001Test check check test check check test. Check check check check. No audio. No audio. Testing. Testing. Testing. Testing. Rohan. Can you hear me now? Rohan. Rohan. Rohan. Testing. One, two, three. Check. Check. Check. Check. Check. Check. One, two, three. Yeah, it's coming in. It's coming in. Check. Check check check check test check check. One, two, one, two. Yeah, it's good. But check test. Checking audio. Audio. Audio is low. Check. Check. Check. Check, check, check, check, check, check, check, check, check. Test test. Checking audio. Comment in. Comment in. All right. Got little audio here. Little audio. Little bit audio. Yeah. Test. Test. Test. Test. I need to Check check check test test one. Testing testing. Okay. Audio coming in. Testing testing. Testing. Testing. Check. Check. Check. Probably it's going to be low. It's a low audio.
002So, so this is this has a volume control. So, Can you hear me? Check. Check. Can you hear me? Channel one. Okay. Loud enough. Loud enough. Loud enough. Loud enough. Okay. Okay, we're good. Okay, leave it there. We're going to put a microphone over there. Three. Test. Test. 1 2 3. Testing. Testing. 1 2 3. Test. Test. 1 2 3. Testing. Testing. 1 2 3. Testing. Testing. 1 2 3. Testing. Testing. 1 2 3. Test. Test. 1 2 3. Testing. Testing. 1 2 3. Test. Test. 1 2 3. Testing. Testing. 1 2 3. Testing. Testing. 1 2 3. Testing. Testing 1, two, 3. Testing, testing 1, two, 3. Testing, testing, testing, testing 1, two, 3. Test test 1, two, 3. Testing, testing 1, two, 3. Testing, testing, 1, two, 3. Testing, testing, 1, two, 3.
003Testing, testing, 1, two, 3. Test test 1, two, three. Test, test. 1, two, 3. Testing, testing. One, two, three. Testing, testing. One, two, two, three. Testing. Testing. One, two, three. Testing. Testing. One, two, three. Testing. Testing. 1 2 3. Test. Test. One, two, three. Pro. Testing. Testing. One, two, three. Test. Test. One, two, three. Testing. Testing. One, two, three. Testing. Testing. One, two, three. Test. Test. One, two, three. Testing. Testing. One, two, three. Test. Test. One, two, three. Testing. Testing. One, two, three. Test test test. One, two, three. Test test test. Testing. Testing. Testing. Testing. Testing. Testing. One, two, three. Test. Test. One, two, three. Testing. Testing. One, two, three. Testing. Testing. One, two, three. Testing. Testing. 1 2 3 testing. Testing. 1 2 3 testing. Testing. 1 2 3. Testing. Testing. 1 2 3
004testing. Testing. 1 2 3. Testing. Testing. Testing. Testing. 1 2 3. Test. Test. 1 2 3. Testing. Testing. 1 2 3. Testing. Testing. 1 2 3. Testing. Testing. 1 2 3. Testing. Testing. 1 2 3. Test. Test. 1 2 3. Pro Testing, testing one, two, three. Test, test, one, two, three. Testing, testing one, Check check check check check. Check, check, check, check. is now 10:07 October 14, 2025. Welcome to the regular meeting of the Los Angeles Unified School District Board of Education. I'm going to take role. Uh Miss Newell >> present. >> Dr. Rivas >> present. >> Mr. Meline >> here. >> Miss Grigo >> here. >> Miss Gomez >> here. >> Miss Ortiz Franklin >> present. Board President Chorson >> present. And student board member Yang >> here. Okay, before we go into the
005pledge of allegiance, I have an announcement to make uh about a technical sound issue we are having. So, you can hear perfectly in the boardroom because we're all hearing me now. You can hear perfectly in English over our what's called our Granicus stream as well as our Zoom stream. But what is not being transmitted simultaneously is Spanish translation over what we call the Granicus stream. So, if you'd like to ex, this is mostly for those who are at home right now, not necessarily those in the audience, though you may um hear from your friends who are watching. Hey, where's the translation? Please direct them to the Zoom link that's contained in the order of business, also known as the agenda. If they click on that Zoom link, they'll be able to experience. So, Andreas, I'm
006we're getting translation on both now. Okay, great. So, you can It's all back working. I just found out this moment. It's almost as if we planned it this way. Okay. So, thank you for your patience with us. Uh we have a lot um a lot of moving pieces today. And now we'll go directly into the pledge of allegiance. And >> I'd like to introduce the students from Elizabeth Learning Cent's Arabic dual language program in Kade and teacher Reema McDashi. >> And for clarity, we we're going to have two videos basically in in serial fashion. One will be in English and the other one will be in Arabic. So, thank you. >> Boys and girls, stand up. Place your right hand over your heart and we'll say the pledge of allegiance together. Ready? Three, two, one,
007go. To the flag of the United States of America and to the stand with all. Foreign [Applause] And now, as is our custom, we will hear the land acknowledgement. We acknowledge that the Los Angeles Unified School District operates on land originally and still inhabited and cared for by the Gabeno and Fernando Tatavian peoples who have stewarded this land for generations. We recognize these indigenous communities ongoing presence and contributions and honor their connection to this region. We recognize Gabrieleno people as the original stewards of the Los Angeles basin and the nearby coastal lands and the Fernando Tavium as protectors of the northern valleys. These lands have and continue to hold deep cultural and spiritual significance to their people and have shaped the community we live in today. We pay our respects to the Hanukketan ancestors, Aiheron,
008elders, and Aohhinken, our relatives and relations, past, present, and emerging, and commit to supporting indigenous communities through education, ensuring their voices are heard and their legacies are respected. We commit to deepening our understanding of the histories and cultures of the native peoples of this land. This acknowledgement demonstrates our ongoing efforts to build and sustain relationships with indigenous communities and contribute to healing and reconciliation. Okay, first we have labor partners. Any labor partners present? UTLA, come on up. I know who you are. Uh, can we limit it if we can to five minutes per labor partner because we have a real long meeting. So, do the best you can. Thank you. >> I will speak quickly. >> Uh, give us one second. We're going to I know you're a powerful speaker, but not that powerful. We're
