need more checks against them. We don't have people clamoring for more unaccountable raids, sonic weapons at parking lots, or garnering of biometric data without permission. This resolution is an important step in the right direction. Thank you for your time. >> [applause] >> Uh the next speaker calling in remotely is Tiff San. I don't have you on line in front of me, but are you in the room, Tiff? No. All right, I'll call again for Eloisa Galindo. Are you here? Andrea Self or Aaron Craig? Okay, that concludes public comment on this item. So, I invite any other board members who want to make any comments or we can go to a vote. Carla.

255Hi, thank you. I don't know if I told you I was co-sponsoring. I'd like to be a co-sponsor if that's okay. Thank you. Got it. >> Um so, thank you Rocío, Scott, and and Kelly. At a time when actions by ICE and DHS and the federal government um has been harassing, kidnapping our families, our district must be clear about where we stand. Um as board members, we have a responsibility to ensure that our financial decisions align with our values and commitments to protect and support our students and families. And accountability and transparency are essential in public institutions. Our community also has a right to know who and what their tax dollars are supporting. I want to acknowledge the thousands of people across the country who have taken it upon themselves to protect our communities by

256protesting in the streets, including our students participating in rapid response networks, know your rights workshops, and mutual aid resources organized across our district. I also want to commend us, our district, who has modeled how public institutions like ours refuses to conduct business as usual and ignore the pain and suffering of our students and communities and our educators. I looking to divest from companies that do business with ICE, DHS, and other institutions that are hurting our students. We are proclaiming that we will not continue to support corporations that contribute to harm our students and families. Thank you again for putting [applause] this forward and I wholeheartedly support it. Jerry. Yeah, so there's a saying that goes, you know, put your money where your mouth is and I think it might be a little informal for this

257setting, but I think it's very fitting. Looking back on the past couple of months, there's been a lot of turmoil that students have faced and many times they have turned to the board for guidance and support and we responded with programs like we are like the We Are One campaign and your rights workshops. And I'm proud to be here in a moment where we're once again taking it a step further to cement our commitment to students and to our families, making sure that our money is going to organizations and corporations that have similar ideals and values to us. As more governmental organizations become obscure and secretive, it's critical that we go against the grain and we become more transparent, like Dr. Rivas said. It was a topic mentioned earlier in the day but labor by

258labor partners about subcontracting and the amount of money we spend with third-party vendors and I think it's in and for the sake of accountability, I think it's a great idea to have a public-facing database for district contracts. Um yeah, for these reasons, I would really like to thank Dr. Rivas for bringing this resolution to the board and also to the other co-sponsors. Um you know, board president Smallsden and and um board member Gonez. Um myself and the students of LA Unified strongly support this resolution uh and I would love to be added as a co-sponsor. Thank you. >> [applause] >> We do have Ian Cooper-Smith is now online with us to share a public comment. Mr. Smith, please go ahead. You have 2 minutes to speak once you begin. Hello. Uh my name is Ian

259Cooper-Smith. I'm a member of SEIU Local 99. Uh also a member of Socialist Alternative. Um I just want to say first and foremost, educators stand in solidarity with students um and their anti-ICE action. Uh we felt the effects of ICE's presence firsthand, even if our school sites haven't experienced raids on our worksites yet. Uh, the enrollment crisis responsible for thousands of layoff notices and hiring freeze, uh, approved by the various school board, is directly connected to ICE's presence in LA. Um, the district sites failing uh, enrollment as justification for these layoffs, but doesn't really care to explain what's actually causing families to leave the district or pull their kids from school. Um, LAUSD enrollment has dropped by 4%. If parents are afraid to send their kids to school out of fear of ICE, uh, the

260invisible perimeter the district establishes isn't protecting students when ICE waits till students are off campus. Uh, establishing an arbitrary perimeter tells students they're only worth protecting so far as they don't inconvenience the district. Uh, Ricardo Lopez, uh, a teacher uh, within a charter school, uh, was fired trying to ensure the safety of the students. His firing's based off LAUSD policy. Um, I think laying off SEIU workers, suspending students, and punishing educators for speaking out against ICE isn't going to protect students. Forcing ICE out of LA is. Um, I work at a middle school where students have walked out of school protest against ICE, and they have every right to do so. Um, those students are without educator support are being exposed to uh, further kidnaps by ICE. So, as long as ICE remains in LA,

261the student anti-ICE uprisings will continue. Uh, teachers and educators should have the right to ensure the safety of students, and that's why in that sentiment, um, we demand that Ricardo Lopez be reinstated. Thank you. >> [applause] >> Thank you for your time. Now public comment is concluded. Well, um, I think we're ready to vote. Okay. Uh, the vote, uh, Ms. Newbill on tab 26. Yes. Dr. Rivas. Yes. Mr. Melvoin. Yes. Grego. Yes. Ms. Gonez. Yes. Ms. Ortiz Franklin. Board President Shamshoum. Yes. And student board member Yes. All right. Thank you. >> [applause] >> Okay. Um I will signal for our audience. We are going to move to the tab 28 time certain of 3:00. And then following that, I see most of our friends are here for general public comment already. And we'll go to

262that right after that. So, thank you for your patience with us. We're slowly catching up after starting 2 hours late. Um I'll move tab 28. Second. Okay. Moved by Ms. Conchas, seconded by Dr. Rivas. So, this resolution which seeks to ensure that we continue to be on the record supporting giving the right to vote in our local elections to 16 and 17-year-olds is an important recommitment of our advocacy ensuring that the primary stakeholders of our of our district, our students, have a direct say in the leadership that shapes their daily education. Students are uniquely positioned to identify what is and isn't working in our schools. They're not just observers of our policies, but they're the very people who live and experience them every single day. We've seen the success and viability of this model in

263cities like Oakland and Berkeley proving that 16 and 17-year-olds are more than ready to participate in our democratic process. By supporting a lower voting age for Board of Education elections as well as City Council and mayoral elections, we are honoring the civic activism and votes initiatives our students have already championed across the district. In this current political moment where our youth are standing up and making it clear that they are fighting back against the federal administration, it is more important than ever that we continue to formally empower our young leaders to use their voices at the ballot box to defend their communities, their families, and our shared values. I look forward to the Charter Commission's recommendations and hope to see this reform before voters in November 2026 to ensure that our board and our city

264leadership is truly responsive to the student experience. I also, in addition to thanking my co-sponsors on this resolution, I do want to give a special thank you to student board member Jerry Yang for his leadership and continued advocacy that's been a priority for our student leaders over the years for many, many years. Someone's clapping for Jerry. Yeah, let's let's give Jerry a round of applause. >> [applause] >> And now I want to pass it over to him to share his remarks. Yeah, I'm very proud to be supporting this resolution today alongside my colleagues here on the dais. It's important to recognize that every election is an important civics lesson that students should be actively participating in. There is no better teacher than experience, so getting students into the polls as soon as possible will encourage

265and build positive habits for years into the future. On top of that, a big value that I always push for is transparency and accountability, and lowering the voting age for the school board will hold the entire board accountable for the student experience in the district. I mean, to be honest, it just makes sense. Students are the ones who are actually on the ground every day experiencing the policies that have been passed, so why shouldn't they be allowed to vote? There are so many benefits to early civic engagement. It proves uh it improves social, emotional well-being, academic performance, community involvement, and many more effects, all from the simple act of voting, and that starts a chain reaction towards creating a more informed populace. Some people will argue that students aren't ready or will just vote the

266way their parents do. But from what I've seen, students are itching to get involved with politics and use their own voice in doing so. Especially with what's going on right now, it's critical that we provide these opportunities where students feel seen, heard, and empowered. As a youth advocate and a student organizer, I see it all the time. Students are protesting. Students are coming to public comment. Students want to make a change, and they're looking for an outlet. I remember during the 2024 presidential election, myself alongside some of my friends, we went to volunteer at the polls. Why? Because we wanted to be engaged with the civic process any way we could. Our students are ready to be politically engaged and are looking for every opportunity for their voices to really be heard and recognized. And

267what better way to do that than allow them to vote for the Board of Education elections. This right here is the first step towards unleashing that advocacy and organizing power, fostering collaboration and confidence in every one of our students. So, for that reason I support this resolution. No better proof than that right there. Um I also wanted to offer the opportunity for Board Member Melvoin or these Franklin who are also co-sponsoring to speak. Mr. Melvoin, would you like to start? Sure. Thank you, Ms. Gones, for bringing this. Uh and yes, you you just said it, but I think if you spend time with our student board members as we have um in particular Mr. Yang, I think you think that well, you'll come to the conclusion that voting should start at 16 and maybe end

268at like 40 or something. But um as an eighth-grader, but uh Jerry, thanks for your co-sponsorship and your leadership as well, both with the student empowerment unit and getting your peers to vote in elections and in helping us with this resolution. Um thanks again to Ms. Gones and Ms. Ortiz Franklin as well. You know, students are our most important constituents, directly impacted by board decisions every day, and deserve a voice in selecting the leaders who shape their education. Um we've seen that other jurisdictions have been successful in implementing uh this policy um and it, you know, demonstrates its feasibility and public support. And so, as we can see through um not just Mr. Yang, but many of the students who I think are in the audience today, student um you know, our our young people

269are are civically engaged through organizing and public testimony and community advocacy, in many ways more engaged than the their voting-aged, you know, uh neighbors and parents and guardians. Um and uh I think lowering our voting age would increase accountability, ensure board leadership is more responsive to the experience. So, I'm I'm uh proud to co-sponsor this you know, yet again as we've discussed this over the years and urge my colleagues to join us in supporting. So, thanks Ms. Gonaz. Thank you, board member Melvoin. Um we'd love to hear from public comment speakers, Mr. McLean. Okay, we have two folks signed up. The first person is Mitsu. Are you here? Not here and the second person is Julian Burgos online. Please press star six to unmute yourself and you'll have two minutes to speak once you begin.

270Julian. I see you're with us. >> Hi, are you waiting for me, Julian? Yeah. Please go ahead. Okay, hi. Hello everyone. My name is Julian Burgos. I'm president of the NoHo Neighborhood Council, but I'm speaking on my own behalf. Um I really support this and would like to uplift board member Gonaz for for bringing this forward. Our city's plagued low voter turnout as it is already for most elections and one way to change that is to really invest in our youth. We always say the children are our future, so we must show it by empowering them with the right to vote. And we know this young generation is invigorated and energized. We see it. We see them out there with their activism. We see them out at protests and with the recent organized school walkouts.

271So, this generation definitely wants to make an impact and they want to make their voices heard. So, if we get them civically engaged early, they will be lifetime voters and pass this along to their families. Thank you so much. Thank you for your time and that concludes public comment on this tab. Um well, first I want to thank all Ms. Gonaz and board member Melvoin and also Ortiz Franklin and our student board member Yang for Jerry Yack for bringing this forward. Um I would like to be added as a co-sponsor. Um and then just, you know, this is just um wanted to just make a a suggestion for the first resolve just to be more specific where it says elections in cities throughout LAUSD boundaries. I was wondering if we could add um for example

272or include you know, including East LA um which is or again you can say unincorporated cities cuz I know we have Walnut Park in BD5 and in my district there's East LA and City Terrace. Just you know, to be inclusive and make it more specific of unincorporated. Yeah. Yes, I wonder would would it Do you want a specific cuz I know in my district we have the city of San Fernando. I think in Mr. Melvoin's there's the city of West Hollywood. So, I think we were trying to be Oh, yeah. inclusive just by being broad, but maybe cities and unincorporated areas. Would that would that help? Okay. >> That would be great. Thank you. >> cover cities. Thank you for your suggestion. I appreciate your co-sponsorship. So, for my own notes, we're going to add

273cities and unincorporated areas and that's a friendly amendment. It already says cities, so we would just add and unincorporated areas after cities and yes, it is a friendly amendment. I accept it. >> Um thank you um to the to Kelly, Nick, and Tanya for bringing this forth and Jerry. Thank you so much not only for co-sponsoring, but for your words. You know, as a as a when I was your age, I was very active in the streets. I did not couldn't vote at that time. But um and my daughter is a big activist in LAUSD as well and she can now vote. But I remember taking my students to go to the polling at our in our own school that was and it was their first time voting and it was such it felt so

274good to them to have that kind of power that they were doing something and that hopefully could lead to something positive. So, you know, when people vote they bring new perspective, especially young people and solutions to the challenges we face. We've seen how the youth coming out to vote has really shifted a lot of our local elections, right? And our students deserve to be part of that educational system that shapes them. So, voting at a young age instills that importance of being involved in democratic systems. But, I want to note that voting is only one vehicle to civic engagement, right? We see a lot of our students here who come and they speak up and they also do other other civic and activist activities. So, we want to also encourage our students to continue to

275organize and advocate for themselves in other spaces and it's also important to see how we can embed this into the curriculum. With our schools serving as vote centers, many of our youth may have the opportunity to vote at their own high school during school hours. And this resolution also highlights the importance of supporting the youth to vote in local municipal elections in LA and throughout the county. So, I want to thank the authors also for uplifting the voices of young people in smaller cities like those in the Southeast LA that I represent. So, thank you again and I'd love to be added as a co-sponsor. Thank you. We accept. Well, it may appear that we don't have quorum. We have three at the dais plus one online. So, just to clarify. So, we do have

276four. We can proceed with with the vote. Yes, and sorry, I meant to move it with a board rule 72 waiver, but I didn't. And so, now I am. You read my mind. Just wanted to add a question and again, add as a co-sponsor as we move cuz I think there's cities that already do this and wanting to know if our office of government relations can gather some information for us on Alameda County register of voters cuz I think they already do it in Berkeley and in Oakland for our school board. So, just if we can make note of that just to get that information. And then, just asking if there is a cost by any for the district to be able to do this. Would there be a cost? There's no I'm just asking.

277I can We can follow up on that and work with Ms. Alvarez to see what the potential impact would be. Okay. Thank you. That's all. And I know cuz the city charter is already thinking of this already, I think. So, we just are in alignment and just again, want to appreciate Kelly. And I appreciate every time Jerry when you speak at this dais, especially when you bring the highlight the voices of our students. So, again, thank you for that and Tanya as well as Nick. Thank you. All right, let's move on to the vote, Ms. Newbill on tab 28. Yes. Dr. Rivas. Mr. Melvoin. Yes. Ms. Griego. Yes. >> Ms. Gomez. Yes. Ms. Ortiz Ms. Ortiz Franklin. That was not Board President Schmerelson. Yes. And student board member Yang. Yes. It passes. I'll come collect

278the votes in a little bit later. Oh, here comes Dr. Rivas. Please don't run. No running in the hallways. And uh she has registered a yes uh from back here for tab 28. Um all right, now this brings us to general public comment. Um thank you so much for your patience. I'll call on the folks as usual uh who are here in person, and then we will transition to those who are speaking remotely. If we have someone who's going to speak entirely in Spanish, we'll take a few moments to pass out the headsets. But otherwise, um we'll move forward. So, I'm going to read the first four folks. Will the first person please come to the podium, and then the other three just please be ready and prepared to speak. Uh Brydie Lee, you're the

279first speaker. Come on down. You'll have 2 minutes to speak once you begin. And then it's David Richardson. Then Kendall Lewis. Then Christopher Covington. And then uh Maria Rafael. So, please go ahead. Your 2 minutes is yours. I misled you. Let me turn on your microphone. Thank you. Please go ahead. Thank you, board member Melvoin, board member Grego, and board member Ortiz-Franklin for the initial announcement of the using technology with intention resolution. It is both a milestone to celebrate and a calling to be clear-eyed about our vision for the future of education. A future where we recognize that the science on this issue is settled. Every single expert, every single research paper, and every single data point on the planet concludes that the over-reliance on Chromebooks, iPads, and ed tech in schools has measurably harmed

280children. A future where we return to a computer lab model that fosters tech skills, not enables device addiction. A future where eliminating device use for early ed through second grade, prohibiting device use during lunch and recess, and blocking access to YouTube are the new normal. A future where we replace the Google consent form and responsible use policy with the student tech bill of rights. A future where we don't move fast and break things, where we pause when leading AI education expert Rebecca Winthrop advises that the risks of utilizing generative AI in children's education overshadow its benefits. A future where school libraries are fully funded and stocked for a fraction of the cost of iPads. At a moment when our district is in the national spotlight, let's do what's right. Let's lead. Let's inspire every parent

281and teacher around the country to say, "I want my school district to do [snorts] what LAUSD did." Let's earn the respect of every leading expert and create an intentional tech policy they may confidently support as the gold standard for districts to emulate worldwide. Last month, Jonathan Haidt declared, "This is the tipping point. It's a different world now than it was 2 months ago. This is your opportunity to not just make headlines, to make history. Thank you." >> [applause] >> Thank you for your time. All right, David Richardson, are you here? I saw Mr. Okay, he's giving me the signal. It's no. Kendall Lewis, are you here? Kendall Lewis, if you're come on down. >> [applause] >> All right, you'll have 2 minutes to speak when you begin. Uh my name is Kendall Lewis. I will

282be yielding my time to Ryan Huey. >> [applause] [applause] >> My name is Ryan Huey Jr. And I go to Manual Arts High School. I'm in 12th grade and I'm also a youth leader with Community Coalition. I'm here today to demand that LAUSD fully defund school police. School police do nothing more than intimidate, racially profile, and harass students on campus. Y'all are proposing budget cuts and layoffs for staff, but still spending millions on school police programs and and resources being threatened while continuing to invest in school police dooms us and adds to what students already worry about while being at school every day. Outside of school in my community, many students deal with police on a regular basis, have negative interactions with them, and watch them terrorize our community. To have to worry about that

283when you are at an educational establishment where you're supposed to feel safe and comfortable is crazy. Every time I see them in front of my school, I'm reminded of every negative interaction I've had with them and how much they do the opposite but keep us safe. Before transferring to Manual Arts, I was attending South LA College Prep. I was constantly met with random backpack searches and police harassment. I was stopped and searched often before going into the restroom and sometimes coming to school. My last straw was when I was randomly searched just for me coming to school late. The officer was looking to see if I had any marijuana on me. I was even handcuffed while he searched my bag only for him to have to let me go. Leaving me to go with that

284thought in my head at class the whole time. The millions of dollars that you're spending on school police can go towards investing in adults who are trained to support students, from my neighborhood quality school supplies and textbooks, field trips that also expose students to new environments, and opportunities. We demand that LAUSD fully defund school police. Cut them before cutting any more of our support systems. Thank you. Thank you for your time. >> [cheering] [applause] >> Christopher Covington Christopher Covington Are you here? >> [cheering] >> Hello. Um, I'm going to yield my time to Daniel and Ainsley. Thank you. >> [sighs] >> Good afternoon. This meeting comes at a very critical point for our district. Board elections are coming up. We have ourselves a new acting superintendent. And crucially our unions, uh, UTLA and Local 99

285are currently in contract negotiations with y'all. Simultaneously you've been facing huge walkouts by students demanding dream centers, social psychiatric workers, uh, BSAP. So, uh, what exactly is to be done here? >> [snorts] >> When the district is also scrambling to solve problems like chronic absenteeism and, uh, declining enrollment, y'all have to pay more attention to students cuz no matter how much language you couch some of these terrible budget cuts in, students will not cooperate without knowing that you are on their side. That means keeping invested in programs like BSAP, dream centers, and support programs like school psychiatric social workers and divesting in useless programs like school police. I trust a school so, uh, social worker a hell of a lot more than I trust a school policeman, and I'm a white kid. >> [laughter] >>

286Especially now that the district has to rearrange, especially now the district has to rearrange its priorities to value its students and teachers. Please give them some breathing room, too. UTLA and SEIU are in contract negotiations. We the students demand that you respect their demands because when you uplift them, you uplift us as well. Um so, please support your students. >> [applause and cheering] >> Good afternoon school uh school board members. My name is Daniel Sierra. I'm a leader with Students Deserve and I'm a student at Roybal. A month ago, I said that the the board to not lay off classified workers for the next for the next fiscal year. Directly a week or two later, Superintendent Carvalho was raided by the FBI for corruption allegations. This shows us where the money is going, not to

287student resources or educators, but to neoliberal tech companies that fail. I have I have also learned that some LASPD officers can make up to 200,000 a year. Again, a month ago, I said classified workers make 35,000 a year. So, I say to y'all, stop pretending there is no money. This is a great opportunity to redeem yourselves and fund things that actually help students such as educators, BeSaps, Dream Centers, and support for LGBTQ youth. Thank you for your time. Other steps towards supporting students include funding UTLA and funding Local 99. These These people deserve raises and deserve it more than the LASPD. >> [applause and cheering] >> All right, Maria Rafael. Maria Rafael. Anya Maxon. Come on down. And then after Ms. Maxon is Angel Carillo, then Naomi Smith, then Allison Taylor. My name is Anya

288Maxon and I'm one of the leaders of Schools Beyond Screens, a quickly growing movement of almost 2,000 parents and teachers advocating for more intentional and science-backed approach to educational technology at LAUSD. Over the last year, you have heard over 50 testimonials from members of our group at these board meetings. You've heard our anger, fear, and frustration as we pleaded with you to limit excessive screen time for our children and protect them from inappropriate, addictive, and cognitively damaging digital content at school. Today, with the introduction of board resolution titled using technology with intention, establishing guidelines for student screen time, we finally feel that we have been heard. On behalf of our entire membership, I want to offer our sincere gratitude and support to board members Melvoin, Griego, and Ortiz Franklin for spearheading this critically important reform.