009going to make sure that we get that feedback taken care of. So, just one moment. Let's uh give it a try in a gentle voice and see what happens. >> I will try to be gentle. >> It's not working. One moment. I'm sorry. What is delay in the hopes of crushing the hopes of educators desire for representation with United Teachers Los Angeles. So earlier this year in March, UTLA and Alliance Girtz Murking and Burton Tech reached a tenative agreement. Members celebrated in June. When the tenative agreement went to their board for approval, they voted it down with no explanation. Their chief negotiator only explained that they had financial uncertainties and that they wanted to wait a few months. In the last five years, Alliance has been amongst the most stable charter organizations in terms of
010enrollment. How is it that their enrollment is stable yet they're facing financial uncertainties? What are they doing with the money? We pushed for the agreement to be heard at their last schoolboard meeting on September 10th. Again, it was voted down. No explanation. Then Alliance disbanded their bargaining team and cancelled all negotiations. We reached out to get back to the bargaining table and they've ignored us. All of this constitutes bad faith and we filed unfair labor practice charges. But this is what happens when the powerful feel emboldened to flout the law and ignore the rules that they don't like. We demand goodfaith negotiations or risk labor peace. We hope that LUSD and the alliance board take labor peace seriously. The educators deserve it. Students and families deserve it. It's time for them to come to the
011bargaining table in good faith and do the right thing. Thank you board members. See, only five seconds over. >> Excellent. Thank you so much. Thank you so much. Additional labor partners. Anyone in the audience, labor partners? Okay, thank you very much. So, we'll go on to our committee reports. Okay. Uh, first in line is our charter school committee. That is for me. One second. Charter school committee. The charter school committee uh convened on September 18th and opened the new school year with a focus on transparency, accountability, and equitable oversight in charter renewal and collocation processes. Um the charter renewal considerations for 2526. Miss Mara Bumad, director of the charter schools division, presented an overview of the 72 charter renewals anticipated this cycle, 63 independent and nine affiliated. The presentation outlined the renewal framework emphasizing academic
012performance, governance, and fiscal responsibility and compliance with state and federal law. The key updates included the continued use of verified data for high and middle performing schools with clear attention to subgroup performance and equity indicators. Expanded resident schools median or RSM transparency not providing petitioners with detailed school comparison lists earlier in the process and aligning grade levels for fairer analysis. the the addition of core growth data to supplement dashboard measures and strengthen renewal evaluations. The committee discussion centered on maintaining fairness and consistency across renewals while ensuring that the process remains transparent and datadriven. Committee members also discussed interest in exploring contingency plans uh should verify data provisions expire in 2026. The next charter school committee meeting will be held on Thursday, November 13th. >> Thank you very much, Dr. Rivas. Next, we have the greening
013schools and climate resilience committee. >> Uh that is me as well. The greening schools and climate resiliency committee convened on September 24th and covered the following key presentations and discussions. Schoolyard Greening through expanded learning opportunities program also known as ELLP or ELOP. Mr. Christos Cressilio, Eco Sustainability Officer, provided an update on the district's expanded learning opportunities program, which is converting more than 600,000 square feet of asphalt into green space and planting over 800 trees across LUSD campuses. These projects prioritize high need schools supporting student wellness and outdoor learning and sustainability education. The discussion emphasized ensuring long-term maintenance cap capacity, community engagement in design, transparency in communicating project progress. Staff also clarified that while ELOP funds are li time limited, measure us will serve as a primary source for future greening projects focusing on schools with
014less than 10% existing green space. The c the second presentation was key considerations in synthetic turf fields. a panel of community experts. Lisa Hart from the LA Neighborhood Council Sustainability Alliance, Miss Sharon Urggin from San Frernando Valley Climate Reality Project, and Miss Diane Walke MSN safe health uh from the safe healthy plan playing field, Inc. led a comprehensive discussion on the health, safety, and environmental impacts of synthetic turf. Key issue. The key issues that were raised included health risks such as injuries, extreme heat exposure and contact with toxic pollutants, environmental impacts including microplastic pollution and permeable surfaces and contribution to the urban heat island effect. policy implications, including the need to revisit LUSD's like forlike replacement policy for synthetic turf and explore a potential moratorum on new turf installations. Committee members discussed pursuing a district-wide
015assessment modeled after the city of Los Angeles 2025 RFP for a comprehensive study turf study and ensuring that bond funded projects align with student health equity goals and also considering labor concerns. The next greening schools and climate resiliency committee meeting will be held on Wednesday, October 29th. Thank you. >> Thank you very much. Special ed committee On September 24th, I chaired the first special education committee of the school year. My goal for the committee is to ensure that we are providing feedback to the division of special education as they take steps in implementing the action items outlined in the listen and learn campaign. At our first meeting, we highlighted the upcoming parent engagement opportunities in both virtual and in person, including the new series of coffee with the special education region teams that will be
016taking place this fall. Additionally, the team shared the series of training opportunities available for general ed teachers, core special education teachers, modified core special education teachers, and par profofessionals. Thank you to Dr. Sto Alicia Hos and the entire special education division team for their support with this presentation. As part of the presentation, we also broke down the roles of the special education region teams. Some of them were able to join us at the meeting and introduce themselves publicly so that our families have a better understanding of who to go for support. Our next committee meeting is October 22nd at 3:30 p.m. Thank you. >> Thank you. And our next committee report is children and families in early education committee. >> Thank you, Mr. Smearlson. Um in September, we held the first meeting of the children