289But, introducing this resolution is just the first step. We need greater specifics and stronger commitments in the language of the resolution itself, or this important gesture could end up being all talk and no action. We need firm support from the rest of the board when it's time to vote on this resolution, or the reforms promised here become meaningless. And we need the collaboration of the superintendent and his staff implementing these comprehensive guidelines, or they ultimately mean nothing. Superintendent Chap, we at Schools Beyond Screens want to welcome you to your new role and express our sincere desire to work with you and this board to make LAUSD the national leader in research-backed educational technology. The entire country is looking to Los Angeles right now, waiting to see how this resolution plays out. If we can pass

290these reforms, we improve the lives of not only LA's children, but potentially all of America's children as well. We are counting on you all to work together and do what's right in the coming months to make the intention and purpose of this resolution a reality for our students. Thank you so much. We're very grateful. Thank you for your time. >> [applause] >> Angel Carillo, Angel Carillo. Come on down. You have 2 minutes to speak when you begin. >> [applause] >> My name is Angel Carillo and I'm one of my siblings. I'm a 10th grader at John C. Fremont High School. I'm a youth leader with community coalition. I'm demanding that LUSD protect the 700 million in Sunny funding for the 2026-2027 school year. When Sunny was first introduced, my school was the highest need school

291in the entire district. Because of the additional resources that Sunny provided, Fremont went from being number one in Sunny ranking to be listed at 16. I have access to great resources at my school like the magnet program, law and social justice classes, academic support services, the health clinic at my school, support for students facing housing challenges, and a greater sense of community. While we have seen this great progress, we know students from my neighborhood and students at my school are still faced with challenging realities. With cuts to essential resources and resources being limited or stripped from my school, students' needs are going up while investments and support are going down. My school is not a 10th highest need in the district and it's going to be eighth in the next school year. We are moving

292backwards instead of pushing forward. This makes me feel like my school and students' needs aren't important or acknowledged. If we keep cutting from schools like Fremont, we will start to see wider gaps in our education. We will see mental health struggles increase and students will start to feel like they are falling behind. We don't want to just be pushed to the next grade or out of high school. We want to learn, graduate, and go off to college feeling prepared. I myself would like to go to college to pursue my dream of making it to the NFL. We demand that you all do right by your students and protect the 700 million in Sunny funding for the 2026-2027 school year so students like me have the resources and confidence we need to succeed. Thank you. >>

293[cheering] >> Thank you for your time. >> [applause] >> Naomi Smith Naomi Smith, are you here? Yeah. All right. And then after >> [cheering] >> And then after Ms. Smith is Allison Taylor. And then after Allison Taylor, it's Shaya Shaya. Hi, my name is Naomi Smith. I'm a 10th grader at Manual Arts and I'm a youth leader with Community Coalition. We demand that LAUSD protect and expand BSAP, Dream Centers, and community-based safety and mental health supports. At Manual Arts, we have community-based safety, BSAP staff, and counselors who actually support students. The BSAP staff at my school has have created safe spaces for students to hang out and talk to one another. We have a movie room during lunchtime students can go into, build strong relationships with each other, and get to know each other better.

294This has been a safe space for students at my school and it encourages students to build connections and have fun instead of fighting or being at odds with each other. They do their best to make sure students feel more comfortable walking around campus, that we aren't falling behind, and that we are on track to graduate and go to college. Without my BSAP counselor, I wouldn't even have the opportunity to take my college class. They do a lot with very little. If LAUSD needs to cut from anywhere, it should be the millions that are given to school police. That money can be used to support the great resources BSAP BSAP brings to our schools and fix things at my school. My Spanish teacher has made has had to move three classrooms three times. Once for a

295leak, the second classroom was too small, and the room had no chairs and the classroom we are in now has no AC. It's frustrating and annoying. She has moved to a different building entirely, which is confusing for students and has made many of us late for class. We demand that LAUSD fully defund school police and protect and expand B SEP, dream centers, community-based safety, and mental health support. Thank you for your time. >> [cheering] >> Thank you for your time. >> [applause] >> Allison Taylor. Allison Taylor, are you here? Shaya or Shea, are you here? >> [applause] >> My name is Shaya Soleimani and I'm a 12th grade student at Palisades Charter High School. As a Jewish student in LAUSD, anti-Semitism is not something I read about, it's something I experience. At my school, I

296have been I have seen swastikas drawn on bathroom stalls. The moment I see them, I feel unsafe. Not just uncomfortable, but genuinely afraid. What is even more disturbing is that sometimes I return a week later and nothing has been done. The message is still there and the silence makes it feel tolerated. What has sickened me the most is hearing students deny that the Holocaust ever happened or claim that only 500,000 Jews died. When the truth is that 6 million Jews were systematically murdered. Hearing my peers deny genocide is horrifying and it is deeply painful to sit in a classroom where that kind of hatred goes unchallenged. I have been to Auschwitz. I have walked through Jewish ghettos across Eastern Europe. I stood in the places where my people were tortured, starved, and murdered. I saw

297the barracks. I saw the remains of the gas chambers. I saw proof that cannot be debated. And I have to ask, why is my only way to receive real Holocaust education by visiting these places myself? Other LAUSD students may not have the opportunity to travel across the world and learn this history. Does that mean they don't deserve the truth? Many students feel pressure to hide their Jewish identity, but because of my family's history, I feel a responsibility to be openly Jewish. I'm a Persian Jew and my father had to flee Iran because Jews were there face persecution. Because of this, some experiences at school have been uncomfortable. One teacher told me and other Jewish students we should read books that dehumanize Israel and Israelis and I believe it was because we are Jewish. I I've

298also had teachers ask me in front of the class what I think about the conflicts in the Middle East, simply because I'm Jewish. Being singled out like that is not fair. Our teachers union has made this worse. UTLA recently co-sponsored an event at Midnight Books, a bookstore that openly sells materials glorifying Ayatollah Khomeini and Hamas and celebrating October 7th, the deadliest Jewish massacre since the Holocaust. Please ensure that LAUSD students are safe, inclusive, and and welcoming for Jewish students and for all students. Thank you. Thank you for your time. >> [cheering] [applause] >> All right, Aliyah Hizravi. Aliyah or Aliya, come on down. You have 2 minutes to speak once you begin. And then it is Allison Sherman. Oh, no. Let's see, Luna Augustine. Come on down, Aliyah. You have 2 minutes to speak once

299you begin. Uh I'm Aliya and I'll be splitting my time with Leia Farzam. Hello, everyone. My name is Leia Farzam and I'm a senior at Palisades Charter High School. It is a privilege to be here. I am here because anti-Semitism is rising, especially in schools. According to the Anti-Defamation League, anti-Semitic incidents in K-12 schools have risen from 43 434% between 2020 and 2024. And 71% of Jewish parents say their children have encountered antisemitism in schools, in the classroom especially. UTLA recently co-sponsored an event at Midnight Books, a bookstore that openly sells materials glorifying terrorist entities like Ayatollah Khamenei and Hamas, and celebrating October 7th, the deadliest massacre of Jews since the Holocaust. But LAUSD, where are you? I'm saddened to acknowledge that our teachers union has exacerbated the problem. Last year, UTLA called for the

300district to cut ties with Echoes and Reflections, one of the leading Holocaust education programs in the United States. Removing resources like this sends a troubling message that Holocaust education is optional and that Jewish history can be pushed aside. History reveals what happens when antisemitism is ignored. That's why education is crucial. There are Jewish organizations ready to partner with LAUSD to educate leaders, administrators, and students. Never again must be more than words. It must be action. Thank you. Good afternoon. My name is Aleah Shusterman Warwick and I'm a student at Palisades Charter High School and a member of Nick Melvoin's Youth Advisory Council. There are nearly 400,000 students in LAUSD and about 86,000 of them are Jewish and I'm one of those students. Yet many Jewish students do not feel safe openly expressing that identity. Even

301in LA, anti-Jewish hate crimes make up the majority of religious religion-based hate crimes reported in the county and many Jewish students experience antisemitism in the classrooms. I've personally hesitated to mention my Jewish heritage in essays or discussions because I worried how it might affect my work how my work is perceived. Friends across LAUSD have shared the same experience. Many students hide their identity not out of shame but because they don't feel safe being open about it. >> Thank you for your time. Thank you. >> [cheering] >> All right, the next speaker is Luna Augustine, Luna Augustine. Come on down and then after Luna is Ian Kirksey. >> [applause] >> Okay, um Hello, my name is Luna Agustin and I am a junior at Roosevelt High School. And I am here today to demand that the

302district protect the $7 million allocated to Sennie for the 2026 and 2027 school year and beyond. Roosevelt is already a high need school and the fact that there's an attempt to remove more than 600,000 in Sennie funding will only further impact low-income students like my peers and me. Under the current federal administration, our faculty, parents, and students are already under attack. And to cut funding locally for our education would be detrimental to our community. The restorative justice coordinator and ethnic studies courses that we have fought for are already at risk of being removed. Due to our circumstances, we are already we already lack the resources we need to be successful. I I dream of not having to worry about any cuts, increasing in diversity of jobs and career paths for us, the students. And help

303and helping the future generations grow and have the opportunity to be successful through education. If the school board If the school board puts the needs of students at the forefront and invests in our future, we'd have more ways to keep our school safe that are not rooted in policing, protecting our students from police brutality and attacks from ICE, instead of criminalizing them. We deserve more than the bare minimum. We should see money allocated in a way that actually benefits us. When I was struggling with depression and panic attacks, I looked to support from my PSWs. They created a safe space for me and helped me understand myself more as a person and as well to navigate mental health struggles. If CUNY is cut, students with existing mental health issues are going to be affected and

304already affected by Trump's administration. If Sorry. If CUNY is cut, we will have fewer people who we trust and who help us feel safe. Cuts to education are never a good thing. Students deserve a quality education. You should care as students face struggles as Sorry. As students face As students face struggles in and out of school due to poverty, lack of support, and lack of opportunities. This I am not finished. This >> [applause] [cheering] >> Thank you for your time. Ian Kirksen >> [applause] >> Come on down, Ian Kirksen. Come on down. Hey there, I'm going to yield my time to Crystal. All right, thank you. Please go ahead. >> [applause] >> Hello everybody. My name is Crystal Corona and I am a student at De La Hoya Vera Learning Complex. I am a proud

305member of Students Deserve. And during Women's History Month, I am especially proud here to stand as a young woman and a student leader continuing the legacy of women who have spoken up, organized, and fought for justice in their communities. On Friday, February 13th, my peers and I walked out of our classrooms to protest. Not because we don't care about our education, but because we care deeply about our community. We walked to advocate for the rights of justice and safety for our classmates, our friends, and our families. We walked out because many students come to school carrying the fear, uncertainty, and the weight of not feeling protected or supported. Today, I'm asking the school board to take meaningful action by increasing dream fundings for dream centers, BSAP, and LGBTQ+ support. These programs are not extras, they're

306necessities. They create spaces where students feel seen, valued, and safe enough to learn. When students feel safe, we succeed. And when we succeed, we thrive. So, please invest in us and invest in a better future for our students. Not just in words, but in the resources, actions, and protections. Before I end, I would like to uplift a short speech from a Northmont student, Isabella, who couldn't make it. PSW services have helped me a lot in the past 3 years. I have received PSW services for the last 3 years, and from my experience, they have helped me grow and taught me crucial skills to manage my emotions. They provide me a safe space to talk to someone and I can I can confide in. I have learned a lot of different techniques that vary from breathing

307techniques and my coping skills. I truly believe every school should have a PSW because if they don't, students won't have anyone they can talk to and anyone to teach them skills that would help them even outside of school. Thank you very much. Thank you for your time. >> [cheering] [applause] >> All right, the next in-person speaker is Ankur Patel. Listed as speaking in person? Okay, you are not here. The next speaker is Amir Kazemian. Are you here? Amir Kazemian. I think I saw you. I'm yielding my time to Kate. Thank you. Please go ahead. >> [applause] >> Um, hello. I'm a junior student at YULA Rock High School and I come to speak about the issues of the institution of LAUSD. Students are now looking at our history and refer to blowout walkouts, action towards

308educational justice, our demand that schools must become instruments of democratic social change rather than institutions of domination. That demand is now desired in today's time. ICE officers are killing children and adults and the students are watching everything. Many are terrified of their status in this country and losing their loved ones. Students can't sit and watch it happen while sitting in in our in their classrooms. Our reality is that there's not enough safety and planning for us. When police and ICE come into our safe spaces and takes away our rights and we over and over have to fend for ourselves instead of relying on the institution that promised us safety and education because the dis- the district decides to cut in crucial programs like Black Student Achievement Plan funding and turning a blind eye to feed

309the LA school police who we know will not be the first ones to show up when a fight stirs up or when a child is kidnapped or when a student needs mental and physical health or when undocumented kids can't even exercise their rights. Students are the ones who fought for community organizations like BSAP. Re- Repealing it would only be an attack on the power that students have. It has always been the organizing in schools with students and adults that have saved our communities by showing up in the lack of security and stability because every time our leaders fail, students and youth take on the duty to ensure we are protected, even if it means that we have to be at the front lines. LAUSD is a 500 plus schools that are supposed to raise children

310to utilize having the power to have a choice, but LAUSD also has a history of discrimination towards black and brown students and this Board of Education is lacked in and rejected justice and equality before. Black and brown students have constantly been subjected to criminalization because we are not prioritized, but we all know that this country would not be standing without us. We must remember that students are the ones who fought for important community organizations like BSAP and were able to divest $25 million from police and rerouted it towards things that are actually needed. So, we demand that you must take action immediately. We demand to not repeat the mistakes of our history. Doing nothing is allowing ICE and police to take the children that is built that built this very foundation. If you want us

311to be strong leaders, you have to be strong at the of defending us. And I'm speaking on behalf of every student who has an uncomfortable life in the >> [laughter] [applause] >> Thank you for your time. All right. All the callers folks who have listed themselves as speaking remotely. Oh, actually we have one more in person. Abigail Yosian. Come on down. You have 2 minutes to speak once you begin. I yield my time to Lily. Thank you. I'm Lily Adagar, a sophomore at Palisades Charter High School, and a member of the LAUSD Jewish Student Co- Jewish Student Action Committee, a coalition of Jewish students from schools across the district. Antisemitism is a serious and growing issue that many people, including myself, experience firsthand. In eighth grade at Paul Revere Charter Middle School, I was singled

312out in my honors science class for being Jewish, and the school did nothing about it. After October 7th, the massacre of Israeli people at a music festival, I invited a rabbi to speak at an optional lunchtime assembly about what happened at the Nova Festival. I told my classes the assembly would simply be facts. As I returned to my seat in science, my teacher stopped me and said it depended where the speaker got their facts because Israel was spreading lies, and what they claimed happened wasn't true. I was a 13-year-old girl being attacked by my teacher in front of my entire science class. After that, she treated me differently for the rest of the semester, throwing my desk throwing my tests on my desk instead of handing them to me, not calling on me in class,

313and ignoring my emails. Other students felt the same way about her. We reported it, but the administration failed to do anything. When I tried to switch classes, I was told I could only do so if I left honors. I had to compromise my education because my teacher could not leave her personal ideologies outside of the classroom. This is just one example of antisemitism. Every one of my Jewish friends has their own story. Across Los Angeles, students encounter antisemitism daily. That's why we are calling on LAUSD and UTLA to meet with us to discuss educational initiatives, antisemitism awareness, Holocaust education, and clear protocols for hostile school environments. The most effective way to create change is through education and that's what schools do best. Much anti-Semitism stems from a lack of knowledge and no one is better

314positioned to address it than our teachers and administrators. I want to take a moment to thank the board for announcing a resolution to acknowledge May as Jewish-American Heritage Month. This is a great place to start and we are looking forward to this being followed up by a concrete action and taking a step towards making Jewish students feel safe and wanted. Thank you for your time. Thank you for your time. >> [applause] >> Okay, we have a caller listed simply as concerned parent. Concerned parent, please press star six to unmute yourself and we'll have you have two minutes to speak when you begin. Concerned parent, I see you're online. You've You've pressed star six. Uh you can speak now and we'll be able to hear you. Uh hello, can you hear me? We sure can. Please

315go ahead. Okay. Board members, what are the roles and responsibilities What are your roles and responsibilities? According to the California School Boards Association, the roles and responsibilities of a uh the board members are citizen oversight of local government is a cornerstone of democracy in the United States. School board members are locally elected public officials and trusted with governing a community's public schools. The role of the school board is to ensure that school districts are responsive to the values, beliefs, and priorities of their communities. Boards fulfill their role by performing five major responsibilities. Setting direction, establishing an effective and efficient structure, providing support, ensuring accountability, and providing community leadership as advocates for children, the school district, and public schools. Board members, lately, a lot of your resolutions call for transparency and accountability, but it seems that

316your goal of ensuring accountability is for others, not for yourselves. Many parents have come to you with many concerns, but it seems that parents are losing voice through community organizations and your labor partners. So, when it comes to accountability, it's not so that we can call you out, it's so we can ensure that all parties, all stakeholders, are being represented in your decisions and in your resolutions. So, I urge you to look at your accountability and to see if you are fulfilling each and every one of these roles. Thank you. Thank you for your time. Sheryl Cono, I see you're in the audience. Sheryl Cono, come on up. You have 2 minutes to speak once you begin. Good afternoon. Good to see everybody. Um I will yield my time to Marisol Alvarez. Thank you. Hello,

317my name is Marisol Alvarez. I'm a proud LAUSD parent and proud LAUSD LAUSD psychiatric social worker, PSW. I'm here to make a statement in support of our students, PSWs, and mental health services. PSWs would like LAUSD to honor National School Social Work Week and National Social Work Month in March. PSWs are here to advocate for PSW positions and services, fully funded services for all students at all schools and all programs. We would also like the board members to follow up on the LAUSD board's final suicide awareness month board resolution that happened in September of last year, 2025. And that the report that's still pending by the superintendent or designee to be resolved and published fully by the spring of 2026. And let me just say that fully funding schools is suicide prevention. As youth mental

318health needs surge, school social workers are essential lifelines, not luxuries. PSWs remove psychological and environmental barriers to learning by providing school wide, group, and individual support to promote student well-being among the other many hats that we wear every day. Currently, some of our PSWs are carrying a ridiculous caseload of well over 500 students each. If we get lucky. As a mother, I can undoubtedly tell you that my daughter and her friends do not need a police officer at her school site. Our youth deserve respect and dignity, especially during a time when our communities are experiencing experiencing so much trauma. Sorry. [snorts] Our children deserve care. Thank you. Love and services, not policing, and not definitely incarceration. And last but not least, LAUSD acting superintendent, please approve the UTLA demands for fully funded schools. The students

319already spoke to you over and over and over. Eyes out of LA, eyes out of our schools, and very importantly, police out of our schools. Instead, fund PSWs in our schools. Thank you. I'm >> [cheering] [applause] >> Thank you for your time. The next speaker is remote, Tonya McIntyre. Please press star six to unmute yourself, and you have two minutes to speak when you begin. Tonya McIntyre. Good afternoon. My name is Tonya McIntyre. I am an educator and member of the local school leadership council at Hawkins at Hawkins a community high school. I'm here with other members of Hawkins urging the board to restore our funding which equals nearly 1 million. The nearly 1 million dollars funding cut being taken from our 2026-2027 budget disrupt instruction, monitoring of legally mandated services, campus safety, and student

320social emotional well-being. Why is it disruptive? Because we stand to lose the funding for instructional coaches, one bridge coordinator, and one teacher. This is happening at a time when our scores for SBA and EOD are trending upwards. Why is it disruptive? Because our campus safety system is improving student behavior and attendance. However, with these cuts Hawkins stands to lose one campus aid, one supervision aid, two school climate advocates, and an RJ teacher. Why is it this Why is this disruptive? Because Hawkins is a school with a high number of students with legally mandated IEP counseling services who have and are experiencing trauma. Our school psychologist is paid for 2.5 days per week from the general fund. We need the school psychologist for 5 days a week. So, we pull from our local school site fund.