017and families in early education committee for this school year. We welcomed new and returning members to discuss career pathways um including entry points for our early childhood workforce, both our teachers and our classified staff as well as career ladder programs within LAUSD and supports from institutions of higher education and the division of adult and career education. Um we also discussed enrollment resources, the ways that we are getting the word out about our amazing early childhood programs within LUSD. Um, and these are important topics as we focus on expanding access for our families most in need, as well as recruiting and retaining the workforce we need to deliver highquality supportive programs for our students. Our next meeting will be held later this month on October 30th, and we will be discussing STEAM programming in early education
018as well as our expanded work with two-year-olds um, and both the opportunities and challenges that that presents. And we hope that you will join us here in the boardroom or tune in online for that meeting. >> And thank you. Next report. Committee of the whole. >> Committee of the whole convened on October 7th under united under the powerful powerful theme dignity and justice for all defending students, families, and schools. The meeting carried a deep sense of urgency and purpose. Across the nation, harmful policies and rhetoric continue to target immigrant and marginalized communities, undermining education, health, and safety. The message was clear. LUSD will never stand idle. The district will defend its students and families with clarity, courage, and unity. We were honored to be joined by Miss Aneli Casalas, executive director of Chilea and consil
019Mexican council general Gonzalez Gutierrez, who both reminded us that this work extends beyond our schools. Together we discussed how to deepen collaboration through legal protections, cultural exchanges, and civic education programs that strengthen belonging of our students and families. District leaders including Dr. Alonso Webb and Mr. Antonio Placencia provided updates on how our we are one campaign is reinforcing sanctuary policies, building trust in families, and expanding traumainformed supports and outreach across schools. One of the most inspiring moments came from the students of Wilson High School's Sonia Dores Unidos who share their stories of resilience, leadership, and hope, proving that when schools provide safety and belonging, students thrive and lead with pride. Finally, Miss Lydia A Costa Stevens, executive director of the multilingual multicultural education department, presented an on strengthening support for multilingual learners through initiatives like
020Exito and Promesa. Her presentation underscored our commitment to ensure that language is never treated as a barrier, but rather celebrated as a strength. And our next committee of the whole meeting will be held on Tuesday, November 4th. Thank you. >> And thank you. Last but not least, school safety and climate committee. >> Thanks, Mr. Charlson. Our committee met on October 8th. We welcomed returning and new members as well. The purpose of the committee is really to look at data around school culture and safety. And this time we looked at the tiered fidelity inventory, which is about positive behavior supports. Um, we also talked a lot about beginning of school year uh support including transportation for all. How many of our kids are taking advantage of that, which we're very excited about. Um and we looked
021at data around around community based safety partnerships which is uh largely funded through our BAP uh partnership but not exclusively. Um we also like to elevate a school that's doing really well. Again looking at data and this time we had Panorama High School uh sharing their safe passage program. And one of the best tips we got from them we tried to amplify best practices is morning group chats not only with the Panorama High School staff um who are doing safe passages but also with the neighboring middle and elementary schools. And so it really being a community approach. Um our next meeting is on November 20th. We hope to see you there. Thanks. >> And thank you very much, Mr. McClean. >> Okay. Now, we're going to go to setting the consent calendar. As I have
022said before, the consent calendar is a procedural mechanism that the board uses to operate efficiently. That means if they have already decided their votes, they can put the item onto a consent calendar and take all of those items in a single vote and it saves a lot of time. So, what I do now is I read through each of the let's see 39 tabs for business that are on the order of business. And then board members will either say out loud consent or discussion. If they say consent, it means go on the consent calendar. If it's for discussion, it means they would like to discuss the item amongst the entire board. Um, we have many public hearings for charter schools here today. Also, um, as in the past, if a board member has just a
023state a blanket statement they'd like to make, but still put the item on consent, please feel free to make the blanket statement as we're going through the consent calendar and it can go on consent if the board agrees to put it on consent. If it gets pulled for discussion, it just goes through the normal the normal way. This is we did this about last year at about this time. Um, okay. So, I'll read through it. Tab one, high school physical education exemption. >> Consent. >> I'll also repeat it so everybody in the audience can hear. I did have >> Oh, question. Okay, so that goes on to discussion. >> Uh, tab two, delegation of authority authorization for the early childhood education division to submit continued funding applications. >> Consent. Tab three, approval of the renaming
024of Daniel Pearl Senior Senior High Journalism and Communications Magnet. >> Consent. Tab four, approval of procurement actions. >> Discussion. Tab five approval of facilities contracts actions >> discussion >> question. So Mr. >> uh tab six report of cash disper dispersements request to reissue expired warrants >> consent. Tab seven donations of money to the district. >> I have a comment. >> Okay discussion. That's great to go. Uh, tab eight, approval of routine routine personnel actions. >> Uh, discussion. >> Discussion. Tab nine, provisional internship permits. Consent. Uh, tab 10, approval of the renewal petition for Aliance College Ready Middle Academy 8. >> Consent. Uh, tab 11, approval of the renewal petition for Aliance Alliance College Ready Middle Academy 12. Consent. >> Consent. Uh, tab 12, approval of the renewal petition for alliance Cory Hunter Middle. >> Consent.
025Tab 13, approval of the renewal petition for Aliance Lyman Levine Lavine. >> Discussion. Tab 14, approval of the renewal petition for Alliance Morgan Mackenzie High. >> Discussion. Tab 15. Approval of the renewal petition for Alian's Pier Barbaglia Shaheen Health Services Academy. Consent. Tab 16, approval of the room renewal petition for Alliance Virgil Roberts Leadership Academy. >> Consent. Tab 17, approval of the renewal petition for Animo Ellen OOA Charter Middle. >> Consent. Tab 18, approval of the renewal petition for Central City Value. >> Consent. Tab. 19. Approval of the re renewal petition for Gabriella Charter. >> Discussion. Discussion. Tab 20 approval of the renewal petition for Kip Academy of Opportunity. Consent. Tab 21. Denial of the renewal petition for uh learning by design. I believe has to be a discussion item. Tab 22. Approval of the
026renewal petition for Oscar Deoya Animo Charter High. >> Consent. Tab 23. Approval of the renewal petition for Paralos Nño Middle. Consent. Tab. 24. Approval of the renewal petition for Renaissance Arts Academy. >> Consent. Tab. 25. Approval of the renewal petition for Synergy Kinetic Academy. >> Discussion. Tab. 26. Approval of the renewal petition for Vaughn Next Century Learning Center. >> Consent. Tab. 27. Approval of the renewal petition for Vox Collegiate of Los Angeles. >> Discussion. Bill. Okay. Approval of the proposed material revision for Vox Collegiate of Los Angeles. Discussion. Was that Miss Newell? >> Thank you. Okay. And then uh 11:00 a.m. we have a time certain for um Mr. Smurlson's. So we'll put that on discussion. Um tab 30 uh board member 2025 is National Principles Month. consent. So, let's yeah, let's talk co-sponsors. So,
027we have Mr. Melvin. I >> think all of us. >> Well, everyone. Okay, great. That's so much shorter. I'll just write the word unanimous. >> And then we have a 12 uh p.m. time certain from Miss Gomez and Dr. Reva's support for the election rigging response act. Uh so, we'll put that on discussion. Uh Miss Gomez. Okay. Go sponsor. >> Okay. and the door will remain open for co-sponsorship until until we vote. Uh tab 32, there is a 2:30m time certain for um >> let's see >> Mr. Franklin um Miss Newil and Miss Ggo's uh resolution with survivors always discussion or >> okay presentation perfect >> co-sponsor >> okay >> uh we have two items for initial announcement the board doesn't take action on those but they're located in the order of business if you
028want to review it prior to action at the next month's meeting. Um resolutions requested by the superintendent appointment of a member to the school construction bond oversight committee. Discussion for 35, Mr. Melo. Uh, tab 36, appointment of member to school constru construction bond citizens oversight committee. >> Consent. Tab 37, report of correspondence. Consent. Tab 38, minutes for board approval. >> Consent. Okay. And tab 39 is a public hearing only. There's no action taken, but we will be taking uh public comment on it. So, I'm going to read through the consent calendar as it was just set. If I've made an error, please speak up. Or if you'd like to change something, >> nice and slow, >> please let me know. >> Okay. Tab one is discussion. Tab two is consent. Tab three is consent. Tab
029four and five are discussion. Tab six is consent. Tab seven and eight is discussion. Tab nine, 10, 11, and 12 are consent. Tab 13 and 14 are discussion. Tab 15, 16, 17, and 18 are consent. Tab 19 is discussion. Tab 20 is consent. Tab 21 is discussion. Tabs 22, 23, and 24 are consent. Tab 25 is discussion. Tab 26 is consent. Tabs 27, 28, and 29 are discussion. Tab 30 is consent. Tab 31 is discussion. Tab 32 is discussion. Tabs 33 and 34 are only for initial announcement. There's no action taken. Tab 35 is discussion. Tabs 36, 37, and 38 are consent. And tab 39 is not for action, but we will take public comment. Okay. So, we have 21 minutes before the time certain of 11 am. So, it now is a good time,
030I believe, to take public comment on the consent items. So, what the board does right now is the items that are on consent, they take public comment for folks that are signed up on the consent calendar items and then once they complete the public comment on that, they will vote on the consent calendar. So, here we go. Uh, tab two, delegations of authority. We have um Mr. John Peron calling in. Mr. Peron, if you're online, please press star six to unmute yourself. And you'll have two minutes to speak once you begin. Mr. Pone, I see you're with us. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. >> Hello. >> Hi, we can hear you. Please go ahead. >> Hi. >> Okay, thanks. Um, I happen to
031have just lost my Wi-Fi, so it was a little bit hard to to follow. Um, uh, I'm not sure if I'm going to be off topic or not, but what I wanted to mention was that, uh, given the fact that we don't have the board of education at the federal level, any consent for uh, funding, I believe we should accept it because we could always just not fund it. Uh, but with that, I'm just going to let my time go to the next person and the next item. Thank you. Cuz I have no Wi-Fi. Thanks. Okay, that concludes the comments for tab two. The tab three we have one comment from uh Himea Breton or Jimena Breton. I apologize if I've uh spoken. So this is for tab two. Approval of renaming of the Daniel
032Pearl Senior High School. Not here. Okay. We'll go to tab six. Report of cash dispersements. There's no public comment to that item. Uh let's see. Tab nine. Uh provisional internship permits. Mr. David Tokovski. Not here. Okay. Then we have uh let's see if we go to tab 10. And I have a public statement to read about each of these public hearings. So, let me just get my paperwork in order and I will read from that. Oh, here he comes. Mr. Tokowski, come on down. You'll have two minutes to speak once you begin. Um, start slowly uh with the usual microphone because I want to make sure we're not getting feedback. So, it's your it's your time to shine. Electronic feedback. Yeah. Yeah. Yeah. >> Okay. Give it a shot. Make sure we're doing >> testing.