321The carryover fund would take care of 5 days. It was Superintendent Carvalho's office who made the decision to take away nearly 1 million in carryover funding from Hawkins High School and the board approved it. Of course, that means it will be the superintendent's office and the board who have the power to restore our funding for 2026-2027. As a member of the local school leadership council at Hawkins High School, I urgently request that you reach out to our LSLC and attend our next meeting on Tuesday, April 7th so we can discuss a plan for restoring the funding to Hawkins High School. Thank you. Thank you for your time. Allison Sherman, I see you're listed as speaking remotely, but I do not have you online. Are you in the room, Allison Sherman? No. All right, that concludes

322general public comment. The board has a significant amount of business still ahead of it. Um that is the majority or the entirety of the consent calendar. Um and then several tabs for uh discussion. So, um let's hit the consent calendar, shall we? Let's hit it. One moment. Would you mind if we go to um one of my resolute my last resolution just because we have a speaker here and she's been waiting for quite some time. I just have one speaker for Of course. item 30. All right, here we go to tab 30 and I have a move and a second for it. Move it. All right, move This is This is with a rule 72 waiver. Does anyone object to doing doing them concurrently? No objection. No objection. All right, moved by board president Schmirlson.

323Seconded by Ms. Newbill. All right, so this is tab 30. Um there are 10 speakers. Um the Many of them may have had to leave, but there's 10 listed. Uh Did you want to name >> Yeah, can I just start and then and then we'll move to public comment. Um so, hello everyone, colleagues and um those here present and watching this remotely. I am proud to bring forward this resolution recognizing the life and legacy of Bayard Rustin. Uh Bayard Rustin was one of the most influential architects of the civil rights movement in the United States. He was He was a chief organizer of the 1963 March on Washington for jobs and freedom and a lifelong advocate for racial justice, labor rights, and nonviolent democratic action. Yet, for decades, Rustin's contributions were often pushed to the

324margins because he was openly gay. Recognizing his legacy today is about correcting the historical record and ensuring that our students learn the full story of the movements that shaped our democracy. Rustin believed deeply that democracy requires participation, courage, and collective action. Those lessons remain just as relevant for our students today as they were during the Civil Rights Movement. By lift by lifting up the leaders like Bayard Rustin in our classrooms and curriculum, we help students understand the social progress is built through organizing, solidarity, and the belief that every person deserves dignity and equal rights. Today, we are joined by someone who has worked tirelessly to ensure Bayard Rustin receives the recognition he deserves. And it is my honor to to introduce Lauren Bessant. Uh she/they is the communications strategist and organizer of the national campaign

325to honor Bayard Rustin during the creation of the first LGBTQ US Postal Service stamp. Through this campaign, Lauren has helped secure supportive resolutions from the city of Los Angeles, municipalities across the country, and California legislature, and the members of the Congressional Equality Caucus. Lauren's work is rooted in deep commitment to preserving civil rights history and ensuring that leaders like Bayard Rustin are recognized for their role in advancing justice Lauren, thank you for joining us today and for your work to restore Bayard Rustin to his rightful place in American history. At this time, I would like you to invite you to please come forward and share some remarks in support of the resolution. Thank you for that introduction, Dr. Rivas, and I am thrilled beyond belief to be here. I'm going to be mindful of your

326t- like that. Can you hear me better now? Um I'll try and be mindful of your time and just hit the main points, but I really want to stress today how important talking about Bayard is and what you all have heard today. Bayard Rustin was intersectional before we even had a word for it. He, and I'm really sorry there aren't enough high school students left, Bayard had his first sit-down strike as a teenager. Raised a Quaker, he put his faith as the foundation of all things and virtually any milestone you can name in civil rights history, Bayard Rustin did it first and endured much more severe consequences. I'll hit the three main ones right now. Bayard Rustin was on his way to Los Angeles, by the way, the first time he was snatched off a

327bus for not giving up his seat. That was in 1942. The second time Bayard Rustin, um he was on his way to LA actually to help out um properties that had Japanese Americans had been snatched and put in concentration camps. So, that was the first time. The second time he was arrested for not giving up his seat, which by then was against the law, federal law, he was put on a chain gang. And I don't want to make light of what Muhammad Ali went through, but hard labor for a chain gang, that's an important sacrifice. Uh the first time he was able to um resist the draft, actually was what I was talking about uh when I mentioned Ali and rather than uh Rosa Parks, he was sentenced to 3 years in Leavenworth. And he'd

328always been a Quaker. And lastly, we rightfully honor Martin Luther King, but show of hands, who knew that it was Martin Luther King's um success in Montgomery bus boycotts was owed to intervention and tutelage from Bayard Rustin? There's mine. Hi. Um and that moreover, another show of hands, who knew that Martin Luther King Jr. carried a sidearm until he met Bayard Rustin? That's what I thought. Bayard Rustin was known internationally. The man was born in 1912. And why this is important, I I urge you to consider being his full self in Jim Crow America, in homophobic America, born in 1912 with the determination of a Quaker to go forward in justice. And what his message to us endures today, and I wish those kids could have heard it, we are all one. Bayard Rustin wrote

329a book, did you know that? With Cesar Chavez. Bilingual. Talking about labor rights. Bayard Rustin knew Golda Meir. He is at the intersection of all of these things because as he said it, we are all one. And if we don't know it, we will learn it the hard way. And I don't know about you, but I'm tired of the hard way. And as much as he believed in the federal government, he would have been thrilled to understand, to see how we have risen up to support our immigrant neighbors. That is 100% Bayard because to be successful, and this is why this is important for our kids to know, everybody can be the stick in the wheel of injustice. I thank you for your time and consideration. Appreciate you all. Thank you so much. Appreciate you.

330So, thank you, colleagues, and I hope you join me in support of this resolution, too, to celebrate Bayard Rustin's life and legacy. So, we can go to public comment. >> yeah. So, now we get to the public comment, and then and then uh the board will you typically share their their thoughts after that. Uh Myra Williams. Uh Marche Doss. Uh Leo. >> [clears throat] >> Julian M. Marquavious Moore. Uh Laquelle White. Gilbert Lopez. Uh >> [clears throat] >> Dylan Wells. Kate. And Ezekiel Getachew. I think a lot of those folks were here and left. All right, that concludes comment on the item, and now it's time for board discussion. Let me just say I I learned a lot, and I appreciate that very much. Thank you so much. Yeah, I just I have some stuff

331written, but I just want to say that when I taught my third through fifth grade special day program class at Buchanan Street Elementary, I was um I came across the bulletin that uh spoke to LGBTQ+ curriculum. And it was Bayard Rustin that I introduced my students to. So, it's very special. Thank you. Again, I want to say thank you for coming and educating us as a time where we're being erased, um it's so important to highlight and elevate the names of those that have paved the way for us. And so, appreciate you coming and sharing that with us as we continue to do that with the school district as well. Thank you. Shall we vote? Let's vote. Okay. And I'd like to co-sponsor. Oh, she wants to co-sponsor. Co-sponsor, let me write that down. I

332too. Okay. Uh, Miss Newbell. Yes. Dr. Rivas. Yes. Mr. Melvoin. Are you frozen? Yes. Mr. Or deep thought. Okay. He unfroze. Mr. Can Can Can you give me one more yes? Oh boy. I heard a yes. >> I heard a yes. Uh, Miss Crieger. Yes. Miss Gonez. Miss Ortiz Franklin. Board President Schmerelson. >> Yes. Institute Board Member Yang is also taking a break. That's 1 2 3 4 5 yeses, so it does in fact pass no matter who shows up. Okay. All right, folks. Um Can I have a move and a second to take the consent calendar? Move. Move by Mr. Schmerelson. Second. Seconded by Dr. Rivas. All right, let's take the public comment on consent items. So, item number two, uh, Ronan Biton, are you here? Ronan B? Thank you for your patience. I've

333seen you in the audience all day long, so please come on up. You'll have 2 minutes to speak to tab two. I recommend taking all 2 minutes if you came here for. [laughter] Um, it's been Good afternoon, Board. Uh, my name is Ronan Biton, and I'm a LAUSD, uh, employee, maintenance worker. And it was recommended to the Board to suspend me for 2 days for uh I guess uh poor uh work habits, I guess. And I come to rebuttal that because the uh the job given to me or instructed to me was never given a time limit. So, when they gave me something to do, I went to do it. Like for instance, stacking pallets and separating them. Pallets are those wooden pallets. Um we have a truck that comes and picks up a certain

334size, and the rest I get rid of. Um so, I did my job. No one told me how long it would should take me, so I did what I had to do to get it done. Um my boss says I did I took too long. They asked me to uh sweep the the parking lot for metal debris, so I use a metal uh uh magnet sweeper to sweep. And they said that took so long, too. I said, "Well, how long does it should it take?" And they had nothing to show me. They didn't have uh to call the uh a time and motion. You ever heard of that? Nothing to show me, and I asked them so if I can improve my work, my job, and they had nothing to go by. Um I just

335wanted to rebuttal these charges because it's going to stain my record. And I don't think I should have to go through that. I I did nothing wrong. I did exactly what they asked me. So, with that in mind, my objective really here is to just not stain my employee record with something silly as I took too long to do a job that they couldn't tell me how long it's supposed to take. That's a simple fact. I appreciate your time. Okay, thank you for your time. Thank you. Kim comment on tab two. Let's see, tab is discussion. Tab five, uh provisional internship programs, uh Mr. David Tokofsky. I know he was in the room earlier. Let me see if he is online with us. I do not see Mr. Tokofsky in the room, so that's tab

336five. Uh now we go to tab 11. We have three folks on tab 11, Aaron Studer. Or Aaron Studer, are you here? And we have two folks signed up to call in on that tab. They are not They're not signed in, but I'll call their names anyway. David Riddick. Uh Margaret Fuentes. Okay, so that's tab 11. Tab 16, we have one speaker. Uh JP John Perrone to tab 16. Approval of community advisory. Tab 16, I do not have you online in front of me. So, not here. All right. Bear with me, folks. All right, so tab 20. We have one speaker, David Tokofsky. I understand he's right outside, so I'll keep moving along until he makes his way in. So, we're waiting on tab 20 for Mr. Tokofsky. Here. All right, so tab and then

337tab 21. We have I hear Mr. Tokofsky, there he is. Uh let's see, so that was at item 20, but I believe we had you also on tab five. So, you'll have 2 minutes to speak on tab five. Sir, please go ahead. On the Grover Cleveland Did your call that or >> No, this is for tab Five, okay. Provisional internship permits. So, going in numerical order using Arabic numerals. Okay, I Like numbers, please go ahead. Thank you. Be careful. We've been using Arabic numerals for a long time, but some people get concerned that that's uh something else. Okay, so number five. Um let me just say uh obviously we support uh emergency provisional interns, of course. All provisional probationary teachers are at risk in the layoffs. Um and so you ought to be thoughtful about

338rescinding as the budget continues to get better in December and January and hopefully back again in March and April as people begin their tax returns and you can begin to rescind a number of these uh things and take the risk off uh I I I don't even know the number. 2,000 provisional teachers, 2,000 probationary and provisional, I don't know. It hasn't been publicly stated. Uh but obviously we need have a need to incentivize people to go into special ed. Um you also have today in the Williams presentation a declaration that is totally different from the county that says there are really close to um a thousand teacher vacancies. There are close to uh extrapolating nearly uh 2,000 misassignments. It's all on page 641 of your board materials. And let me also say you've done a

339good job on some negotiations. So, today you will approve 20% raises, page 42 and 43 for some employees in classified. Uh your second interim is showing that there is money for incentives. Uh you can not only rescind the IT, which you heard very eloquently today how it damages kids, and you heard from your board president talking about the incentives to get more uh PSWs in the district, which you could use CYBHI money, which has not been dramatically pursued. And finally, use your inspector general office more. And so, if you're going to do something on contracts and ICE, if you don't have an enforcement mechanism like we have for child labor and soccer balls, you won't have enforcement of your motion. Thank you for your time. Uh Mr. Turcowski, you're also on tab 20. You want

340to save yourself a walk? All right, it's your turn for tab 20. Um board members, um this school is a high school with nearly 3,000 kids. Okay. One has to ask what's going on that you have a school still pushing 3,000 kids. Whereas many high schools are now dipping down to 1,200, 1,100. And so, instead of sending schools off into the wilderness, you need to start replicating certain things. And Mr. Mr. Schmerelson should know cuz he's he's worked at the school a number of times. And so, let me just say while they have 500 empty seats there, there is an effort at Cleveland that you can begin to bring kids in and bring grow the enrollment. This is a an affiliated charter. There are desires of kids in Glendale and Burbank and even as far

341on the train lines from Palmdale and other places that if you work hard to market and present, not just put signs on bench buses and on the back of LA Unified trucks, but really go out and sell the quality of your programs like Cleveland High School and what happens in these schools to other places and be proud of the district in a way that you say, "My God, we're doing good things. This school is pushing 3,000 kids. There are high schools all across this district that border other districts that you could bring students into your district. And for the love of me, I don't understand when you have these successes that you're not doing something. That Mr. Schmelson has the largest number of affiliated schools in the entire country. And for 8 years, 10 years,

342nothing. We're not growing one. Not one. And you complain about budget and enrollment, and you have gems. Why not open up other places? Even Even this idea of Green Dot today, not one mention from the charter office of how it could have been an affiliated charter for a period of atonement and repair, and then the option to change again. Instead, Oh, the student recovery team will find those students. Thank you very much. Thank you very much. Um you're also on tab 21, Mr. Dokovic. Would you like to use your 2 minutes on tab 21? Just to under elucidate for folks the procedural aspect of this. On a public hearing, someone can sign up for each public hearing that appears on a board agenda. Typically, our board rules state that you get to speak on one

343item, either an action item or general public comment, but the state of California under statute uh requires that for a public hearing, people be able to sign up even if they've spoken before for reasons that are generally pretty good. So, please Go ahead, Mr. Dokovic. You have 2 minutes. >> I really encourage you to publicize your public hearings. There are 10 million people in the county, and uh people should have the opportunity, just like the Williams should be proclaimed at every school, you have the opportunity to speak. Now, this charter school, uh independent charter school, has over the allocation. Has 553 kids. The district approved them for 532. They're asking for a growth now. If you take a look at this school and its location, it's in the very location LA Unified used to have

344alternative schools. Okay, we had four, five, pretty significant alternative schools. One in the West Valley, one in the sort of Venice area, one in the Highland Park area. And as we centralized curriculum into one size fits all, we made the mistake of closing these alternatives. This school is a um Caesar no, a Waldorf school. Sorry about that, wrong salad. Um it's an alternative ed approach that has obviously a marketing success. 553 kids and we you only approved it for 532. Where are the alternative opportunities for kids? Okay? Is it leave the district? Is it go to a private school? Why not create some R&D? I know Ms. Spat is very good on R&D as a researcher. Let's get some R&D in terms of what works and replicate them. You're paying Ernst & Young a significant

345amount of money to come up with what is successful, where are there chances for duplicating things? And here's a school I get I think you have two charters, one in Dr. Rivas' area that's also a Waldorf school. Which is again, the Highland Park and the Venice area. Hello, anybody who's from this town knows where these communities exist. Just like Renaissance Arts picks up as a charter school kids in the northeast who are interested in the arts. So look at your things carefully and this item is one that reveals an opportunity, a high performing charter. >> Thank you for your time. All right, are there other speakers at tab 21? Keith De La Keela, I see you're out there. He's going to wave his time. Karen Costello. This is on consent. Uh Esteban Garcia Uh Christie

346Mack Fett uh Aisha Maas Kristen Corrine David Richardson Uh Marshinda Bell Uh Vincenza Gerard Maria Cruz Uh Caden Sedacy Josh Stokes Megan Helms and Justin Gonzalez Okay, that That concludes uh tab 21. Let's move on to tab 22. Going to read through a another list of names. Uh David Richardson Uh Keith Delinquila Uh Selin Selinda Guerrero Selinda G Heather Mallet Edith Santana Leilani Lafauri Leilani Daisy Rivera Uh Kayla Ochoa Emmanuel Barragan Eleanor Rendon Uh Nicholas Zavala Uh Justin Cervantes Uh Davian Ortega Uh Takita Aguilar Carmen Loera Check online. There is nobody online for these tabs. Uh that concludes public comment for item 22. Moving on to item Another list of names. I read them out loud, folks, just so that I know that no one's being denied the opportunity to speak. And I also check

347online to make sure they haven't switched from uh in person to online. So while I know it seems a little bit tedious, we got to do it. Uh Keith De Uh Mike McCoy. David Richardson. Yasmin Garcia. Uh Cecilia Sandoval. Uh Johanna Zuniga. Or Johanna Zuniga. Uh Yoselia Hernandez. Sandra Rocha. Victoria Herrera. Julian Eichenauer. Or Jillian Eichenauer. Uh Yesica Galvan. Jessica Galvan. Kelly Arnold. Uh Ronnie Hernandez. Sophia De Luna. Evan Olvera. I do not have any of these folks online for this tab either, so that concludes uh the public comment for tab 23. We go on to tab 24. We did tab 24. And my apologies. All right. Let me see what other remaining public comment we have. Let's see tab Uh tab 27. Ms. Newbill. May I have a a move and a second for

348tab 27. >> Move it. Second. It is on consent, but I I want to cover all my bases. Just I wanted to highlight um and also make sure we add Dr. Rivas in oversight um to this resolution and why does it matter in schools? As mentioned, Women's History Month is not only about honoring the past, it's about helping our students understand whose stories are told, whose contributions are often overlooked, and why representation in curriculum matters. As International Women's Day on March 8th connects our classrooms to a global movement for equity, opportunity, and dignity dignity. Education has always been shaped by women. Women, especially women of color, have led the transformative change in education as teachers, administrators, advocates, parents, and community organizers. Many of the rights and protections that students benefit today exist because women challenged

349exclusion and inequity. And supporting our students' identity and belonging, when students see women who look like them reflected in their lessons, leadership, and school culture, it strengthens belonging, confidence, and academic engagement. This is especially impactful for girls, young women, and gender diverse students exploring their voices and leadership. Honoring our educators and school communities, women make up most of the educational workforce and are essential to student success. Family engagement, schools stability, and so this month is an opportunity to publicly acknowledge their leadership and service. From recognition to action, observing Women's History Month and International Women's Day reinforces our commitment to inclusive curriculum, student voice, and equitable opportunity. Our goal is not just to celebrate, but for education and reflection and continued progress. Thank you. And I'd like Dr. Rivas. Thank you, board member Handy-Newbell for bringing

350this resolution, this very important resolution forward. And I'm glad I'm finally added as a co-sponsor. As soon as I saw this resolution, I was like, add my name to it, please. So, Women's History Month is an opportunity not only to celebrate achievements, but to recognize the women who have carried forward movements for justice in our communities, often, very often, without recognition. Across Los Angeles, women, particularly immigrant women and all women of color, have been at the forefront of movements of civil rights, labor protections, and educational opportunity. Many of our students come from families where mothers and grandmothers have organized, advocated, and sacrificed so that their children could have the access to education, safety, and opportunity. In Los Angeles Unified, women are also the backbone of our schools, of our classrooms. They serve as educators, counselors,

351classified staff, administrators, and community leaders who support students every single day. Recognizing Women's History Month is also about ensuring our students see themselves reflected in the history they learn. When young women see women of color who look like them leading movements and shaping the future, holding off- offices of elected official as elected officials, it reminds them that their voices and their leadership matter, too, and that they too can achieve great things. Thank you again to my colleagues to my colleague um Ms. Schlotz Handy-Newbell for bringing this forward, and I'm proud to support it. And give it to the mujer. Carla, then I'll go after you. Thank you. I'd also like to be added as a co-sponsor. Um so, thank you Sharlotte Scott and Rocío for bringing this forward. Um I'm very proud to be part