033Test. Oh, good call. >> Go. Go gently. >> Testing. Testing. >> How's that? >> Go for it. >> Testing. Okay. It It's moving without restarting. >> If you give me one moment, I could restart that for you. >> Thank you. >> Okay, go for it. >> Thank you very much. Uh, the provisional internship is a program that the district runs uh very intelligently over the last decade or two and is very helpful. But it's also important to take a look at it because again you have in this case uh not only a number of special ed shortage which uh you need in your special ed committee to be assessing why is there a continued shortage and what can we do at the bargaining table to enhance the number of special ed teachers and what can
034we do to motivate some teachers like you HR does do to get them to move into the special ed category. Um, additionally, there's some in here that is striking. I I calculus and physics teachers. Um, a shortage of calculus and physics teachers is really kind of a scary thought in terms of advancement and higher higher collegebound uh, learning. Tragic because we have Caltech within our jurisdiction where grad students are picking up loans and they're paying uh, for their education when they could be in our schools and helping. UCLA, a massive number of engineering and science uh grad students who if we had the creativity and the thoughtfulness could be moved into these classrooms, young diverse women. Uh it would be incredible to have that kind of intelligence in our classroom rather than online learning because
035as you know the scores on the virtualmies under your leadership under your jurisdiction are abysmal. In fact, they're being looked at by public interest law firms. Not to blame you. It's almost to blame, as you as you often do, the the White House, which is chilling the number of families going into schools and going online and therefore damaging their equal opportunity under the 14th amendment of the US Constitution and the California Constitution to get the kind of education. They are three standard deviations below the average within the district. Thank you very much. >> Thank you for your time. Okay, that concludes tab nine. So, I'm going to read the public statements for um tabs 10 through 27. Some of them are on consent, some of them on discussion, but this public hearing statement is required
036to be read prior to action on the item. So, before action is taken on the following reports, a board a public hearing must be held. This constitutes a public hearing on the following. Alliance College Ready Middle Academy 8. Alliance College Ready Mid Middle Academy 12. Alliance Corey Hunter Middle. Alliance Likeman Levine Family Foundation Environmental Senior High. Alliance Morgan Mackenzie High. Alliance Pier Shaheen Health Services Academy. Alliance, Virgil Roberts Leadership Academy, Animo Ellen Ooa Charter Middle, Central City Value, Gabriella Charter, Kip Academy of Opportunity, Learning by Design, Oscar Deoya Animo Charter High, Barlos Nños Middle, Renaissance Arts Academy, Synergetic Kinetic Academy, Vaughn Next Century Learning Center, Vox Collegiate of Los Angeles. A maximum of 15 individuals who wish to address the board on each of these items will be heard. Those who wish to speak should
037sign up online. folks have already signed up online. Speakers will be called by name. So now I'll go through these items that are already set to appear on the consent calendar which um Okay. So tab 10. So this is for Alliance College Ready Middle Academy 8. We have 15 speakers slated to speak. Um sir, >> could could you um remind me of your name? >> I'm sorry. I'm I apologize. >> Okay, go for it. >> Yeah, Jay Stewart from Alliance. >> Okay. I just got to find you on the uh >> Oh, are you the principal? >> I'm actually at the home office. I'm here to uh just seat our time on all the schools that are that are on the consent agenda >> under all the alliance schools. Okay. So, >> they're all in
038consent. So, the three there's three alliance account. There's 10, 11, and tabs 10, 11, and 12. I'm just going to read them into the record. Alliance Academy uh Alliance College Ready Middle 8 Academy, Alliance College Ready, uh Middle Academy 12, and Alliance Corey Hunter Middle are three on consent right now. >> Correct. And I have um tabs 15 and also, let's see here, tab 16 are also on consent. >> Okay, that's correct. And those are alliance. Okay. And so your statement to me now is that those folks signed up to speak to those items are going to seed their time as a result of this item being on the consent calendar. >> Sir, thank you. Okay, thank you. I'm gonna now do something that is a little bit annoying. I'm going to read through the
039names. Um, if there is someone here who is not associated with with uh the school who still wish to speak on the item, if they signed up, it's only right that they get to they get to speak to the item. So, I'm going to read through the names. Um, and if I could usually what usually happens is I get a thumbs up from the school um letting me know that they were with that particular school. Pablo V decline. Okay. Uh Tiffany Wilson decline. Ruben Escalante declined. Uh Justine Gonzalez, we'll say decline. Uh David Lockach, L A U CK, declined. Uh Jass Stewart. Okay, that was Mr. Stewart. Thank you. Uh Jayen Gomez. Uh, Yolanda Rodriguez Olivarez, uh, Maria Guilera, uh, Jessica Nicholas Torres, Sonia Enong, uh, Young Mi Kim, Eileen Rosas, uh, David Tokovski, and
040then after Mr. Tokovski is Sophia uh Sosa coming down. Is Sophia with you, Mr. J Stewart? >> Okay, thank you. You have two minutes to speak. Why don't you begin, sir? Thank you. >> Thank you very much. Uh speaking in support of the Alliance Charter, uh as you know, Alliance charters were formed by Dr. Judy Burton, who was one of the regional superintendents of this district. Judy Burton represented the East Valley, bilingual African-American woman who had a great sense of this district and purpose. And because this district could not figure out like many countries in the world like Spain that they could have autonomous regions like Catalunia or the Bas country or uh um Aragon and so on. The the the district forced her in some ways to go outside the district. She could have
041been and all of these alliance schools are grown because Judy Burton had a good sense of education instruction and instead a hostile environment took over and did not. In fact, all of Miss Gonz's area is all the beginning of the revolution or reform. It could have been reform inside the district. And yet this board and leadership continues to to denigrate the idea of charters, to denigrate them as independent, but more importantly to not build on the affiliated charter model which is statutoily exactly the same as an independent. So when you go after Gabriel's charter school, why don't you offer what it would take for them to become affiliated? You don't even have a structure to offer people to be part of the district. And so the enrollment continues to decline. A 100,000 students are in
042independent charters. and you close African-American charters, charters trying to do the innovative thing instead of figuring out incentives, whether it's transportation, professional development to help them become part of the district and grow the enrollment, which is a goal of the board president and this board and the superintendent to grow the enrollment. figure out ways to attract and make sure that you're doing better than the scores of these independent charters. Thank you very much. >> Thank you for your time. Now, on to tab 11, approval of the petition for alliance. Um, I'm going to read through the list again and make sure there's not anyone here who wish to speak who wasn't necessarily associated with alliance. Uh, Dietrich Hall, Pablo V, Dalia Velasquez, Tiffany Wilson, uh, Crystal Sanchez, uh, Myra Sanchez, Ruben Escalante, Justine Gonzalez, uh,
043David Lockach, Raina Patricia, Mr. Steuart Demetrio Gallardo Filipe Galileo Naro Caleb Alvarez and Martina uh looks like boot. So we'll go do the same thing for tab E tab 12. Okay, Dr. A Benny Carr Johnson, Pablo V, uh, Carmelia Cunningham, Tiffany Wilson, Carla Guerrero, Ruben Escalante, Justine Gonzalez, Doravia, Miss B, you're going to speak. Okay. Okay. Uh David Lockach, Mr. Stewart, uh Cindy Amaya, Sophie Pacheco, Alvisar, uh Jasine Rios, uh Ethan Hos, Vanhas, Daniel, uh Daniel Perez. Okay, so that is for tab 12. We'll go on to consent item for tab 15. Um, oh, that's also Alliance. Largely the same names and I appreciate everyone bearing with me. Uh, Damian Fernandez, uh, Pablo V, Danielle de la Cruz, uh, Joshua Young, Ruben Escalante, Justine, Justine Gonzalez, David Lockach, Mr. Stewart, Chris Estrada, Maria Montes, Maria
044Suarez, uh, Ailen, Angelina, Benjamin Cowan, and Mr. David Tokovski. David Takovsky again speaking in favor of the renewal of the Alliance charter schools which have been pushed and have become in part Union schools which the affiliated charters are all union schools and by keeping and pushing schools out to the independent rather than finding ways in. You and many of you across the board are union supported leaders and to perpetuate rather than encourage independent charters to find ways incentives whether it's transportation professional development to come in the district you are hurting the enrollment and the budget of the the school district. Now that should be one of the items of the evaluation of a superintendent. If you in the last year and a half have been evaluating the superintendent, although you evaluate based on the contract,
045you don't evaluate and you didn't set goals inside the contract in the attachments to measure the thoughtfulness and give the superintendent authority to do something bold with respect to charters. as you renew his contract today, which we don't have in public yet for some unknown reason on item 8, you ought to be setting goals with respect to increasing the enrollment in the district. And that would be in one part the uh work with the charters in this district. In terms of facilities, of course, is another one. Those of you on the facilities committee, you know, we have to reinvent our public property. And it's not just housing. It's senior citizen centers. It's a cultural affairs. It's all of the things that the city of LA and the other cities are having trouble with their budgets.
046And yet we have massive property to reinvent our schools. Not to close schools like Pasadena did and Englewood did, but to reinvent. These properties were taken with public resources and public action of this board and they ought to be public properties and you ought to set that agenda with respect to the contract. Thank you. >> Thank you for your time. Now on to tab 16, also on consent alliance, Virgil Roberts Leadership Academy. I'm going to read through the names again. Um, and these are looks like completely names that I've already called, but I'm going to call them into the record just in case. Pablo V, Simone Dill, uh Ke Kelly Bunning, uh Keral Guzman, Tiffany Wilson, Dana Dietrich, Ruben Escalante, Toriia Aila, Toria Aila, Glasper, Justine Gonzalez, David Lockach, Brianna Hannah Robles, uh, Mr. Stewart,
047Emily Herrera, J Stinson. Okay, so that completes public comment for tab 16. We now have comment for tab uh 17. This is approval of petition for Animo Ellen Ooa Charter Middle School. And if you come up to the mic, please just tell me who you are so we can >> Good morning. Christina De Jesus. I'm the lead petitioner for Animo Aleno Choa and for Oscar De La Hoya Animo. And we'll be waving our our time today. >> Okay. So, this is for Animo and Oscar. So, that's 17 and 22. >> Correct. >> Okay. Thank you. I'm going to read through the names just in case there isn't um someone on there and then we have a time certain in just about three minutes that we're going to get to. Uh Edinia Caraveo, wave. Uh, Maria
048Meadow, uh, Cam Sanchez, Joyce Taylor. For those, uh, who are just watching or listening, there's an audience that's looking at me that is acknowledging that that person is not going to speak. That's why you keep hearing me read names, then moving on to the next. Uh, Angelie Flores, uh, Christina Castro, Denise Delgado, Joshua Oropeeza, Esmeralda, Agira, Himea, Breton, uh, Cynthia Ibara, Chel Abilan, Christina De Jesus, uh Carla Estrada, not our own Carla Estrada, but there there may be more than one. And uh Mr. David Tokovsky, I see you're out there. Come on up. You have two minutes to speak once you begin. I'm not speaking on behalf of Deputy Superintendent Carlos Stradov, but if she were up here, she would point out that this school is a California distinguished school. This is one of the
049middle schools that is labeled a school to watch. Okay? It doesn't mean put a watch on it. It means look at what's happening there. What kind of change is happening at a middle school, which we know across this nation is a major challenge. Okay? Okay. And this is not in uh uh Chadzsworth. This is a different location with different socioeconomic status. It is not even Anendale which has incredibly low performance and has less than 140 students. This is a school that has held its population and grown its data. It is not 9inth Street Elementary School which is having tremendous problems in the uh area nearby. Let's look at what we can learn from charter schools. That's what Democrat Senator Gary Hart and Democrat Senator Tom Hayden put into the legislation. What can we innovate? What
050can we find that will help the general districts? That's a research and development uh opportunity. That's a chance to focus as you develop your evaluation, which again is not in the public realm. Nobody has a copy of the superintendent's evaluation based upon the metrics that you agreed to in the contract. You have the right to build four years, six years, and eight years with this superintendent. But you also have a responsibility as elected officials to put that information out into the public discussion and say and teach the public why we're on the right track. and we are growing, but we're not with respect to the data that you selected when Kelly Gomez was president to be in the contract. You need to present that and explain why the superintendent believes there's better data to use
051than the data you agreed to four years ago. So, as you approach this evaluation, let us know why you were in close session so many times on the evaluation and what you found. Thank you very much. >> Thank you for your time. So it is now time for the time certain for board presidentson. >> Thank you very much Mr. McClean. So tap 29 fellow board members and Mr. Superintendent staff and members of the public. It's my pleasure to introduce a resolution that is the start of workplace readiness education for LAUSD students. >> Scott, would you like me to continue since it's your resolution or here. >> So, here's a this is a good a good teaching moment. So, so when the board president brings a resolution to the board to avoid any impropriy or Mr.