352of a board that is majority women. Um and and I just want to uplift uh women who uh in history, throughout history, have um influenced many to take action. And uh some of these are Berta Cáceres, who's an environmental activist in Honduras, Rigoberta Menchú, who's an indigenous rights activist and leader in Guatemala, Fannie Lou Hamer, who's a who was a civil rights activist, uh Marsha P. Johnson, American gay activist, Sylvia Rivera, gay liberation activist and transgender rights activist, and Comandanta Ramona, who is a leader in uh the Zapatista movement. Thank you. Yes, and I too want to thank you for uh Sharlotte and for letting me be your co-sponsor. >> [clears throat] >> So, uh a little more than 100 years ago, women did not have equal voting rights. >> [clears throat] >> But look

353at this board, and look who sits on this board. I could not be prouder of the progress we have made. Women's rights did not just happen. They evolved through movements led by women. But as we reach a complex time in society where trends show us that misogynistic and sexist views of women are becoming publicly accepted, it is upon all of us, women and men, to fight back against these claims. In 2022, the National Institute of Health released a study that observed sexism in a shifting global context. The study discussed how women have made advancements in society and currently hold high-ranking positions now more than ever in human history. Traditional gender roles have been overcome by the dreams and actions of millions of women everywhere. However, today we still three we still see threats on the

354horizon and it's just not enough to point out one example of social progress or success and say that all issues have been overcome. So, women will keep fighting and the men, the good men, will support their cause. Thank you, board member Newbill, for this important resolution and I'm proud to be a co-sponsor. Thank you. Turn it back over to you. All right, time for a vote on tab 27. Um it'll be part of consent, but it's kind of nice to hear the votes. >> No public comment. Really really no public >> is public comment. That's right. Oh, I'm rushing. I'm sorry. No, it's okay. I also missed one person who was on tab 11. We'll come back uh to that individual if you're listening. I apologize for that. Um yes. There is public comment. Um

355Abel, are you here in person? Araya Blakey Blakey, are you here? No. Uh Daniel Sierra? No. Mount Trejo? Also not here. Kate? Not here. Miley? Are you here? No. Ainslie D? Are you here? Uh Mariana C? Are you here? No. Uh Kalila Williams? Are you here in person? No. And J C? Also not here in person. And there's no one on tab 27 also for uh public comments. So, that concludes public comment. Do we vote? Okay, let's vote. Uh Ms. Newbell? Yes. Dr. Rivas? Yes. Mr. Melvoin? Yes. Ms. Griego? Yes. Uh Ms. Gomez? Ms. Ortiz Franklin? Uh Board President Schmerelson? Yes. And Mr. Yang also not here, but that's 1 2 3 4 5 yeses. So, tab 27 assuredly passes. Um let's move on. Tab 35. Oh, let's go to tab 11 actually. There's a

356a public comment on tab 11 uh that is on the line. Margaret Margaret Fuentes, I see you're on the line. Please press star six. Margaret Fuentes. And I apologize for missing you the first time, but the 2 minutes is yours. Thank you so much. Yeah, the time it took and the frustration in in get trying to engage in this process today is about the roof for me. I'm sorry. So, hello members of the board and the acting superintendent. I know that this is on the consent calendar, but I felt it important enough to phone in. These projects on agenda item number 11 are funded by the taxpayers and the district should provide a better understanding to the financial impacts made by independent charters. Here are three campuses that are occupied by independent charters. Two were

357LAUSD campuses which opened in 1980 and closed in 1989, 9 years later, only to reopen a couple years later by two independent schools who have been leasing from the district for 40 years. If campuses were needed, why did this happen? Now in need of facilities upgrade at the cost of over 55 and a half million dollars and being that charters have one of the largest categories of funding with 300 million allocated from measure US, this body should consider what is financial responsibility in prioritizing projects. Is this bucket used for affiliated as opposed to independent or could it be moved to provide more to the majority of LAUSD run campuses which are in need? With lower enrollment, what else could LAUSD properties provide? Have the conversation stopped on housing for students or employees? What future plan

358does the district have in retaining properties? With ongoing years of financial crisis and concern of sustainability and affordability to infrastructure and its properties, this body is responsible to make sense of its spending and decisions. Are the best investments being made? The public um would like to be assured. I appreciate your time. Thank you for your time. That was tab 11. Now moving on to tab 35, report of correspondence including Williams and State Preschool Health Safety Uniform Complaint Quarterly Report summary. Uh David Tokofsky, you are signed up. I don't know if he's still here. And then we have a call in Maria Daisy Ortiz. Are you in the room, Ms. Ortiz? No. I do not see you in the room. I see Mr. Tokofsky. Come on down, Mr. Tokofsky. You'll have 2 minutes to speak to

359tab 35. Um three items. One um is what I previously mentioned. Um and perhaps you can get a memo from Ms. Murphy. It appears that the district has been under uh presenting to you the number of um teacher vacancies. And the county has given you revised number of based upon a limited sample of 108 uh schools and also misassignments. Uh this is what you may hear from your constituents. So, I want to raise that. Number two, um you in your report of correspondence, you you must see the massive growth in the number of downtown law group lawsuits. And hopefully, you'll do a due diligence with the Inspector General as other government agencies are doing with respect um to those allegations. And then lastly, I know you have a motion on uh Jewish Heritage Month and

360you heard from some students telling you that at Palisades High Charter, there were swastikas on the school. Didn't hear, I know you can't comment to the public speakers, but those are serious allegations as well as in the lawsuit uh that the Louis Brandeis Center has um done against the state of California. In that lawsuit, three LA Unified schools are part of the narrative. Um Daniel Pearl High School is part of the allegations. Uh Louis Louis Armstrong uh school is also uh clearly stated. You're not the subject of that lawsuit, but you're the content of that lawsuit. And so, if you have a proclamation for next month with respect to Jewish Heritage Month, you ought to be listening to these students who spoke. You ought to be reading that lawsuit to see if all of those

361incidents under operations and human relations have been addressed properly. Thank you very much. Thank you for your time. All right. And then we have Maria Daisy Ortiz. I'll call on you again. I don't Are you in the room, Ms. Ortiz? No. All right. That concludes, I believe, all the public comment for consent items. Just give me one moment to check a name. You're a Galindo. Are you here? Yes. Uh the time passed for 26, but you're here now, so would you like to make your 2 minutes of public comment? Okay. Oh, she is. All right. Oh, okay. Okay. Ms. Galindo is going to speak in Spanish, so if you'd like to hear what she's saying in English, please put your hands up and we'll get you these translation headsets. This is two tab 26. Okay,

362listo. Gracias. Buenas tardes a todos. Good evening to all the members of the board. My name is Eloisa Galindo. I'm a mother of a student that attends Garfield High School. I am here today because I've seen the work the the very important work that's required by you, the members of of the board of LAUSD. And you need to put all your efforts to create forms of how you can help teachers and students. I'm supporting Dr. Rocio Rivas. And but I'm also here in a very special way. A teacher passed last the other the other week. It was a leader. She was a She was a teacher who fought for the co-location of her school. Because she knew what what the plan of the privatization of the millions. Besides of everything that she went through, she

363had hard work amongst her. And unfortunately, I have to say that Monica Garcia's corruption was involved. Monica Garcia was the one who censored that teacher. And I believe that it's time for this to be cut an end. The mafia, the corruption. The friendships side, because you're my friend, I will give you a position of a principal or of an executive. I can hear Mr. Cole Gutierrez and I am he's saying I'm here as a director of instruction when honestly, the teacher and I, we would ask him >> [snorts] >> for him to help with proposition 30. And we asked for more supervision. He give us a our back and now he's at a high level and I'm here because of Miss Lucia. Changes need to happen. Just like many other teachers that have life now

364and many students that need you to do good for the students. Thank you. >> time. All right, let us take the consent vote which was moved by board president Schmerelson and seconded by Dr. Rivas. Uh on consent, Ms. Newbill. Not here right now. Uh, Dr. Rivas. Um, just want to make sure this is not including item 25, the procurement, right? That was pulled for discussion. Just wanted to make sure. 100% that's accurate. Okay. Okay. So, yes. Mr. Melvoin. Yes. >> Ms. Griego. Yes. Ms. Gones. Ms. Ortiz-Franklin. Yes. Uh, Board President Schmerelson. Yes. And student Board member Yang is not here, so we'll come back to collect the vote of Ms. Newbill and Ms. Gones, but the consent calendar passes nonetheless. And while I have you, Ms. uh, uh, Ortiz-Franklin, may I collect your vote on

365tab uh, 26? Yes. That's a yes on tab 26. Uh, tab 28. Uh, yes. And maybe it's Yeah. Yes. And I believe tab 29. Um, yes, and if I could be added as a co-sponsor, too. All right. Thanks. Okay, with the exception of the stuff we're coming back to for Board members who didn't lodge a vote, it's now time to go on to uh, discussion items. Hold on 1 second. Let me confer with my colleagues. Okay, Ms. Newbill. I'm always rushing you right when you sit down. How do you vote on consent? Yes. Thank you very much. Okay, we're going to skip down the list to tab 25, approval of procurement actions. May I have a move and a second? >> Move it. Move by board president Schmurlson. Second. Seconded by Ms. Newbell. All right,

366we have um one lots of questions on this. So, please >> uh I have item I and it is regarding um IT and uh it says >> [clears throat] >> information technology services contracts exceeding [clears throat] $250,000. And the reason is to provide skilled IT resources to support the district's enterprise software application projects. It includes a batch of 46 vendors to support existing projects, additional capacity to support future projects, and initiatives will be made if required. And of the 46 vendors selected, 29 have done business with the district and 17 are new vendors. And the vendors are based at a Florida Kforce Incorporated from Tampa Mainline Information System in Tallahassee and System Soft Technologies in Tampa. So, here's my question. I guess that would be Mr. Lee, yes? Okay. Okay, Here's my question. So, I

367am hoping that this contract will not be replacing any current LAUSD employees. Could I get an answer for that part? Good afternoon, uh acting superintendent J, board president Smallsden, and member of the board. Uh I'm Douglas Lee, interim CIO. Day number six. >> [laughter] >> Um the contract, to answer your question, the contract is to provide uh two things. One is the very specialized IT specialty, and two, and the contract also provides cloud services, uh which includes um many of the apps that are being hosted on, including our enterprise resource planning applications, which supports our HR, payroll, accounting, budget, uh and procurement. So, To to answer your question, no, it's not intended to to replace um any of our existing staff. Um this is a broader set of resources that the district leverages as projects

368come forward. Um and so, it's really on a need basis, and it gives us authority, should it should it be needed um for future use. So, my second part of the question, I guess would be what is this contract doing that existing personnel that we have cannot do? Do we have personnel right now that can do this work? Um I'll give you some examples. For example, there's a board resolution, the um budget transparency uh develop. We have developed that. It's actually in testing right now. Um there is two resources that calls for Python developer and a Power BI developer. We did not have in-house expertise for those skill sets, so we leverage the contract to procure those assets. Understood. Thank you. I appreciate it. Carla, go ahead. Is is there a way that we could

369have people skilled in these areas in-house? Why wouldn't we do that? Um thank you for the question. Yes, there is a way. You know, for ITS, our commitment's always to build internal capacity. Right? Uh especially with emerging technology as we modernize application, we need to uh upskill and reskill our employees. Uh currently right now, uh I am working with Daze to build a um a course for a lot of our for cloud technology, for cloud development, cloud infrastructure, and cloud um security in our in this building in Bojays. This will give uh employees a new skill set and perhaps lead to a certification. So, this is our current employees could go and take this course and become skilled in this. >> Yes. And be able to Is there a timeline for this? Like, when do

370you think like I'm working with Daze on that. We have to logistic getting the rooms in this building cuz we don't want them employees in this building, so we don't want them They don't We don't want them to travel, so they'll just be after their work hours. They'll be here either 3 days a week or 2 days a week. It depends on the instructor. Uh hopefully we'll can launch by July. That's our target. Yeah. But, we have to work out some logistics. They need to be certified by Daze. We need to put advertisement out there and stuff like that. Okay, thank you. And then, because I know the the folks who worked on our budget transparency tool, they were in-house, right? Yes. Majority's in-house. We did two uh contractor for those uh skill set, the

371Python and the Power BI developer. All right. Thank you. Cherlette. Yes. Um is there a list of the vendors? I know it's kind of grouped here together as to which projects they'll be supporting and the contract amount? Cuz I know you just gave us that example. Is there a list of that this being broken down? We have a list of vendors in the on the contract. Do you want it to assign to the projects? Is that what you're asking? Right. So, we're just trying to see who is assigned. And then I guess the next question would be like, what is the criteria for the systems that we built? You you mentioned some of that internal talent, and I think we got the answer that we would be able to support these projects if we train

372them. That would be the next step. But I guess for us moving forward, just kind of knowing what are the vendors and how the projects [clears throat] connect. Yeah, I can ask Matt to speak a little, but this this is a generally a bench of qualified vendors. They aren't assigned to specific projects. As projects become available, ITS working with procurement will generally scope out a project and then invite the eligible vendors to bid or participate in a procurement um RFP. And so, they ideally it's it's actually structured in a way where we actually control how much we actually spend and in what situations we actually invite these folks to participate in in a contract with the district. And we can also definitely share uh how the vendors are allocated for specializations. So, there's a number

373of specializations specializations as part of the award, and we can share that information. But as as Mr. Salcido said, um all these contracts are zero-based. So, they're they're awarded as the projects come up. Got it. And [clears throat and cough] I guess how do we figure out what services we actually need um if we don't know or have a sense of what vendors, I guess, in their capacity. Um, so so the awards are based on in in general the needs of the district. Um, and so having this available to us allows us to quickly utilize the contract vehicles for the services provided. So it doesn't necessarily mean that we're going to use all of the vendors for this at any point time, but being having this available to us allows us to act quickly when

374we need to. >> Got it. Okay. Thank you. Rochelle, did you have uh questions? No, I didn't have a question. I just want to mention that I have asked various times, not to you, Mr. Lee, because I know you're new, but your predecessor, um, just an overview of all of the contracts and all the initiatives and all of the projects within ITS just to get a a broader understanding of where the money is going, who we're contracting with, but I have yet to receive that information. So I just want to say that all of these questions are stemming from that. We spend millions and millions of dollars and understandably so, you know, we want to strengthen the bandwidth of our schools and and and cybersecurity and all of that, but I really need to have

375the information to understand where all of this money's being spent to and all of these contracts and vendors and have yet to receive it. So I just wanted to make that comment. We'll work on that. Okay, I have another question for tab four and I'm very glad to see >> Tab 10. My goodness. I lost my mind for a minute. Sorry. Go ahead. So we're currently on 25. Are there any additional questions for tab 25 approval of procurement actions? Um, item M M as in Mary. Hi, good afternoon. Elsie Rosado, administrator of the student support and attendance services branch. Yes, just had a question with the services that are provided here. How are students notified or referred for the services? For the family source program contract? Yes. So, our PSA counselors do outreach to our

376schools and they do a combination where they'll go to coffee with the principals or they'll work closely with school staff to help identify families that may that may benefit from the resources. And so, what like you say they outreach So, they would go to coffee with the principal. Are they going to all the coffees with the principal so that families know that these resources are available? How how does that work? Cuz there's >> It varies from district to district. So, they are assigned to a different region and they're work closely with school staff and they what they do is they connect with the school staff whether it be our PSA counselors or navigators or school principal and they let them know what services they offer and then they're invited. I know most recently they were

377working very closely even with the face administrator so the face administrators are aware of the services that are available at the school site and similar to that then they're connecting them to the schools and then they are able to go and and provide the resources. So, each dis each region may be different. Yes. And each school site may use it differently. >> Correct. It depends on what each center offers. So, for the most part they have like their core services, which would be like financial literacy and tutoring, but some centers will have like immigration support, and so then schools will become aware of the services they offer, and if they have identified as a need that their school has, then they'll reach out to the counselors and have them come connect and provide those resources

378to families so they're aware of those resources. So, that's one way, but then also, um at least for pupil services, the pupil services team is aware of what the counselors provide and they themselves, as they're working with families, and they're identifying that the family is in need, and this would be a good family to refer to the family source, they're also connecting them that way. So, there's different entry points. And then for the administrators at school sites, is it they're getting this information all at once in a region? They're notifying them that this is available. I'm speaking more so to our newer administrators that are coming in, and everything is coming at them, but this is a great resource. How do they make sure that they get it? Is it the superintendent of that region

379is making sure it's disseminated down, and that's how they get that information? Rudy, do you want to answer it? Good afternoon, everyone. Uh Superintendent Jade, board members, board president, Ms. Rawson, vice president, um Dr. Rivas. Rudy Gomez, uh director for pupil services and attendance. So, one of the uh ways in which we are ensuring that all of our school site administrators are well are aware of the family resource centers is just through the actual face summits that the each region has been holding to be able to bring forth some of the well, the referral process, the resources that each specific family source um uh has that is different from one another. So, that's one strategic way that we've been ensuring that all of our school site administrators are well aware of the resources and then

380of our family resource partnerships. And last question, do they have a capacity? So, say hence there's 10 families that need these X Do each of the source centers have a capacity? No, they don't. They don't. Okay. [clears throat] Thank you. Go ahead, Carla. Just a comment in relation to what you were asking. Um I know that the PSA counselors that I work with from the youth centers, the way I found out about them is because they would come to the schools and, you know, promote themselves and try to recruit people. So, that's been my experience with them that they actually go and do the outreach, which is great cuz otherwise I wouldn't have known. That's one of the things that we ask them to do, especially at the beginning of the year, is that they

381outreach to schools and let them know about the services. Anyone else? That's it. Thank you. All right, shall we vote on tab 25? Let's vote on tab 25. >> Yes. Dr. Rivas. Yes, except no on item I. Noting this, one moment, please. Yes on all except item I. Uh Mr. Melvoin. Yeah, yeah, he is prior recused as to item I. Uh Mr. Melvoin, are you with us or coming back, probably? I will I will come back to you, Mr. Melvoin. Uh Ms. Griego. Yes, except on item I. Okay. All right, Ms. Gomez. Um there she is. Hi. Uh also yes on the balance but a no on item I. Uh Ms. Ortiz Franklin. Uh I see you're with us again, Mr. Melbourne. So, again, I'm yes excused from item I. Understood. Thank you, sir. Uh

382again, Ms. Ortiz Franklin. And Board President Schmurlson. >> Yes on all. Okay, so we have 1 2 3 4 5 6 yeses with a one recusal on I and 1 2 3 plus three no's on I. So, item I is not approved as part of tab 25. Um even with the additional vote coming back to uh Ms. um Gomez. Am I Am I right here? It's 331. Yeah, so that concludes tab 25. I'll come back for Ms. Gomez's vote. Oh, wait. She already got it. I'm sorry. I mean Tanya. Tanya's vote. Um okay. So, let's see. Tab four. May have a move in a second for tab four. >> Move. Move by Mr. Schmurlson. Second. Thank you so much. A second on tab four from Ms. Gomez. I have uh Board President Schmurlson with questions.

383Let's uh check on our uh public comment status for tab four. Sure. Um on tab four, I am happy to see more PSAs and more PSWs being hired. And I was curious about what is our capacity for the total number of PSWs compared to our capacity. What is our current number of PSWs compared to our capacity? Frank. Good afternoon. Evening, I suppose. Uh we currently have seven of on the PSAs, we have 930 positions and 100% fill rate. But On the PSWs, we have 775 positions with 100% fill rate. Um so we are at capacity and we have excellent fill rates. And we have services as needed and when positions come up, that may be I think another question that comes up. Can ask for any more. We fill them as Thank you. soon as

384we can. Thank you, Frank. Okay. Thank you. Anyone else for four? No further questions on tab four. Miss Newbill. Yes. Dr. Rivas. >> Yes. Mr. Melvoin. Come back to Mr. Melvoin. Miss Griego. Come back to Miss Griego. Miss Gones. Yes. Miss Ortiz Franklin. Uh Board President Schmerelson. Yes. That's 1 2 3 4 four yeses. Oh, there you are, Nick. Yes. That's a yes. Okay. That's 1 2 3 4 yeses. All right. Moving on to tab six. May I have a move in a second for tab six? Move it. Move by Board President Schmerelson. Second. Seconded by Dr. Rivas. Let's see if we have public comment. And for tab four, I'm sorry. Kiana Selena, are you in here? I did not see. Okay. All right, so for tab six, we have no public comment, so please

385go ahead discuss, query. Go ahead, Shalette. Just had a question on the best way for our schools or department to route funding opportunities to be considered in this area. Good afternoon, acting superintendent, sorry. Good afternoon, acting superintendent Chaite, board president and board members. Martha Alvarez, chief of governmental relations and grant administration. If there's any if there are any schools or department divisions, board offices, anyone who knows of grant opportunities, they can route them to myself, Martha Alvarez. We have a email [email protected] where individuals can also email us and let us know of opportunities that they come across. We are proactively looking for opportunities, but we're also hearing from different entities, school staff, district staff, philanthropic entities, governmental entities, who may have opportunities for us to apply to. They can email [email protected]. Um, advocates, [email protected]. And

386then we also have a program manager, Michael Coe, who'll be supporting with the pursuing the grants. Got it. And then these particular grants, how are these grants identified and where should people go to look for these particular ones? So, the grants that are before the board today, they're here for you for ratification. It is it is a second quarterly report that we bring to the board. Our grants office was established last summer of 2025. And we intend to come to the board every quarter. So, the next time you'll hear from us will be in June. With that background and context, Um, of these grants were pursued with the exception of two. Uh, they were pursued prior to the grants office being, um, established, before we had any guidelines or protocols for schools or divisions pursuing

387grants. Uh, we issued in November of 2025 new guidelines, um, for schools and divisions for them to know what the process will be moving forward, uh, before they apply for a grant. And so, uh, I expect that at the June meeting any new grant verifications that we bring to the board, they would be under the new, uh, provisions of our new guidelines. But, um, the majority of these grants with the exception of two, and I can flag them if they'd be of interest to you, um, they were pursued prior to us being, um, uh, a new office, a new grants office pursuing grants proactively. And so, with that response, um, and in response to your question specifically, um, I cannot say how the divisions or departments specifically found those grants because they were applied to

388prior to us being in existence. Now, we have protocols in place that there's, um, additional review by the grants office, working with the divisions, working with the regions, working with their general office council, uh, procurement if we need to engage them, our budget team, uh, to ensure that that that there's no new grants that we're pursuing that have a matching grant requirement. And if there's a matching grant requirement, uh, we ensure that there's already budget authority for that matching grant requirement, um, that the funding because much of the funding is one-time in nature, that we're not creating a new, uh, budget liability for the district that the money one-time grants expire. Um, so we have many many more protocols in place now, um, so for these grants, um, I don't know how they found them,

389but I know that moving forward, our office is identifying opportunities through various means. All right. Thank you. Oh, Kelly. Sorry, go ahead, Kelly. That's okay. Um, yes, just a couple of follow-up questions. Um, definitely some um, it it's helpful to see this investment in our schools. On the CTEIG round 11 grant, I was curious if um, will the names of schools that are to receive uh, funding from this grant be publicly listed somewhere? >> Uh, yes, it's actually in the board item. Um, so this is item page four of um, item number six. Um, in under the division {slash} school um, uh, table, it has scores with CTE programs and it's a hyperlink to the list of 129 schools. Okay. I will reading the physical paper, so that's probably why I didn't see the list.

390Um, but I I will take a look at that. Thank you for sharing. Um, and then I wanted to ask about the Gates Foundation grant, the Project Game LA. Um, uh, it's it sounds interesting. Um, so providing students at participating schools with AI-powered culturally responsive game-based learning experiences. Um, so I was I was curious about kind of the origination of this grant and if there's any more that can be shared around what the specific programming is like, um, how any concerns about screen time or the the use of AI are being considered and what outcomes were evaluating when it comes to this specific initiative. Thank you, Board Member Gonez. Um, I'm inviting my colleague, Dr. John Blodgett of our Division of Instruction to uh, answer some of those questions. Hello, Board Member. Um, uh, the

391Stimuli grant was uh, one of the grants that was originally transferred to the Division of given to the Division of Instruction. Um, so when we did receive it, one of the things that we were interested in is that it provides students in an intervention class the ability to um, strengthen their skills uh, by exploring a specific business. So what they do within that grant is they explore a career that's going to mirror a real-world application in mathematics. And again, it's for specifically a um, an intervention class. So, it's not for the core, it's going to be the intervention. It's approximately 20 minutes per day, but a maximum of well, I should say it goes up to 40 minutes per week that they would work on the specific AI tool, which is going to again support

392the core course. It is supplemental in the sense that if you were working in a math course with solving a let's say a linear equation and graphing. You could actually feed that into the system while you're doing while you're building your business and then that will actually incorporate that linear equation into your trade-off, which is one of the programs that it's designed. In terms of program evaluation, we don't begin until next school year. Once we do begin, LMU will be evaluating it based upon I-Ready as well as SBAC scores. And then can you share anything around um kind of the the potential technology concerns and how those considerations were weighed in in pursuing this project? Well, yes. Um so, one of the things that we looked at specifically was that this is an intervention program

393and we also looked at the number of minutes and we're still considering in terms of the number of minutes students will be on, but it's a it's that real world connection that allows students to see the math to make that when we think of the math practices, making connections, building the models. So, they're doing something of interest to them. So, that's going to align to what they're going to see in the core regular program. So, it's only open to intervention schools that have an intervention program, but also being mindful of yes, the screen time with a 40 minutes a week, which would be approximately if you know, if they went two times a week in 20 minutes. Now, again, the students certainly have the ability to go on beyond that as they're building their own

394business, but that's the intent behind the 40 minutes. Understood. And obviously there's a resolution with regard to screen time and technology coming next month. So, I think just moving forward, you know, we want to ensure alignment between board policy and and and our grant-funded initiatives. So, but I appreciate the information that you shared. Um and then the other kind of broader scale question um it's it's okay if this information's not available for today. Um well, I think it's wonderful to have foundation support for our schools. I do think similar to the way in which the board receives grants from or donations from specific sources and we approve them in the in the materials every you know, as a routine item. Um it's clear in those cases where the donations are coming from and I do

395think for transparency purposes, it would be beneficial for the sources of donations that are going to the LAUSD Education Foundation to be made public when the board is approving these items. Uh thank you, board member, for the comment. Um I mentioned we'll be providing the next round of ratification for the board in June. Uh so, we'll endeavor to the extent that the um that the funder is willing sometimes as we understand and let me be be clear before I answer the question. The LA Education Foundation is a 501c3 independent nonprofit independent of LA Unified. Um they have their own executive director, their own board of directors, so it's independent of the district. Um with that said, um it's my understanding um in in checking with the executive director of the nonprofit of the foundation, there's

396at times when some funders request um to be not publicly um thanked for the grant or that they provided to the foundation. You know, there's uh when individuals also donate money, they sometimes say, you know, do you wish to be acknowledged or do you want to be anonymous? So, there's times when there's some some foundations will request um they don't want to be publicly acknowledged. Um I can say for the majority of these funds for the from the have been provided from the LA Education Foundation uh for district initiatives in and of district initiatives, the majority of those funds are from foundations, Uh philanthropic sources, not private entities. But moving forward, starting with the June board ratification, and we can always go back to let the board offices know from these particular sources, we can

397identify to the extent possible which foundations are providing or which sources are providing those grants. And then we also plan to have an annual report to the board in July of all of the grants that have been received by the district, which have been ratified by the board at our quarterly meetings. We can we can provide that additional information at the July report. Thank you. I appreciate that. Sorry, Carla. Okay, thank you. Um Mr. Vladovic, you said that this uh grant, the Game LA, was given to us. Is that what you said? Did we push a wig or >> was approached that we the division of it was transferred from another division when we when I came aboard, and that's when we met with it. So it was another division within the district that looked

398and connected STEM with LMU as well as with our district. Another one of our divisions here in in um which one which division? >> I I want to find out cuz I think it it was when Derek Chow was here, and I cannot recall the division, but I can find out for you. All right. And then it says here that it includes subject matter experts. Who Do you know anything about who those folks are? Well, part of that that's the internal part that we're providing the training for with regard to our teachers who are going to be teaching the program. So the external provider STEM was going to provide that training to the teachers who are going to be utilizing the program. So the subject matter experts are from STEM. The subject matter >> our

399and they're training our educators. >> They're providing the professional development. I see. Okay. Um and this is only for high school? No, there are some middle schools. There's the initial pilot is starting very small. There's one Give me a moment. Oh, Perry and Mann. Yes. Okay. All right. And you're saying that And And this is brand new, so we don't Nobody's ever used this before. We're piloting >> piloting it. >> We would be piloting, yes. Okay. And how long >> Oh, I In terms of it's new for the district, I should say. Oh, but it's been used in other areas. Do we have any any data on how I That I'm not sure. I can follow up with you. And That would be helpful to to know. It Um I I just, you know, my

400concern is intervention with a computer doesn't make sense to me. Well, You know, it's So, it's a come out So, students who are taking an intervention course, so if you're taking like let's say Algebra 1 as a core, and then some of our schools have two periods of it. So, they have an Algebra 1 tutorial lab or foundations class. So, this would be a supplement within that foundations class. So, the foundations class is going to support what's happening in the core instruction, and this is another supplement to go along with building the proficiency along with that specific skill. And the way they're doing that is they're building it through making a business. Really trying to hone in on those real-world applications, so students can see the mathematics and understand how it's connecting, not saying, "Why

401am I doing a linear equation?" But really understanding, "Oh, this is what a linear equation is, and this is how it means or it impacts not only a future career, but also their own understanding of the content. Okay, thank you. Mhm. Else? Mr. McLean. All right, voting on tab six. Miss Newbill. Yes. Dr. Rivas. Yes. Mr. Melvoin. Yes. Ms. Grajeda. Yes. Ms. Gonez. Yes. Ms. Ortiz Franklin. Yes. Board President Schmerelson. >> Yes. All right. And may I collect some votes Ms. uh Gomez, can I collect your vote on the consent item and I think I think you had a comment also to make on one of the items. Yes. Um and to clarify I am participating remotely at my location in Pacoima that's listed on the agenda. Thank you. You're welcome. Yes, I'm so sorry

402I missed my opportunity to ask a question earlier. Obviously thrilled about the approved labor contracts that are part of the consent agenda. I did want to ask a a question specifically around the retroactive pay because obviously a couple of the agreements but especially the Teamsters agreement goes back to the start of last school year. So this is increased wages that employees have been waiting for for a very very long time. So I just wanted to get a sense of when they might expect to see that retroactive pay and if if there's anything we can do to expedite that are we doing so? Hi, thank you. Yes, we have been working with ITS and with payroll in anticipation of the board approving the calendars so they are already working on getting those increases and the retroactive

403pay to employees. We are hoping to be able to provide that in May. Okay, that's helpful and please keep us posted on our ability to to meet that deadline. Um and then the only other question I wanted to ask is not specific to to Teamsters but I think just in general that in addition to our agreements on on wages, there's also a number of kind of working groups or committees that are formed with our labor partners as as part of some of these agreements and I as a board member would love if like a summary could be provided of what all of those different working groups are, how regularly you're meeting, what are the outcomes we're working on as part of that working group, and what's the what's the content, you know, how how are

404those conversations going on a regular basis. Absolutely, we'll get that to you. Okay, thank you. And I'm Mr. Mickelson, I'll vote yes on the consent calendar. Thank you. Uh Ms. Griego, can I collect your vote on tab four approval of routine personnel actions? Yes. Right, and Ms. Ortiz Franklin, tab four, may I collect your vote? Yes. That is a yes on tab four, and I believe also what is your vote on tab 25? Also yes. Got it, thank you. Moving on to uh looks like tab eight, donations of money to the district. Move it. Who moved it? I'm Board President Schmerelson. We have a tie for the second. Was that you, Dr. Rivas? Okay. I'll check for public comment, there is none, and I believe Ms. Griego, you had a question. Yes, I had a

405question for [clears throat] our division of special ed. Thank you. Um Eagle Rock PTA raised 133,237, or and they're donating it, and it's and it says here that it's for a community rep and a school psychologist. So, can you explain what I know that Eagle Rock has a high number of of students in the program. So, what is how do we allocate um school psychologists? >> So, good evening Board Member Superintendent. The allocation, the base allocation is determined by overall student enrollment, the special education assessment workload, as well as our DIS counseling caseload. Other things that are considered, but probably not so much for Eagle Rock, would be if it's a priority school, and also taking a look at higher concentration of preschool transition assessments. And how do we Okay, so we look at all

406that. Is there a number that we determine if if it's X number of students in the program, X number of assessment, then you get X amount of time. >> Correct. And that's That's being done right now for next year, but then it's also re-looked at by our director of psych services that we need to adjust accordingly, right? So, making sure that we're addressing those needs. Now, the funding though that you're talking about that might be given to Eagle Rock that's being for the school psychologists, it's whether if it is donations, it might allow some of the sped work, but when it comes to other funds that are funded like TSP or Title 1, that's usually to provide counseling or provide SSBT support, not necessarily special education direct services. Um and you're saying that like what

407do you mean that that is Is that because the school has determined that or because um Because special ed is primarily designed to support our special ed need students and the services that they're provided, right? So, but often times I can tell you even as a principal myself when we added a day of psych services because we wanted our psychologist to be there to support for counseling, crisis counseling when we had those situations, and/or to present to our parents and parent workshops. Um And is there a table somewhere that people can go to because I, you know, principals will ask me, like how do I get this allocation when I have so many students? So, there is no understanding as to how that works. Is there a place where people can go to and look

408at? >> There isn't a table, but what there is is that we have admin coordinators at every region that our school site administrators should be connecting with, especially if they feel that that are not getting adequate support from school psychologists to be able to adjust accordingly. But we don't have any published table, if you will. >> Okay, and why not? Because I think that's adds to the confusion. >> it's a moving target. So, for example, as you know, we open and close programs or we get enrollments. So, we have to constantly take a look at those moving adjustments. So, what we try to do is accommodate as it's going, as it's moving to really get on that equity lens and supporting the schools. I think if we had a published formula that we had a

409static, if you will, it wasn't dynamic, it would be challenging to move resources around where allocations need to take place. Okay, so I'm I'm bringing this up because the sense is that there are a lot of folks at schools feel like their case loads are very high and the school psychologist time is very, very minimal. Most I know of schools who've only received one day and they have, you know, I don't know, a lot of kids. I don't I don't remember the exact number. And so, it seems that if we if we don't have it somewhere published, if there's nothing in writing that says what it's supposed to be, it feels not transparent and it feels like we don't know what to expect. And so, I don't know if it's a contractual thing. I don't

410know if it's a district decision. I don't even know how it's allocated. So, I I would like something to be >> So, I think what we can do, I think I hear you. I recognize the kind of transparency need. I think what we could work on is supporting our principals through the principals meetings that are already set up at the region offices. Have our admin coordinators at least explain to them how an allocation actually is provided so that they can already at least understand why they're getting or what they're not getting. I just don't understand why we don't have it published because we have it for PSWs, right? It is part of the the contract. And so, I think that having to rely on a specialist to explain that to me just does not feel

411transparent and I think that's what's creating the confusion and for me to to respond to somebody's need around that um or to parents even like you know when schools are backed up with assessments and then they don't know you know why so it because there's not enough Yeah I think I we can commit to at least giving you giving them a sense of understanding of what actually the determination factors I think the caution in the wind I put out there board members again it's like once we put this out there if it says school x receives x amount of days and there's a sudden closure in that class and then we have another need that's developing at that neighboring school it makes it difficult to move those resources around I'm not saying by school Okay

412you're I got it Yeah well you just gave me the three categories right but what are the the bare minimum and then how much do you get based on the minimum Okay sort of like ratios I guess um or caseloads whatever it is I'm not saying by school just in general how do you make those decisions about >> That makes sense I think we can definitely commit to working on that >> Yeah thank you You got it That's it Anyone else Mr All right the vote on tab eight Miss Newbill Yes Dr Rivas Yes Mr Melvoin Yes Miss Griego Yes Ms Gonez Yes Ms Ortiz Franklin Board President Schmerelson Yes All right that's tab eight All right tab 15 we have a move in a second for tab 15 Move it by Board President Schmerelson

413Second Second by Ms. Newbell. We do not have any public comment on this item and I have a question listed looks like from Ms. Gomez. Yes, thank you. Um, I think that this is just an important opportunity for the board and the public to be reminded of our data maintenance, retention, and sharing policy. I was wondering if staff could share as a reminder what do we do to protect our school communities um when it comes to you know the images that are captured on these cameras for example and how can we keep information we collect safe from misuse? Good afternoon, Douglas Lee, uh interim CIO. Um the videos are stored locally on site at the school site and they are retained for 30 days uh after which they will be uh overwritten. And we do

414have the ability to download the video should there be an invest- investigation on a crime or an incident and once it's downloaded it's up to the the department to how long they could keep it for. So the video stream is secure from external entities having access it is just housed within the school site. Correct. We purposely by design did not put it over the internet it's stored locally. Okay. Thank you. I appreciate it, Mr. Lee. Other questions? None? All right, the vote on tab 15, Ms. Newbell. Yes. Dr. Rivas. Yes. Mr. Melvin. Yes. Ms. Griego. Yes. Ms. Gomez. Yes. Ms. Ortiz Franklin. Uh Board President Schmosen. Yes. Go to tab uh 18. May have a move and a second for tab >> Move it. Sorry. Can I miss List Oh, yes, you're correct. 17, home-to-school

415transportation reimbursement. >> Move it. Move by board president Schwartzen. Seconded by Dr. Rivas. All right, looking for public comment. There is none. Folks had questions? >> May I May I May I jump in? I think I I had some questions. Okay, no one's saying no, so I'm going to go ahead. Um so, my my questions are the plan requirements, I think number four, speaks to engagement and developing the plan in coordination with a number of stakeholders, including our classified staff. Our response, though, doesn't speak to any engagement with our classified staff, like our bus drivers and supervisors. So, I was curious if you can share how have we engaged with our workforce on this plan? Um and if we haven't, how will their voices be considered in the future of our transportation efforts and future

416iterations of this plan? So, good evening, board president, the board, and acting superintendent. My name is Daniel King, director of transportation. Uh thank you, board member Goins, for that question. Uh myself and the transportation leadership meet uh monthly with driver representatives, as well as representatives from our supervisors, dispatch, routing, and training groups. On a weekly basis, we also meet with our region transportation managers. And it uh the topics are ranging from not only daily operations, but also macro operations, such as the transportation overall strategy. So, um through those regular engagements, you would say that you discuss the contents of the plan with the workforce. Correct. >> Okay. Um that's helpful to know, and I'm glad to hear that you're that you're meeting with folks regularly. I think that's great. Um I was also wondering just

417on the topic of the of the actual reimbursement, the amount that we that we get from the state for home-to-school transportation. Just um if there's anything you can share more around how that amount is calculated and whether there are any opportunities to grow the amount of funding that we receive from the state um for these services. Yes, it is the entire budget for the home-to-school operation. Specifically, um our trips from start of the day home or the school pickup site to the school and back in the afternoon. Uh we've been um given insight from CDE that we cannot add field trips, therapies, athletics, etc. And it is strictly for the home-to-school category. And then this this transportation strategy also, it's strictly servicing those TK through sixth grade students as well as students of low income.