052Schmurson having outsized influence as the board president on the resolution he's presenting, the chair is relinquished to the vice president who is Dr. Rosia Rivas. So, Mr. I mean Dr. Rivas, you take the chair. Um, you are now sort of like the vice president and then she acknowledges you to go ahead and introduce your resolution. >> Fair enough. But we're not switching chairs. >> No, our chairs. >> Very good. Thank you. >> These are good chairs today. >> I got you. Thank you. >> Yes. So, our next item, Tab 29, as Mr.son mentioned, is a resolution workplace readiness week in California high schools. May I have a motion to move? >> Move it. Second. Okay. Very well. Okay. Mr. Schmelson, would you like to present your resol? >> I would like to present my resolution.
053Thank you very much. Fellow board members, Mr. Superintendent, staff, and members of the public. It's my pleasure to introduce a resolution that is the start of workplace readiness education for LUSD students. Ready for the world is a quote that we keep using here at LUSD, but really it would mean nothing if it only taught students in academia and theory. These themes are essential for our students to think critically when they are in college or seeking a job. However, we want to take a step further and ensure that our students are aware of their workplace rights. The data tends to show that the younger a person is, the higher the likelihood that they face workplace discrimination or a lack of proper training. Our students are in the future of the workforce, the economy, the society, but
054we want them to be safe and sound when they leave our schools and take their place out there in the world. And that is why Governor Nuome signed Assembly Bill 800 in 2023 to ensure workplace rights lessons are also taught in high school. So, this resolution helps set the framework for LUSD's approach to this matter by providing professional development for social studies teachers and the distribution of know your rights material from our partner at the UC Labor Center. And I would like to now invite our guest speakers to offer remarks in support of the resolution. And first we have Miss Sabah Wahed, the director of the UCLA labor center. Miss Wahed. >> Good morning. So, thank you so much to school board president and board members um especially Reeves and Newell for sponsoring this. Um
055so before I begin, I did want to just um honor my former director, Kent Wong, who passed away last week. For many years, the labor center has been conducting research on the experiences of young workers and workers and learners. Our research has found that nearly twothirds of high school workers in California work in jobs like retail and restaurants. And these sectors are often some of the um sectors with the highest rates of wage theft and health and safety issues. in LA USD, black, latinx, and im immigrant youth make up the majority of the working student population. So, we were so happy when the AB800 passed in 2023 to address the critical need to provide California public school work learners with consistent and clear information about their workplace and labor rights. Out of this, the UCLA
056Labor Center Young Worker Initiative and the Young Workers Education Pro project with the California Federation of Teachers piloted an innovative AB800 workplace readiness 5day learning cycle with the support of LA USD student uh teachers. We piloted the program in over 15 schools reaching more than a thousand high school students. We found that when labor and workplace learning happens in students government, US or world history classes, economics or eth ethnic studies classrooms, students connect these lessons to their own experiences. It is also critical information for their families and for their communities. What I witnessed at Jefferson High School with Mr. Lung's economic class was powerful. Students were animated. asking questions, talking about how they didn't know that they shouldn't be charged for uniforms at their jobs or that they had a right to a lunch break.
057I cannot overstate how important this learning is. When we described wage theft and violations to college freshmen at UCLA, it's disheartening how many have already experience those issues. And what's become clear to us is that we have to get this information to our young workers earlier. LA USD has the opportunity to expand and lead this work through the historic res through this historic resolution to ensure that our our schools are implementing AB800 learning in a meaningful way. It is a model for the country. A strong implementation will make certain that our students are leaders in their workplaces and that they understand that dignity and respect at work are basic rights that all workers deserve. Thank you for your consideration. >> And thank you, Miss Wahed. Great information. Thank you so much. And next we have
058Miss Sher Bell, who is representing the Los Angeles Labor Commissioner's Office. Come on up, Miss Bell. Thank you. All right. Uh, good morning, um, board members. Uh, thank you for having me today. Uh, my name is Sheri Bell. I work as a deputy labor commissioner and our Los Angeles office. I'm a former LAUSD graduate and could have benefited greatly from AB um 800. Um, yes. So, uh, this important resolution AB800 creates a muchneeded plan to ensure that our public schools in Los Angeles, um, implement readiness, learning, and know your rights education in meaningful ways within high school classrooms. Reaching young student workers at this level about their labor rights is a strategic um and impactful approach uh to develop an educated to developing an educated workforce and also future employers. Right? We want to level
059the playing field all around. Um the labor commissioner office uh similarly believes that all public schools uh uh students must learn their labor and workplace rights. uh measure. I don't know. Uh Los Angeles was once considered the wage theft capital of the nation. So, it's all more important to have students um and future employers be aware of their rights at an early age. You'll be surprised how many adults don't know their workplace rights. Um I do uh outreach and education for the labor commissioner's office. So uh we encourage the uh district to support its teachers to be trained and uh with and resourced with quality uh uh materials to um that's focused on um informing uh students that the of the rights that they are afforded in the state of California. So many of our
060public schools in California are working uh so many students are already working in uh in California um in sectors like uh retail and restaurants where uh wage theft uh incidences are extremely high and uh we know that other uh they are not also privy to uh workplace rights such as uh overtime pay or meal breaks. Um and so this offers an opportunity for students to be empowered that uh in their future work and also the work that they are performing uh currently. So uh we we want to thank we want you to uh encourage your support uh to ensure that LUSD students are empowered to know their rights on the job and how to protect and enforce their rights because you can't exercise your rights if you're not aware of your rights. So um so
061we encourage you as the labor commissioner's office to uh pass this timely resolution towards teaching students about their labor and workplace rights, working people's history and dignity and respect they so much deserve on the workplace in the workplace. Thank you. >> And thank you, Miss Bell. You know, I'm glad you brought up the point about adults because just like uh the financial uh resolution, >> they teach our parents about their workers rights too and parents need to know that and it's coming from their own kids and that's great news. So, thank you so much. Thank you. >> Okay. And finally, we have a distinguished a very distinguished guest, State Senator Maria Elena Duraso, who will be giving remarks, too. Please come up, Mr. Russell. >> Thank you very much. Good morning. Uh, thank you, President