418And as I know, the the question often comes up, how do we um uh get more appropriation uh for this funding from this funding? And it is an increase from last school year, which was approximately 44 million. And the increase this upcoming school year is primarily from our overall increase of rates, especially with our contractors. Can you say more about that last piece? Our we increased our reimbursement from last school year to this year by about 24 million. 44 million last year to 68 million this year. And the major the main root cause of that increase is due to our rate increases with our contract services. Okay. I appreciate the information. Thank you. Anyone else? McLean? I know can you I'm just want to understand you said it increased from 24 you said 24 million

419to 68 million and you said it's because of the con- the reimbursements came because of the contractors. Correct. >> Can you explain that? Like Last year's reimbursement was 44 million. 44 million. >> And this year's is 68.3 million and an increase of 24 million. Oh, okay. Okay. And you're saying it's because um we got that reimbursement because we have more we've been contracting more or what is it? Or are we using more? Our contracting rates have increased year-over-year over the past several years, yes. Okay. Thank you. The total amount that is reimbursable based off of that increased cost just increases overall reimbursement that we get from the state. And there's been also just a evolution of the reimbursement rate at the state level for the home-to-school transportation program which is formulaic. It plays into our

420LCFF add-on and what our home-to-school transportation program reimbursement is. And so as costs have increased it just makes more things eligible for reimbursement. What else? Mr. McLean? Okay, tab 17. Ms. Newbill? Yes. Dr. Rivas? Yes. Mr. Melvoin? Yes. Ms. Griego? Yes. Ms. Gonez? Yes. Ms. Ortiz Franklin? Uh board president Smallsome? Yes. Okay. On to tab 18. Move it. Who will the I didn't Second by Ms. Gomez. Moved by Board President Schmelson. Tab 18, there is no public comment on this. Um but we do have questions I have at least from Ms. Griego. Yeah, just a quick Just a quick question. There something in there said sustainable enhancement project for schools. If you could just share what that is. Good afternoon, members of the board, acting Superintendent Christina Toks, Chief Facilities Executive. So, the items that

421you're referring to in item A are called sustainable environment enhancement development for schools projects, which is a very long word or term for essentially what you've heard as called a SEEDS project. So, that's the acronym for SEEDS and the sustainability component is that these projects um typically involve the removal of asphalt, replacing it with permeable surfaces, uh native plants, as well as trees for shade. Great. Thank you. Questions? Mr. McLee. All right, for tab 18, uh Ms. Newbill. Yes. Dr. Rivas. >> Yes. Mr. Melvoin. Yes. Ms. Griego. Yes. Ms. Gomez. Yes. Ms. Ortiz Franklin. Board President Schmelson. >> Yes. Okay, that's six ayes. That brings us to tab 38, I believe, if I'm not mistaken. What? Yep. Tab 38, moved by Board President Schmelson. Second. Thank you, Ms. Newbell. Approval of We do have some

422public comment. So, in person, Leah, are you here? Misha, are you here? Check online for Tampa 38. Um Dayson, are you here? Leah Driskell or Drisco? Azul Maya, are you here? No. Mirna Borges, no. And we do have Ari Seidman. I see you're on the line. Please press star six to unmute yourself and you have 2 minutes to speak once you begin. Ari Seidman. Ari Seidman, I see you're with us. All right, can you hold on so I can have the floor over? Yes, please pull over um and we'll give you a few moments to collect yourself. Um did you say you need to pull over? Yeah, but I was driving. Okay. Um you you're coming through a little bit unclear, so uh whatever device you're using, please speak succinctly and uh as clearly as

423you possibly can. And uh we'll reset the timer and once you begin, uh you'll have 2 minutes to speak once you begin. Okay, Mr. Seidman, I think we're ready for you. Okay, thank you. You guys hear me now? Yes. Is it clear? I think it's as clear as we're going to get, so please go ahead. Yeah, um Uh, Mr. Seidman, are you with us? We can come back to you in a few minutes if you like. Okay, can you come back to me? Yeah, we'll come back to you. We'll come back to Mr. Seidman after after the end of the presentation. I believe there is a PowerPoint to pull up. Um, and as for tab 37, I know that there's some folks eagerly waiting in the wings. We'll take that after we take this item.

424PowerPoint's coming right up. Good evening. Uh, we are uh presenting the second interim financial report for the current fiscal year. So, we're going to as always cover our our timeline and show you where we are now and what's coming in the next several months. We're going to summarize today's report, the second interim report, with highlights on the general fund primarily, but also a brief overview of the other operating funds, adult, cafeteria, and child development. Um, and what we're recommending is for the board to approve the district's positive certification for the current year second interim report and the submission of that report to the county. So, we're here in March for second interim. It's a required report for school districts throughout the state. And then coming up after this, a big milestone is going to be

425the governor's May revision for next school year. And then in June, of course, there's both the LCAP and budget hearings and then the LCAP and budget adoption. We've also noted there an update to fiscal stabilization plan based on the district's projected ending balances. So, as you know, second interim, just like first interim, is is a report that's required by law. It's an update on this year's financials as well as for two additional school years. So, that includes this year and then next year, 25 26 27, and then the 27 28 school year. It's due in mid-March as it is every year. And there are three possible certifications that districts can submit, either positive, qualified, or negative. And what we are asking the board today to approve is the certification of positive, which means that at

426this time, based on current projections of revenues and expenditures, that we are able to meet our financial obligations for this year as well as two additional years. And what we mean by that is that more specifically, we're able to meet our minimum reserve requirements. So, the updated general fund projections include, of course, any updates that were in the completed audit for last fiscal year, the 24 25 school year, changes in investment valuations, the full impact of enrollment being lower than previously projected for not only this school year, which was previously reflected at first interim, but also lower than previously projected enrollment for next year and the year after. As well as as always, updated expenditure estimates for the current school year and then the impact that those might have on the two subsequent fiscal years.

427What is incorporated are the labor costs for the tentative agreements that were before the board today, as well as a current preliminary estimate of the cost of restoring unfunded positions um for next school year. So, the district is using, as it had beginning last school year, uh it's using our ending fund balances or our reserves to offset the deficit spending that happened beginning last year and is projected to continue in each year thereafter. Um and we've begun, as we did at first interim, to incorporate the financial impact of solutions identified in the board-adopted fiscal stabilization plan. So, some major highlights. There's a lot of numbers on this slide. I'm going to do my best to walk you through it. So, first column is, of course, the current year. And so, going from left to right,

428so first I'm going to start with the 25-26 school year, we began this year with a general fund beginning balance. This is all general fund unrestricted and restricted of about $4.5 billion. As of second interim, we're projecting revenues >> [snorts] >> as of second interim, we're projecting revenues of just under $10 billion and expenditures of $11.3 billion. And so, that deficit that you see bolded there is the difference between the revenues and then those expenditures. So, that is how much we are spending in excess of the revenues we have for the current year. And so, you'll see that the general fund ending balance in this same column is projected to be $3.2 billion. And that's simply the beginning balance plus the revenue minus the expenditures results in that general fund ending balance of $3.2 billion.

429And you'll see it's it's lower from the beginning to the ending by exactly that deficit of $1.3 billion. What you see below is the line for fund 17 to show what the balances are for general fund unrestricted and restricted plus the fund 17 resulting in that combined balance of $3.8 billion. Then below the gray line, you'll see how that $3.8 billion is um within the different components of our ending balance. So, we have our workforce stabilization. It's one of the assigned balances. We have an assigned balance that's for bargaining agreements. That is the amount that's being set aside to cover the cost of the four labor agreements that were before the board today. Then we have a category of other which includes a number of different components, non-spendable, committed balances, all of the other assigned

430balances that aren't workforce stabilization and bargaining agreements as well as restricted balances and the reserve for economic uncertainty, that REU. The REU is that required reserve. Then we have unassigned and unrestricted ending balances, that $1.65 billion and then the fund 17 of $600 million. So, the idea here is how do we get from a beginning balance to an ending balance? And then how do we how is that ending balance divided into these different uh components or categories? The next column is 26-27. You'll see the beginning balance is three for general fund is $3.2 billion. That is exactly the projected ending balance from the prior year. So, that's the exact amount that we are projected to end this year with is what we are beginning next year with. And then the same sequence happens. We have

431the revenues of about 9.3, projected expenditures of 10.8, a projected deficit of for next year of 1.5. Uh that deficit spending again, as we've discussed before, is only possible because of those reserves. And so that projected deficit of 1.5 would result in general fund ending balances of 1.7. Then again, we're adding here the fund 17 balance of almost $500 million, leaving a combined balance of about $2.2 billion. And then below that again, you'll see how that general fund ending balance is broken up into the workforce stabilization, the bargaining agreements assigned balances, and then the other and then unassigned ending balances of $827 million. And then again, that fund 17 of almost $500 million. So again, column for the 27-28 school year, that beginning balance is that $1.7 billion that we're projected to end the 26-27

432school year with. Projected revenues of 9.7 billion and expenditures of 10.3. Now, I want to pause here for a second because you might have noticed that the revenues in 27-28 are higher than the revenues in 26-27. And that's because included in that figure are the 500 almost million dollars of the fund 17. So when the fund 17 balance, because it's a separate fund from the general fund, when it's transferred into the general fund as the board approved back at first interim, it's included in that revenue figure. So one way to think of the the revenues separate from fund 17 would be to reduce that 9.7 almost by that $500 million. So instead, the revenue then would be more like $9.2 billion, which of course is is less than we're projecting in the prior year. And

433and and that is primarily because of declining enrollment. So, when we have declining enrollment that is declining at a rate greater than the COLA we're projected to receive, what we'll see is a reduction in total revenue. And that's especially the case for LCFF. So, again, when our projected enrollment decline is greater than the projected COLA, then we will see uh a reduction in total revenue. And so, that deficit for 2027-28 of $628 million, again, is is kind of smaller because of that transfer of of the fund 17. So, instead of a $600 million deficit, the kind of the true deficit is more like $1.1 billion. So, you will also forecast period, we are projecting expenditures to go down, right? So, we're already projecting in each of these years that expenditures will be less in each

434subsequent year. And that's in part because of the fiscal stabilization plan that we did begin to reflect for the first time in our official numbers at first interim. So, you'll see there again, we're projected to end the 2027-28 school year with about $1 billion in total general fund ending balances, restricted and unrestricted. Fund 17, of course, would then be zero because it had been fully transferred into the general fund. Um and so, the combined balances are, of course, just those in the general fund of $1 billion. So, the breakdown there is of workforce stabilization funds, $465 million. Uh the bargaining agreements is $233 million. And then other, $365. And then unassigned at just at $10 million. So, I'll talk So, I'll talk a little bit more about the $465 million, but you'll likely remember that

435at first interim the balance in workforce stabilization fund by that third year was just under $800 million. It was $796 million. And the reason why it's lower by $300 million is principally because we're putting money aside for the agreements that were approved today. All right. So, this is the multi-year projection. This is comparing the adopted budget were back in June in blue to first interim in green and second interim in orange. You'll see that when you go all the way to the far right that we are just like at first interim still projecting a positive $10 million in unassigned ending balances. And it's because we still have the workforce stabilization funds that were covering the costs of these agreements that were before you today. So, we were able to use about uh you know, $220

436million of that to cover the cost of these agreements. And we did have to take a little bit more out of that workforce stabilization fund in order to remain positive here by $10 million. So, important to note the things that are not included in this second interim multi-year projection. So, first are any non-COLA related items in the governor's proposed budget. So, the COLA from the Department of Finance, the impact of that on our revenues is reflected. The things that are not included are the discretionary block grant. It has that longer name there in the first sub-bullet, student support and professional discretionary block grant. The learning recovery emergency block grant, special ed rate increases, uh revenues from an increase to home-to-school transportation, community school grants, and then of course LAUSD's share if any of the $5.6

437billion that the governor held back uh from the Prop 98 funds uh in his governor in the proposed budget in January. So, while they're not included in those numbers in the multi-year projection, those official numbers, I do show in a few slides what the impact of those revenues would are on our multi-year projection. And that's really just for illustrative purposes so that the board and the public knows what the impact of those revenues would be. But additionally, something that's not included in these official multi-year projection numbers are that any future changes in compensation for labor partners without a tentative agreement. So for all the labor partners that are still yet to be settled, those that weren't before you today, are not included in the official numbers, but we do show in that later hypothetical MYP

438what what the impact of those agreements, at least what we've offered so far, the impact that that would have on our multi-year projection. So, quick update on the fiscal stabilization plan. As we just showed at first interim, we were at that time about $1.4 billion. That's the final two sets of columns. What we've added there is just the estimated cost of restored positions. So right now our estimate is that the cost of those restored positions, once we are able to assign folks into vacant positions as there is attrition, as there is retirements, and other separations from the district. I should caution that the final number could certainly be higher than $70 million. We have made certain assumptions about attrition that have led to this estimate of of $70 million. So when we account for the

439that cost of 7 of the estimated cost of $70 million, it results in an updated fiscal stabilization plan total over these two years of $1.36 billion. So we just want to quickly show what second interim would look like would have looked like without the fiscal stabilization plan. And so you'll see because the savings in the FSP are in 2026-27 and 2027-28, that's where the impact would be. So our multi-year projection would be just positive by about $124 million projected at the end of next school year and then negative by $1.35 billion at the end of the 27-28 school year. So, this is really just to demonstrate how important the fiscal stabilization plan was to uh certifying positive uh today. And but for the fiscal stabilization plan, we would not be in a position to certify

440positive today at second interim. Okay, so next I'm going to show this the the hypothetical illustrative multiyear projection uh including both revenues that we're projecting from the governor's proposed budget on the left, on the right the cost of offers made to labor partners. So, first on the left the additional revenue estimates based on various methods. So, first the LAO recently released uh estimated COLA for next year of 2.86%. That's higher than the Department of Finance released as part of the January proposed budget. At the January proposed budget, it was 2.41%. So, through 27-28 that higher COLA estimated from the LAO, again it's not final, the COLA could certainly end up being lower than that 2.86%, higher than that 2.86%, but 27-28 that would produce an additional $52 million. Then there's also those other non-COLA items

441from the governor's proposed budget, the discretionary block grant, higher special education base rates, the learning recovery emergency block grant. Through 27-28, the combined revenue estimate for those is $376 million. So, again, that's through 27-28. Uh large portions of that are in the form of one-time money. So, the biggest is the discretionary block grant, about $185 million uh that is one-time and that is proposed by the governor as revenue for next year. Additionally, as I mentioned before, we have $465 million in remaining workforce stabilization funds on the hypothetical MYP. We're going to include the full use of that $465 million. As I mentioned before, it's lower than the $796 million, which was the balance at at first interim in December. So, we reduced it by $70 million to cover the cost of the restored positions. Another

442$28 million was needed to draw to be drawn down to remain positive by 27-28. And then there was that $233 million to cover the cost of settled bargaining agreements. Again, those four agreements that were before the board today. So, in total, that's about $903 million of those additional revenues as well as those other resources from the $465 million workforce stabilization fund. On the right-hand side, the cost of compensation that's been offered to those other labor partners that are we're still negotiating with, the combined cost of those uh the offers made are about $1.14 billion. Uh The combined impact of those, the left-hand side, those revenues and other resources, on the right-hand side, the cost, would result in a projected negative ending balance by the end of the 27-28 school year of $235 million. So, that's

443what's showing here. Again, this is a hypothetical multi-year projection uh second interim with the cost of compensation offered, but also with the full use of the remaining balance of workforce stabilization funds, plus those estimated revenues that I mentioned on the last slide, we would be projecting to end the year of the 27-28 school year with a negative $235 million unassigned ending balance. Now, the current multi-year projection period ends in 27-28. But come June, we will be including we're required to include the 28-29 school year for the first time in our official multi-year projection. So in June, when the board will be asked to approve the budget for next year, we will need to include two fiscal years after the budget year 26-27. And so right now our preliminary projections for what we would be uh

444what our unassigned ending balances would be at the end of the 28-29 school year. Again, building off of second interim, including the cost of compensation that's been offered, including those revenue projections from the previous slide, and obviously the full use of the workforce stabilization fund, we are projecting that we would end the 28-29 school year by about $1.9 billion in negative unassigned ending balances. And so this is why earlier in our timeline I mentioned that come June, we will almost certainly be required to submit a new fiscal stabilization plan. So the fiscal stabilization plan that I previously provided an update on, the savings from that fiscal stabilization plan are already fully reflected at second interim. And so to close the shortfall or that negative balance for not only the 27-28 school year, but the much

445larger projected negative ending balance in the 28-29 school year, we'll have to identify additional reductions. So the fiscal stabilization plan already identified reductions not just for 26-27, but for 27-28. In some cases, there were reductions that were larger than those identified for 26-27. One example would be the student equity needs index or SENI. The fiscal stabilization plan would reduce the total SENI allocation for next year by $99 million. And that plan already assumed an additional $101 million reduction in 27-28. So that would leave the Sennie allocation in 2027-28 at $500 million. That's already baked in to those numbers. And so, we would be identifying, come June, additional reductions. We'd have to detail the reductions that would be identified to address that -235 in 2027-28 and the estimated -1.9 in the end of 2028-29. So, if

446we are So, there's been a lot of of updates on state revenues. And obviously, the any good news is most welcome, right? Every district in the state of California is relying on improved revenues from the state. Um there's been a lot of advocacy by us, by other districts across the state to for one, uh ensure that the state releases the $5.6 billion that they that they held back. And if those $5.6 billion are fully allocated to districts across the state, and they are allocated in the form of discretionary resources, which is what would benefit us the most, then that'll certainly go a long way to addressing the negative ending balance. It may even fully address the negative ending balance in 2027-28. But, what it won't do is fully address the the financial uh the the

447projected negative ending balance in 2028-29. So, just for for illustrative purposes, um uh uh an estimate of what LAUSD might receive in the event that the $5.6 billion is fully allocated to districts, and that it's all allocated in the form of a discretionary block grant, meaning the district can use it to cover at our discretion any any general fund costs, the LAUSD share of that is estimated to be about $370 million. And so, while that would go a long way to cover the cost of or it would it would address the negative $235 million, um it would not bring us to a positive by the end of the 2028-2029 school year, and instead we would still be negative $1.5 billion at the end of the 2028-2029 school year, and we would still be required to

448identify additional reductions uh in in June. The other thing that's really important to note here, this is only reflecting the cost of offers that we've made to our labor partners. And those negotiations are ongoing. So, to the extent that those agreements settle at figures that cost more than what's been offered, then these negative projected ending balances will be lower. They'll be substantially more negative than than what's being projected here. So, next just a quick summary of the other operating funds. Here is the adult ed fund. You'll see the again beginning balances for each of the three fiscal years, the revenues projected, and expenditures projected, the operating deficits in the next two in this year and next year, but then at a projected surplus in 2027-2028, and then the impact that that has on our projected

449ending balances. Here next is the cafeteria fund. Again, the same information where we're projecting the where we began the current school year with, the projected revenues and expenditures, the either operating surplus or deficit, and what that leaves in terms of ending balances, and then finally the same for the child development fund. Uh same concept where we're beginning the year, and then based on revenues and expenditures, whether we have a surplus or deficit, and and what impact that has on our ending balance. So, as we've discussed before, when we have salary increases or cost increases for uh employees within these other funds, those costs are borne by those funds. And so, for employees that are in the adult education fund, the cafeteria fund, child development fund, the costs of those increases would be reflected once the

450agreements are settled in the projected expenditures that that you see here. And so, in the previous hypothetical multi-year projection that I showed for general fund, the costs that are included are only those that impact general fund unrestricted balances. All right. So, here are our projected assigned balances. Again, this is something that we did for the first time at first interim. The actual assigned balances is a It's in your board materials. There are many different assigned balances. What we've done is tried to group them into categories that were a little bit easier for for the public to understand. And I just want to highlight here again that that workforce stabilization fund is projected to be at $465 million down from the 796 at the end of 2027-28. But every dollar of that and more is needed

451to cover the cost of offers that we've already made our labor partners. So, come June, once assuming that all of our labor agreements have been settled, what you'll see is the cost of those labor agreements reflected in our projected expenditures moving forward. And what you'll see as the balance for the workforce stabilization fund will be zero. The line below that, the money that are set aside for the bargaining agreements that were before the board today, those agree those amounts will also be zero. And so, that total of 860 that you see on the bottom right-hand corner will be lower by virtue of workforce stabilization fund and bargaining agreement balances being fully used and those balances being zero. So next we want to show what our total ending balances are. So this is general fund unrestricted

452and restricted. And what you'll also see included is in that lighter green color fund 17. So we're projected for all of these balances, all of unrestricted, restricted plus fund 17 to end the current year at $3.8 billion. This compares to where we ended last year with all of these same funds at about $5 billion, so lower by 1.2. Projected to end next fiscal year at $2.2 billion and then the following 27-28 school year $1 billion. But as I mentioned, that $1 billion includes substantial assigned balances that come June will be zero because they'll be used to cover the cost in part of labor agreements. The next slide is just showing unrestricted and fund 17 only. As we've discussed many times, restricted general fund balances are restricted by law, can only be used for the purposes

453by which they've been restricted by law. And so this is looking at general fund unrestricted plus fund 17 balances. You'll see the $3.4 billion at the end of the current year, projected $2.15 at the end of next year, and then $1 billion at the end of the 27-28 school year. So again, the the the months to come are are very important. We're going to get some really important information in May from the proposed the May revise. This the May revision. This gives us a lot of really good updated information about what the governor is proposing for next year. And we expect and hope that that all of our our advocacy is successful in getting those funds released, which again are not going to be sufficient to prevent the need for us to identify additional reductions,

454but but we certainly will will benefit greatly from additional revenues from the state. And then in June we'll be coming forward as I mentioned with our our final budget for next year. That's the conclusion of the presentation. All right. Since we had some callers call in just after you began, we'll take the public comment so that they can comment before the board jumps in. So, let's see. Uh 38 Dayson, I see you're online. Please press star six to unmute yourself. And you'll have two minutes to speak once you begin. Dayson. Hi. Can you Can you hear me? We sure can. Please go ahead. Okay. Hi. Good evening. My name is Dayson with Catalyst California and the Equity Alliance for LA's Kids. We urge LAUSD to protect high-need schools from the disproportionate impact of the current

455budget and fiscal stabilization plan wages on students, families, and staff. LAUSD has experienced significant progress progress in recent years. And equity investments like Sunny have been key drivers of this progress. Yet, the district's proposal to cut 299 million across the next two years threatens to roll back these gains. Further, these reductions disproportionately harm high and highest need schools at a time when their very communities have already been facing attacks on their safety and basic essential needs. If the district truly believes in equity as it touts, it must follow through with action by protecting Sunny's 700 million investment and ensuring that any restoration of funds for the next year prioritize Sunny high and highest need schools as well as schools impacted by ICE. We also stand in solidarity with our labor partners like SEIU Local 99

456for fair and just working conditions as they not only provide critical services to our students but also represent some of the district's highest need students and families. Further, in this moment of uncertainty and instability, it is more important than ever that the district leads with transparency and authentic community engagement centered on equity. We need more than a single slide with scarce disaggregated data, as was shown in the last community of the whole, to adequately analyze the equity impact of budget proposals on our communities. This is also why we support Board Member Vladovic's resolution that was passed earlier, which ensures that there's transparency and value-based decision-making when it comes to the vendors we work with and ensuring they have no connections to ICE or other related enforcement practices. No decisions should be made with about us

457without us. Our communities are equity and equity in LAUSD's budget decisions. Thank you for your time. Uh let's see. Ari Seidman, you're still on the line. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Ari Seidman. Is better? That's outstanding. You have two minutes to speak once you begin. >> Dear members of board, uh my name is Ari Seidman. I'm IT support tech with LAUSD. Today, I am speaking to you as a concerned parent and also representative of Local 99 for LAUSD. I wanted to express my deep unease about the resource reduction forces that you voted to pass during the last board meeting. While the district is trying to be managed like a private company, I would remind everyone that it is not. I see so much

458wasteful spending on unfulfilled contracts and other projects. This money could have been used to pay for staffing and or supplies for students. I know it's easy to cut IT staff, especially when the school administration undervalues them. If the district will send someone here at the school, it's not per se days of service. It will not be like that with the pro- proposed cuts next year. In closing, I would like to leave you with a food for thought. There are 500,000 children expected to be with LAUSD next school year. This does not include the 80,000 plus staff. How does the ex- board expect to be in compliance with 200 or so techs across the entire 1,000 plus schools and give access to the curriculum as mandated by law in the upcoming year? These are children of

459your constituents. Whose education you are planning to disrupt with proposed cuts? Thank you. That's all. Thank you for your time. And the last caller is Azareal Maya. 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. Azareal Maya. Azareal Maya, please press star six to unmute yourself. Yes. Hello. Good afternoon. My name is Azareal Maya, and I am a mother of an LAUSD graduate and a parent volunteer for my daughters at 23rd Elementary and Dr. Julian Nava Learning Academy in Board District 5. I am here today because I care about the future of the students in Los Angeles and Serna funding. For many schools, especially those serving black and brown students, Serna is more than a budget line. It determines whether students

460get the support they need or are left behind. Our communities are facing housing insecurity, raising living costs, unemployment, and the lasting effects of COVID learning loss. Cutting 99 million from CUNY would remove critical resources from the schools that need them the most. Past crises, like the financial crash of 2008 and COVID, hit high need schools hardest. We cannot repeat the cycle where our schools face the heaviest burden. Equity cannot be an optional when budgets are tight. It must come first. Funding CUNY at the full 700 million is a commitment to educational justice. It makes sure students in high need schools have counselors, support staff, and other programs to help them succeed. It is also important for school leaders to keep control of CUNY funds. They know their students needs the best. Adding restrictions, caps, and

461attendance requirements would weaken the ability of schools to support students. Students deserve opportunity and schools deserve resources. As a mother and a parent volunteer, I respectfully ask you to stand with our students by fully funding and protecting CUNY at 700 million. Thank you so much for your time. Thank you for your time. We had one more caller, but they have dropped off, so that concludes public comment. Now it's appropriate for board discussion. Carla. Um looking at the um Let me see here. Let me start with this. Um the difference between workforce stabilization assigned balance and bargaining agreements is that bargaining agreements is what has already been agreed upon, and workforce stabilization is set aside for future Exactly. >> agreements. And why are we not if we've already agreed, or is it because it was ratified

462today that this is not in the expenses? Exactly. >> Okay, but then why do we have it for the following year still as as uh part of the ending balance for like 26, 27, 27, 28? Why do we continue putting them in those So, it's it's what you mentioned that because they're they were on the same board meeting agenda as the second interim report, they're not reflected as budgeted expenditures yet, but the costs So, that's kind of the One way to think of it is the 233 is the cumulative cost over the 3 years of those four labor agreements that those that are attributable to general fund unrestricted. Um and so there are costs there's an amount set aside for kind of this year's costs, an additional amount added to it for next year's costs,

463and then again for that third year. Um but again but once June comes around and we uh you know, obviously the the those agreements were approved today, uh they will be in our expenditures, projected expenditures, and then no longer will you see these assigned balances. But these balances will go to zero because our expending will go up by a dollar-for-dollar amount. Okay, and then in the revenues, Mhm. um that does not include let's see what we have on page eight, right? Which is um factors not reflected in the multi-year projection. So, none of these categories, however, we know that we I mean, we have received these grants before, right? They're all one-time Some of them are one-time funds. I mean, we get a special ed rate increase, right? Yep. Um there's we've been receiving well,

464community school grants, and hopefully there it'll be ongoing. Um the 5.6 billion withholding, I mean, we're going to get it. Even if they withheld it, we're still going to get it. That's the plan, right? They will we'll get it at the following year. So, the governor's well, it's it's to be determined. We'll we'll see. Um, we want it next fiscal year and and that's what we hope to see in the May revise, but um, but no, we're not reflecting it. So, the answer to your question is, yes. Many of these are one-time grants, in some cases ongoing grants that we have received in the past. But, because they're part of a proposed budget, they're not part of the official figures that we should that we should that we discussed on the previous slides. They are,

465however, estimates for most of these are included in that hypothetical multi-year projection that is on slide 12. Um, yeah. Um, on slide 12? Yeah, so those are estimated revenues that are not in the official first interim fig- or second interim, excuse me, figures, they are reflected in the balance the projected balances that you see here on slide 12. >> community schools, special >> not community schools, but it does include the discretionary block grant, the higher special education base grants, rates, excuse me, the learning recovery emergency block grant, and also not listed here, but also included are estimates for home-to-school transportation revenues, both one-time and ongoing. So, the governor's proposed budget included some ongoing home-to-school transportation money, and some one-time home-to-school transportation money. Those are all included in that uh, slide 12 hypothetical multi-year projection. And

466the 5.6 billion um, is not included in this, either, right? No, so Whatever our allocation is for 5 out of the 5.6 billion. Correct, cuz that's not even part of the proposal in the governor's January proposed budget. What I provided earlier was a even a more hypothetical which was if the 5.6 ends up being allocated and if it's allocated in the same way the current proposed discretionary block grant was allocated proposed to be allocated then LUSD shares estimated to be about $370 million but that was not part of the governor's January proposed budget. In fact, he expressly held it back which is why we've been advocating so so hard for its release. Um Okay, um if So uh let me see here. There's in the projected year so you were talking about next year like

467say oh in June. Mhm. Right? Or like in 2027-28. You said then we're going to start having the conversation again for the next few years. But aren't we going to be in the same place as we are right now where there will be a new budget, there will there's potential new grants coming in, there could be a higher cola or you know about the same and there could be hopefully there's no withholding. So won't we be in the same position where there will be um it won't always be just the nine is it nine billion dollars that they or the in the in the very first slide where it's um is it nine billion or nine million that we get every year? The base. On page six. Uh-huh. Mhm. So you see how you have

468in the second revenues? Yes. >> So that revenue we're always going to be that's like a base. That's how I'm reading it. But then there's all these other grants that are not included here. Correct? So this includes everything that we know from the Department of Finance but does not include the things that you highlighted that are in the proposed budget for 2026-27. Yeah. What it does include is the expected Cola for each of these years. So, it does assume the Cola for each of these years that was released by the Department of Finance in January. So, they assumed a positive Cola for each of 26-27 and 27-28. That is already incorporated into these revenues. So, what would change, let's say come June, if the Department of Finance releases new Colas for next year, that'll be

469basically the final Cola, right? Come June, that'll be the actual Cola that that will be receiving for next year, most likely. But, they'll also receive updated estimates for the Colas in the years after next school year. If the Colas that are released in June are higher for those years than what we are currently assuming, then that'll produce additional revenue. But, the opposite's also true. If those Colas that are projected are lower than what's currently assumed here, then it'll have result in less revenue. But, ultimately, the Cola for 27-28, for example, we won't know the final Cola till about, you know, 15 months from today, right? Not just this June, but the June after. What we do in the interim is we rely on the projections from the Department of Finance. So, we're not assuming zero

470Cola for those years. We're assuming whatever the Cola is that the Department of Finance is estimating. But, those estimates could change a lot once we're in June 2026. Yes. I guess my understanding, the way I understand this is that this could be like a base based on the Cola, but there's also these other one-time funds that are projected, right? We don't know for sure, um, some of these monies until probably after the May revise. That's when everything will become fi- somewhat final, right? So, the nine the nine billion is going to be more in reality, right? Because we're going to have these grants that are not are not in these reports, right? It's not going to be that It's there's going to be more. Plus, hopefully, if we get the 400 million or 350 plus

471million from the 5.6 billion prop 98 withholding, that will also be added. And isn't that the way it normally is that we have this projection that is a baseline, and then as we move toward, you know, voting in June, the numbers might increase because there's all these other grants that we've received that were not accounted for. And I feel like we're going to be in that situation every year around the same time. So, given that, the the numbers in the the the projection, the one that we're going to be looking at in June on page 12, so by that point, we should know about these grants, right? Yes. >> the grants. By June, by the time we adopt our June budget, we'll have the state's May revise. But even then, it's still a proposal. And

472so, the state Once the state enacts their budget and then the governor signs it, then we'll have the final figures for revenues for next year. But this as this projected ending balance already accounts for those revenues that were almost all of the revenues that were in the January proposed budget. So, those are already accounted for here. But we're still going to be projected to be negative. Now, if the revenues are even higher, then that will help us a lot. But do I expect that come the May revise and then once the state enacts its budget, that we're going to have almost two billion dollars of additional revenue beyond what was in the January proposed budget. I think the likelihood of that is very low. Um very, very low. Just because that means the state budget

473would have to be substantially better than it's currently being projected to be based off of the January proposed budget as well as based off of even the revenue estimates that have been released subsequently. So, I I would give the chances of that as basically zero that we're going to get come May USD will receive through 2028-2029 an additional $2 billion through the 2028-2029 school year. To cover this in 2029. >> the projected negative ending balance. Now, you're right to point out that over the last several years we have had a lot of one-time grants from the state. Um discretionary block grants, learning recovery emergency block grants. Uh previous grants from a few years ago that were also one-time in in in nature. And is that guaranteed to happen every year in the future? The answer

474is no. The answer is no. And even right now, the legislature has a say, right? The governor's proposed budget is just that. It's the governor's proposal. The legislature always has their own priorities. They may have a a preference for one-time funds to be provided as restricted grants be for for specific programs that are priorities for the legislature. And so, even the discretionary block grant that was in the governor's proposed budget, the the amount that statewide is $2.8 billion. Our share of that is about $185 million. That's a estimate, and that's not guaranteed to end up in the final budget. Uh we're advocating for it to not only be in the final budget, but for it to be much larger, but there's still no guarantee that that's where the final state enacted budget will land because

475again, it's it's that has to be done between not just the the governor, but also the the state legislature. So, by June, we we will have we will have the May revise. And are you saying that we still cannot include whatever comes out of the May revise in our projections? So, we'll we get guidelines from from the County Office of Education to tell us which revenues from the May revise can be included. And this is not just for LAUSD, this is for all all districts. And which of those will not should not be included until they're in the enacted budget. But what we'll continue to do is what we've done to here today, as well as what we did back in January when the governor's January proposed budget was released, which is provide estimates for

476what the revenues might be and demonstrate what those estimates will the impact that they'll have on our financials. Again, I'm not saying that this revenue will definitely happen. I've just mentioned that it's has to be in the enacted budget for it to be final. Um but we'll still continue to provide those estimates to not just to the board, but to the public so that they're aware of of what we what those revenues could be if they're in the final state budget. Okay. And I would I mean, I would like to see all of the potential funds, not just you know, I know you said some of them are included, some of them are not, but I would I would like to see all of the potential funds included because the last page does not include

477the uh the um um the um the um the um the um the um the um the um the um the um the um the um 5.6 billion that is owed, right? That's not included in there. Um and uh the community schools is not included in there. So, I would like to see all of the potential funds um not just some of them so I can have a you know, a good idea of of what the potential is. Um So. So, if it's if it's if it's I just want to be honest with you. Um if it's not in the proposed budget from the governor, we we will not we will not include it even in a hypothetical multi-year projection. We would have no basis for doing so. I'm providing a estimated amount verbally of

478if to so I can qualify it. If it's released to the districts, if it's released in full as discretionary block grant as as discretionary funds, but if it's not as part of a actual proposal from the state then then we would we would not be able to provide even in a hypothetical multi-year projection the the the revenue impact um until it's in at least some kind of a proposal from from the state. But in May we should have a right? >> Yes, yes, we'll know we'll know it yes, we'll know a lot more in We should have all of that and then um yeah, and community schools is in the assigned balances, but um the is it is this inclusive of the new community schools? No, so this is the assigned balances are unspent funds

479that had been allocated to existing funds that had been allocated to schools that are projected to be remaining in each of those years. So it's completely separate from any potential new revenues for community schools. >> And is this community schools funding uh currently funding all of our community our our existing community schools? Like the 5.7, is that currently funding our community schools? >> Those are specifically the amounts we're projecting to be unspent from community school funds that were already allocated. So we're projecting based on how much was allocated, how much the schools are projected to spend. Mhm. The amount that's projected to be unspent is in an assigned balance. And the reason why it's an assigned balance is because it it's going to continue to be used for those purposes only. We're not going to

480>> Is it carried over? Exactly. >> Okay. All right. Um and I'll let other folks ask. I can ask. Anyone else? Anyone else? What, Charlette? Yes, so on page 11, um, the estimated ending balance available to spend, we have, um, 28 million [clears throat] that was drawn to certify positive. Where does that 28 million come from? So, we we had to reduce the workforce stabilization fund assigned balance by 28 million dollars in order to remain positive. So, another way to think of it is it went from assigned to unassigned in order to maintain a positive 10 million dollars assigned unassigned balance so that we could certify positive uh, today. And then, as we project the revenue, and I know Carla was mentioning that the cost of the number that we see as far as like

481a uh, sustainable budget, that's based on the number of students we have to, as well. Exactly. Yes. >> decrease, we won't keep that same status. >> Yes, very much so. And I thank you for mentioning that. So, those revenue estimates that we showed previously, not only do they include the cola estimates from the Department of Finance, but they also include exactly what you're mentioning, which is projected ADA for each of those years, or enrollment and attendance for each of those years. And so, it that does reflect the decline in enrollment that we're projecting for next year and each year after that. Rochelle? Yes. Um, going back to, uh, Ms. Grego's line of questioning in regards to um, not reflecting or the lack of reflection of the governor's budget. Um, if you were to include it,

482what would happen? Like, why are you not including it? And I understand because it's not for sure, it's not confirmed that this But, if you were to do it, what what could be the consequences or why not add it here? Why not Why didn't Why were they not included in the official second interim figures? Not those hypothetical figures. Cuz we we we do follow the the guidance that we get from the County Office of Education. Um, and we were able to, just because of the timing of certain things that are reflected, but also not reflected, we were still able to certify positive today uh, without them. And so, I I I'd have to, you know, we we'd have to discuss with the County Office what would the consequences be of of including revenues that they've

483asked us not to. Well, and we can certainly follow up and and find out. >> guidance. It's not that there if you do include it, they're going to veto or they're going to say reject the uh, the interim the budget. >> I don't want to speculate on on what they might do. It's not something that we've done before. I'm not aware of It requires more research. I don't want to speculate on on what the County Office of Education would have done had we included them against the guidance. It's just a practice based on the guidance, but not actual sort of understanding as to what the consequences would be? Yeah, I I I I don't know. I don't know what how they would would have reacted in in in the event we had included them. But,

484again, we were we are certifying positive anyways, and we still think uh, it's important to show the public what the impact would be had the revenues been included. Um, which is why we showed that that hypothetical multi-year projection. Well, it's showing that it's positive, but barely, right? But it's not giving you the us the complete picture as to what it would actually look like once we once the governor, you know, or the state um votes or provides a full budget. >> So, yes, if if we had included, let's say in this hypothetical slide the estimated revenues from the January proposed budget but not included, for example, the the cost of the labor offers we've already made, certainly our ending balances would would look better. They would be higher. Um, but but the cost of the

485labor offers we've already made for all intents and purposes, that that money has been spent. We've we've already made those formal offers to our labor partners, and so um, that is why we here are including not just those estimated revenues, those proposed revenues, but also the cost, because we think including that total picture, I think, gives the public the best indication of what our ending balances would be including both the good uh the excuse me, the revenue and the expenditures. Um, and to give a preview of of what the June multi-year projection will likely uh look like. As I'm reading through the in this, you know, the second interim, I see a lot of ending balances a cash balance due to uh you know, a cash flow of 3.4 billion, so what I'm seeing in

486the report is like there are some ending balances throughout, right? Restricted and unrestricted. Um which is what I feel your your presentation should have included. I mean, your presentation doesn't necessarily reflect the second interim report. I mean, it it shows the appendix, but overall and you know, cuz we're talking about the second interim report, not you know, their projections moving forward. So, so I'll just my questions move now are looking at the ending balances and reserve projections in the financial summary, what percent of your total spending are unrestricted reserves in 2025-2026 and the next 2 years? And how do these levels compare to the state reserve cap? So, the state reserve cap, which will be in effect starting in June, the state reserve cap will be 10%. I know you know the answer, but just

487for the for for the benefit of the public, 10%. So, right now as of second interim, we're projecting to end this year at about 21%. Next year at about 13.2% and then the following 2027-2028 school year at 1.1%. That's looking at all unrestricted ending balances projected as a percentage of total spending as as you mentioned. This of course is before the revenues and expenditures on this slide, so they'll very materially change once those factors are accounted for. Um and so but but those are the the percentages projected based on the official second interim uh numbers. And as we re as you know, we review those reserve levels in a three-level projection, what flexibility does the board have to use or reprogram some of those reserves before the cap is triggered? So, the you know, the

488the board at its you know, the board can decide the spending levels. That's what the board is approving both when they're approving labor agreements as well as next year's budget. And so, the reserves are really just what we're projecting to end each year in terms of ending balances. Reserves are our bank account. Um they are not in of themselves approved expenditures. They're just where we project to end each year after the projected expenditures happen. And so if we were to spend more in in next school year, for example, let's say that we were to increase our spending levels, all other things being equal, then that would result in lower projected reserves. Um what that would mean in terms of what we're looking at here on slide 12 is if we were to spend more of

489the reserves earlier to then let's say get below 10% uh by spending more, then it would mean those negative projected ending balances in the subsequent years would be larger. They would be more negative. And so what we'd have to do then is identify additional reductions in the future to offset those higher levels of spending. Um but I I it was that I'm not sure if that was the answer to your question. More so. Okay. >> More so. Thanks. The best that you um to your best your ability, I guess I I understand where you're coming from. Um so going back to the governor, um given the stronger state revenue projections we are hearing um from the state, and I just came back from Sacramento, and those reserve the the extra revenues are pretty much confirmed

490that they're there. Um how can our district projections better reflect that outlook as we move forward uh a May revise while still planning responsibly? So I I as I as I in response to board member Grego's questions, you know, we're going to continue to provide estimates for the proposed revenues where we have the level of detail from the governor's proposals to provide estimates. Um, but we will continue to follow the guidance of which revenues to include in our in our final numbers. Now, this is just a matter of timing. So, in the June adopted budget, we will not include the final revenues from the state until they're final, but they will be final eventually. I mean, it happens usually just a couple weeks after the district itself approves its budget. And so, we will provide

491estimates so that the public and the board is aware of what the impact will be if those things end up in the state enacted budget. But ultimately, we will get those actual revenues. Once the state enacts its budget, we'll get those actual revenues. They'll be incorporated in subsequent financial documents. And so, the point of providing the information is just to provide to inform the board and the public about what the impact of those additional revenues would be. And so, um, that that that is the approach we've taken and and and that is the approach that we would we would continue to to take moving forward. And my last question, at the committee of the whole meeting, uh, we discussed the recurring difference between the adopted budget and the projected spending and books and supplies Yeah.

492>> category. And how sometimes funds tied to multi-year grants or pending spending plans may temporarily appear in that item in that line item. In the second interim report in right here, we are again seeing a significant variance between the adopted budget and the projected spending. Yeah. So, how can we better ensure that our budget plan plan more accurately reflects realistic spending projections so that it does not appear that funds are inadvertently being parked in books and supplies? And what what would that look like in practice? And what specific steps uh can be taken moving forward to improve how these amounts are programmed and reflected in the budget? So, yes, we we we do continue to see variances in books and supplies in particular between what was budgeted and expended. And so, at first interim, of

493course, we look at actual expenditures up into that point in time to estimate what we're actually going to spend. And then we refine those at second interim. We have more months of expenditure data. And so, that's one way that we continue to update our financials is by looking at actual expenditure levels. Um the one way to reduce the variance between the budget and the expenditures is that we continue to work with budget holders, primarily schools, during budget development to identify where they think the money is likeliest to be spent. But But I have to be clear that if instead there was money that was parked in somewhere other than books and supplies, we would just And And it still wasn't spent, we would just see that variance somewhere else, in a different category of spending.

494So, to to to make up an example, if the money was parked instead of in books and supplies And books and supplies is a broad category. It includes like custodial supplies, instructional materials, um general supplies. But if it was instead budgeted in X time, right? Supplemental time for staff, and then not spent, we would just see the variance in that category. And so, other strategies So, So, another thing that we've mentioned at that same COW meeting that that you're referring to is that we've already seen substantial reductions in budgets for some of those non-labor areas. So, because those budgets are substantially lower, we already expect the variance to be smaller because the budgets are lower, the spending is likely to also be lower, but not um proportionately to the amount the budget was reduced. So,

495more of that budget will be spent. That's another way that the variance will be smaller. And then third is as part of the fiscal stabilization plan, the school carryover incentive in the general fund school program was was zero from this year into next school year. And so, the projected underspend, not just in books and supplies, but in in those programs in total, but we as we've as you know, like a lot of the underspend was in fact in in books and supplies. The fiscal stabilization plan already made assumptions about how much that underspend would be and how it benefits our ending balances here, the one that that you see here. And so, those are some of the different ways that that we are going to more accurately reflect the way that that underspend increases these

496ending balances. Um and the next is just a statement, so not necessarily a question. So, the second interim confirms that LAUSD can meet meet its financial obligations over the next 3 years. Um and given and the recent state revenue trends suggest that outlook may be more positive uh than it's projected here than uh than earlier projections. For that reason, you know, >> [clears throat] >> I'll support the positive certification required by law. But at the same time, the report reflects a fiscal approach that relies heavily on cuts that impact our school communities. As we move forward, our priorities must remain clear, protecting classrooms, supporting educators and staff, and ensuring resources reach the students and communities that need them the most. And also, this interim report does reflect the um the wage increases for um our

497labor partners that were that we voted for earlier. So, you know, it's good to see that with that um it is positive, but there's still more to be done for some other labor partners that were here earlier. So, that is one area that, you know, we'll continue to discuss and as we look at our budget moving forward. So, thank you. What else? Go ahead, Carla. Just some clarification on page 16. So, if you can tell me what access and equity programs, what are those? So, in the board materials, you'll see a mapping of all of the assigned balances and which of these categories they're in. So, let me let me just pull that up here. >> it, but I didn't I didn't see it by catego- I don't I just saw names of of programs,

498I guess, but not necessarily um Yeah, so if on page, excuse me, page 16 of the board materials, you'll >> Page 16? 16, yeah, 16 um in the dark bold page numbers at the bottom. Um you'll see the full list of assigned balances. And then you'll also see a column that's called code category. And there you'll see the category that um the groupings, if you will, that you see on on this slide. And so, looking at access and equity programs, that includes, for example, um the Verizon homelessness and foster care program assigned balance and then several others, but that's where you'll see it. >> Oh, that's what that is. Yeah, so that's the the grouping here is really just kind of organizing all those individual assignments in in categories. Okay. And then, for the community

499schools, is that the grant um that is here? And then, why does it go up? Like, it goes from 5.7. Why are we estimating that it's going to go up to 11.7 in 2026-2027 and 17.6 in 2027-28. On page 16. So, it's based on assumption that those carryover funds will will grow over time. Um, it doesn't mean that that will definitely happen. If spending in those programs by those schools is higher than we're projecting, then you won't see that trend. Um, So, is this grant the grant or is this central money? >> allocations that are provided to to schools. Out of the central out of the general fund. Gr- Gr- Or the grant? Grants. >> Okay. So, um, and we should be seeing increase with the whatever comes from the the the new allocation, the

500$1 billion. We should see an increase in the Um, yeah, it it it may result in an increase in projected ending balances or carryovers if those additional funds that are allocated are also not fully expended. And if that's happens, then yeah, you would see the these ending balances for community schools. Could this money be used for salaries? Uh, well, right right now the practice is for them to remain at the schools. And so, but yes, those schools could use that correct. >> Okay. All right. I see. Okay. Nick. Thank you. Um, and given the hour, I'll only ask a few questions. But wanted to thank the team. I appreciate the ongoing improvement in the conversation around our budget, even in small things like including fund 17 on slide 17 and 18, and adding the cafeteria

501and early ed funds, because I just think we need to continue to build trust that the district isn't intentionally cherry-picking which numbers to use in the presentation. So, just want to acknowledge I appreciate that. Um, few I don't think these have come up in terms of kind of some um, uh, I guess pots that I'm curious about. One summon is that the board still holding the 46 million to to federal cuts that we expect it might occur Um, and most of those cuts haven't luckily kind of materialized and so what are we doing with that 46 million? So they're committed by board action and so if the board would decided to use them for a purpose other than what they had been committed for the board could so act. It would require an action of

502the board to uncommit those funds if you will and if they were to be uncommitted then they could then be used to increase our unassigned ending balances dollar for dollar. But but even though you're right that for at least one year we we haven't seen the cuts that we feared it doesn't mean that that'll be the case for the duration of the current administrations term. Got it. And then the we have over I think looks like over 50 million in the assignments of revenues from cops for our greening and tech security projects and I was curious what's going on with that money. So yeah once those funds are expended for the purpose for which they were assigned then that'll go down but right now they're they're still projected to remain in our ending balance but

503it doesn't mean that they will be in our ending balances at the end of each of these years. Once they're spent then they will the balances will go down but we're not making any projections about those expenditures in these three fiscal years. I'll just note that that it's a product of these are part tied to projects and as soon as the projects are executed mean whether it's a construction project or cybersecurity project they'll be expended and so we can anticipate that those balances will will drop over the next several years. Yes. Okay and I guess just on the you know one of the things It's in the if interest of transparency it's like with the board action Usually Like all of this is board action. Like you bring us the budget, we approve it. >>

504Yes. And then if so when it comes to the federal cuts, I mean if there's an if there's an opportunity for the board to discuss some of these commitments obviously we should, but I but I'll just note that that usually, you know, those those suggestions usually come from the superintendent and the team. With the board approval as opposed to the board like suing on this stuff. >> you you're right. I just what I'm trying to point out is that because it requires kind of a separate a specific action to uncommit the funds. Yeah. Um now it could be part of the budget adoption for example. It could be like an attachment as part of that overall board report, but committed by I'm just by rule unless they're used for the purpose in which they were

505committed, they do require the board to specifically act to uncommit them. Um So, yeah, that was the point. >> and [snorts] then either for you or or Deputy Superintendent Salcedo, with the So, the greening and the tech projects, those are still we're planning to spend it and we just haven't yet or like when are the when will the board be seeing where where that revenue or or not I mean yeah, where that assignment will be going? And so when you look at the greening projects, I think those have been brought forward in different iterations of whether it's green schools for all or electrification work which uh um you'll be receiving an update next month as part of the community of the whole on our transportation modernization work on the cybersecurity and it's also part of

506our quarterly reports and I know that the next one is intended to be issued in the next several weeks. Um and that's just progress towards executing on the broader um uh set of actions and activities that are associated with kind of hardening the district's protections um against cyber actors. And are we going to get an updated cops plan? When we're talking about the cops plan, and they've generally come in in waves of projects, and so we can provide an an update on how we have expended the the broader set of cops dollars. The most recent element was when we updated the board on defeasing components of the cops, and we outlined which projects would be part of the bond program. So we can provide an update on that one as well. Okay. That would be

507helpful. And then I know a couple weeks ago at our COW when we discussed the the contracts, I had mentioned a graphic out there from UCLA around 6.7 billion in outside contracts and 1.6 in outside tech companies. Um and I think I'm still waiting for the district's explanation of where they got those numbers. I was able to connect with our labor partners to understand them, and it seems like you know, they went through all the district's contracts as reported at board meetings from, you know, and that includes after-school providers and tutoring, and um electric bus contracts and pencil purchases, like all of it. And they added up all the capacity, which is distinct from our actual expenditures. Um and some of those have time horizons that go back 5 years. Um and then for tech

508specifically, they looked at things like you know, devices, but also software and cloud services, digital instructional tools, et cetera. And then kind of that's how they got there, and so we know capacity versus spend is different, and um and you know, contract for a um you know, tutoring bench is different than a electric bus contract or, you know, our Zoom contract. But I think that that that number is still out there, and so I'd just be curious if the the team can give us an update on kind of getting back to us with kind of that next level of granularity with the contracts and how to how to confirm, you know, that those numbers like just check their understanding in terms of where those numbers are are coming from. So, the presentation that was made

509at the COW where we discussed, you know, it was kind of a first phase of our presentations on those non-labor spending, and so we can certainly provide additional updates and detail at future committees of the whole, and that's kind of the plan. But but yeah, we appreciate the information that you were able to gather for how those those figures were were determined. Um And it makes sense. >> I think and then then I'll turn it back over to Scott, but I think that just, you know, get given the the the um uh the conversation around the very important ones about both labor partners and the riffs, and we've heard from a lot of these folks today. I mean, that's why, you know, in asking these questions, just making sure that we are being uh accountable.

510And I think, like I've said, this this iterative process and some of these presentations and your response have been I think the most comprehensive in my tenure, but just making sure we're aware that like we do have that $46 million, and we might not want to uncommit it because this administration is so uh capricious and volatile that like they could cut something tomorrow, but that is an option. And similarly with when they're talking about contracts, you know, I think that's just it's I think a lot of folks out there don't realize that when we approve a $100 million capacity contract, that might we might spend $10 million. It's like our legal match, for example. We might spend $10 million, we might spend $100, um and just understand the nuance. So, I appreciate the kind of

511when we're seeing their numbers or their um their advocacy points, kind of checking their understanding and trying to get to a place because, like I've said, over and over again at this at these meetings, we can disagree on opinions, but the facts are where we really have to coalesce. I know we're obviously in fact-finding. We do tell you on that, but so just wanted to give some context to my questions. Um, thank you. Thank you, Nick Kelly. Yes, um, appreciate the presentation and the update. And I will also say that I think, in terms of trying to get a handle on what estimated state revenue will be this year, I do think that there's been an evolution. I just want to appreciate progress. Um, we're not like 100% there and having a firm grasp on

512it. It's it's hard to have that because it's a dynamic situation, but I just wanted to appreciate, um, Mr. Bravo Creamy that you've provided us updated information on, um, what additional revenue we might we might get. And I just I think it's helpful to have the fullest picture possible. Um, a lot of my questions have been asked just really quickly on the on the topic of of contracts and and, um, contracted services. Um, one thing that I noted, um, on page 706 of the tax report is the expenditures for services and other operating expenses, um, object codes 5,000 through 500 5,999, um, which I think was the topic of uh the presentation last time around. So I understand this isn't all uh contracted services like it includes a lot, but one thing that I noted

513was just a variance in terms of uh spending more. So the budgeted amount is 1.15 billion, um, but the projected year total is based on the actual to date is closer to 1.56 billion. So like 500 million more, um, than than anticipated. Um, and then I was also digging into the uh on page 710 of the tax report, kind of a little bit more detail under that on the services and other operating expenditures, like where are we seeing greater variances in those items. So, just on that front, like could you share more about why we're seeing an variance in this area and what are the biggest drivers of that and I guess part three would be like what, if anything, we can we do about that? So, I I'd have to follow up on the

514specific details of what areas where we are seeing that higher than budgeted spending. But, generally speaking, um the budget, when it's adopted, is the plan, if you will. And there's a lot of discretion, especially the schools for for for budget holders and and school leaders to change those budgets. And to spend it in a different place than where they might have uh expected during budget development. Cuz as you know, budget development, it's even earlier now than than ever. A lot of the decisions are being made for the upcoming school year in in, you know, December. And so, once the school year starts, the school has the ability and there's nothing wrong with this, there's nothing bad about this. Um they may have budgeted a substantial amount of funding in books and supplies and decided instead

515to spend it for on some contracted services for the benefit of their school and their students. And so, that would result in an underspend in books and supplies and a corresponding overspend in contracted services. And so, we can certainly follow up a lot more of the specifics about where where we're seeing spending higher than budget, but that's what we do see. And so, but that's another reason why it's important for the public to understand that if we only look at the underspend in one part of the budget without looking at the other parts of the budget where there's an overspending, we're not getting a complete picture. Uh what's really important is looking at the overall spending levels um and how that compares to our revenue. And so, I know this is kind of totally unrelated

516point to the question you were asking, but um yes, we we do see underspend in areas and and overspend, so to speak, in others. And then, those words underspend and overspend sometimes make it sound like there's something bad's happening or there's something wrong, but um it's really just exactly as you pointed out, we're spending, how spending compares to what was originally budgeted. Uh understood, and I would say your point is partially related. So, I I will give you credit for that. [laughter] Um and I'll I'll send more uh detailed questions in writing because I do think it would be helpful to understand like is this happening at school sites? Is it, you know, schools maybe can't afford something and instead they're purchasing a a service of some sort, or I think the the broader concern

517is is it centralized contracting out of of various things, and is that an area where um you know, it would make sense to pull some of those funds back and invest in our employees. Um so, I appreciate your response. Thank you. Anyone else? Okay, Mr. McLean. All right, voting on tab 38. Um Ms. Newbell. Yes. Dr. Rivas. Yes. Mr. Melvoin. Yes. Ms. Griego. Yes. Ms. Gones. Yes. Ms. Ortiz Franklin. Yes. Board President Smurlson. Yes. Student Board Member Yang. Yes. Okay, and Ms. Ortiz Franklin, while I have you, may I collect votes on tabs 8, 15, 17, and 18? Yes, yes, yes, and yes. That's four yeses. And uh Student Board Member Yang, since you so valiantly returned to us after um probably an important meeting, I would like to go ahead and collect every vote

518that I missed while while you were out. Is that okay? Yes. Right. So, on consent, how do you vote? Yes. Tab four? Yes. Tab six? Yes. Tab eight? Yes. Tab 15? Yes. Tab 17? Yes. Tab 18? Yes. I have questions on those three, but should I just I I don't want to keep anyone waiting. I can email them to somebody and just get a response. On some of those, I believe that ship has sailed because the um staff members may may may have left. >> Okay, that's fine. >> You want to make sure to write them down and I can get to the folks who who should get them and provide you >> can send them over. Yeah. >> Okay, great. And so, tab 25? Uh yes. Uh and the rest were on consent. Do

519you have any that I missed? I don't think so. Okay, great. >> [laughter] >> I'm kind of nervous. I feel like you're you're paying good attention. Okay. Um now, we briefly have um I'm going to I'm going to do something that's going to annoy everybody. Board rule 55A states that regular board meetings shall adjourn by 8:00 p.m. unless two-thirds of the board members present vote in favor of extending the meeting. The time is now 8:00 p.m. We're not going to conclude by 8:00 p.m. So, I need a vote of at least five board members. We can do this the fast way. Are there any objections? There are no objections. Okay, the meeting may continue under uh board rule 55A, rules and regulations for efficiency of running the board meeting. Now, tab 37 as a charter

520uh petitions for public hearing, which will come before the board next month. This constitutes a public hearing on Colfax Charter Elementary and Westwood Charter Elementary. A maximum of 15 individuals who wish to address the board on the item will be heard. Those who wish to speak should sign up online. Speakers will be called by name. Um let me check the public comment here real fast. Uh Mr. David Tokofsky. Come on up. You'll have 2 minutes to speak once you begin. Thank you. Again, Colfax 778 kids in an elementary school. You have about 150 elementary schools that are less than 150 kids. You have a school that's doing really well and would not being duplicated. You've got another elementary school affiliated charter 669 kids. Normally, we think of an elementary school is like 300 to 400

521kids on a 4-acre campus. These are wild successes. And instead of only talking about closing or consolidating, we should be redesigning and replicating schools. We should be talking to the parents at that school and say, "Do you have to have this beautiful education only at Colfax? Or is there something else that could happen?" So, again, you have successes in affiliated. The budget presentation I don't know if they're working for a governor for Illinois or a governor from Kentucky for president. But, I'm working with the governor of California and to not put his numbers down is a disrespect at the highest level. Your questions were right on. All he has to do is say at a low end and at a medium end, give you two budgets. But, to put no numbers and to say 5.6

522billion if any. How outrageous is that? How outrageous is to say when the entire education coalition is working on that 5.6 if any. Okay? And then to say, "Well, it's not going to be $2 billion." Well, what is it going to be likely? Between 450 million and 850 million? Give us a number. That's I understand risk. But, don't lie to the Board of Education and treat them like mushrooms, keeping them in the dark and feeding them cow manure. Community school grants is $1 billion. That's got to be 50 to 100 million. Special ed is 500 million. That's got to be 40 to 70 million. Put numbers here and then add them up. This is outrageous and it's being manipulated. It's not the sweet soman. Thank you for your time. >> my children to sleep at

523night with his lovely voice. Somebody else is manipulating him. All right. That is tab 37. Um these charter petitions will be acted upon in a subsequent meeting. And then as for tab 24 and 22 23, the board will be taking action on these reports. Petitions denied may be submitted directly to the Los Angeles County Office of Education or directly to the state for action. And now I believe we have some adjourning motions. Yes, I have an adjourning motion. Um with gratitude for No, sorry. Today I would like to adjourn this meeting in honor of Ms. Lucia Hernandez. And she was also known as Lucia Garcia by many of her friends and colleagues. But in her school, she was known as Ms. Hernandez. Ms. Hernandez dedicated 30 years of her life as a teacher at Malabar

524Elementary School. Tirelessly advocating for the students, staff, and families of the Malabar community and an activist with Eastside Padres Contra la Privatización, Eastside Parents Against Privatization. She believed deeply in the power of education and community. Always placing the needs of others before her own and checking in on colleagues and students to ensure they felt supported and cared for. Ms. Hernandez was also a devoted daughter, sister, and family member who loved her parents, sisters, and relatives deeply, always caring for and supporting her family with unwavering dedication. She was a passionate advocate for the well-being of Malabar students and worked diligently to secure green space so that students could experience nature and enjoy the environment they deserved. Ms. Hernandez was a model of professionalism and a generous mentor to peers and new teachers. She stood as a

525strong voice for justice and fairness, representing and advocating for teachers not only at Malabar, but across LAUSD community. Known for her courage, compassion, commitment to others, and a beautiful, beautiful smile that brightened any place that she was present. Ms. Hernandez left a lasting impact on generations of students, educators, and families. And she definitely has left an impact in my life as I was able to be right there fighting alongside with her for many of our schools against co-locations. Her love for Malabar was evident in everything she did and in return the Malabar community loved her deeply and will forever honor her legacy. She will be very, very missed by everyone who knew her. And with gratitude of her life and service, I respect- respectfully ask that we adjourn today's meeting in honor of Lucia Hernandez,

526also known as Lucia Garcia, whose legacy will continue to live on through the countless lives she touched and the community she helped strengthen. Rest in peace, Lucia. Thank you. Unless there's any objections, the meet time is now 8:07 and the meeting is adjourned. Okay.