062Schmeerlson, board members, uh, superintendent, uh, advocates, and members of the public. It's great to be here. I stand here as someone who has spent a lifetime fighting for workers rights, and I can tell you the best time to learn about those rights is before you need them. uh AB800 championed by Assembly Member Liz Ortega and signed into law in 2023 requires that high school students learn their workplace rights. This law recognizes a fundamental truth. Young workers, especially black youth, Latino youth, and immigrant youth are among the most vulnerable in our economy. They are more likely to face wage theft, harassment, discrimination, and unsafe conditions. Too often, they don't know where to turn. LA USD serves over 400,000 students, many already working. Many already working to support themselves and their families. So, this resolution isn't just
063about compliance. It's about leadership. It's about the LAUSD saying clearly, we will prepare our students to stand up for themselves in the workplace. This resolution ensures learning is integrated meaningfully into classroom instruction. While the law designates the week ending April 28th as workplace readiness week, this resolution wisely recognizes students need this education before the end of the school year and that educators need proper training and resources. So many of our young people are feeling fear and uncertainty about the Trump administration raids that have been happening in our city, in our county, and our state in recent months. AB800 is about achieving workplace justice. It connects them to resources a available right now to support them if things go wrong at work. So much injustice happens in the workplace that impacts not just young people that
064was mentioned a little while ago, but their families, the entire communities, neighbors, other family members. When they face harassment, when someone is cheated out of wages, that's food off their family's table. When they face harassment, it affects their education, their mental health, their future. Rigorous implementation of AB800 is the right start to fight these injustices and ensure that our students get the dignity and the respect that they deserve at work. You know, just down the street is a high school named after a very prominent labor leader. We have other places uh the Helen Bernstein High School um and that acknowledged that the LAUSD um the recognition the LA USD gives to the labor movement from them and others. Uh we reimagined what the labor movement could be like, what our communities would be like if
065people had the right and organize as organizers to stand up for their rights. So, I urge you to pass this resolution. It's great to be here. I haven't been here in front of you all for several years. Um, and I'm I'm very proud and excited that you all will be implementing this and uh uh you know to commit continue to commit to making workplace rights education a priority in every high school in your district. Our young people are counting on us. Thank you very much. Appreciate your time. >> And thank you, Senator Duraso. Duraso. Um, I'm especially touched because your schedule is super, super busy, yet you made time for us. So, I really appreciate what you've done for us. Thank you so much, Senator Durasu. Okay. So, all right. Thank you. Those applause go
066to everyone because I want to thank all of our speakers for their fantastic support of this critical data. and we will benefit from our students uh knowledge. Their parents will benefit too from all this information and all through beyond their high school years too. So now I'd like to invite my first co-sponsor Dr. Rosio Rivas who has been involved in the development of this resolution. >> Thank you so much board president uh thank you for bringing this forward. Uh, and I also want to thank my colleague, Miss Hendy Newell, for co-sponsoring this important resolution with um with us. Workplace Readiness Week is about ensuring that every young person in LUSD enters the workforce with dignity, knowledge, and protection. Across California, youth between the ages of 16 and 24 make up 12% of the workforce. The
067majority are young people of color, many earning low low wages while balancing school, family, and work responsibilities. Too often, these students step into jobs where they face unsafe conditions, unpaid wages, and even harassment. Since 2015, the number of child labor violations nationally has tripled. Young workers also experience higher injury rates as than adults and more and are more vulnerable to exploitation simply because they are unaware of their rights. Let us be honest. Too many of our students are being exploited simply because they are unaware of their rights and that is an injustice. This resolution ensures that our students won't enter the workfl workforce unprepared. By implementing Assembly Bill 800, LUSD will provide every high school student with clear information about their rights, including protections in the child labor laws, wage and hourly rules and hour
068rules, workers compensation, and the right to organize. The resolution directs a division of instruction to oversee AB800 implementation across all high schools and provide professional development for counselors, CTE and work experience educators and administrators who handle work permits. It also integrates worker rights res resources into schooly and learning management systems so they're accessible to students and staff alike. Importantly, every secondary counseling office will display you UC labor center know your rights posters, a simple but powerful message to students to students saying you have rights and your school stands with you. These are not symbolic steps. They are concrete protections. They mean that when the student gets their first job, they'll know that a b what a boss cannot do, which is threaten them, harass them, and steal their wages without consequence. They mean that when
069our educators talk about career readiness, they will also be teaching worker readiness and which means empowerment, dignity, and safety. Colleagues, this is more than a compliance. It is about the values that define us. It is about ensuring that our young people, especially those from workingclass and immigrant families, are never again left vulnerable to exploitation. It is about saying to every student, your education does not end when you step into the work place. It follows you there. It's an act of equity and empowerment. Many of our students are the first in their families to work in this country and they deserve to understand the laws that protect them. Preparing students for college and career must also mean preparing them to navigate the world of work safely and confidently. Thank you again to my colleagues for leading
070on this resolution. Together we are helping our students enter the workforce for not not only ready to succeed but ready to stand up for themselves and for each other. Thank you. >> Thank you so much, Dr. Rivas, for those great words. We appreciate it. And next, we have our board member, Newil, who was also signed on to co-sponsor this resolution. And would you please say a few words in support? >> Uh, thank you and thank you again for the voices that we heard on behalf. Um, as we know, this is very important and often we want to always be able to kind of empathize with what's happened and as mentioned, we wish this was around when many of us were working. Um, because I started work at 14 and as a family um, immigrant family
071not knowing and not understanding what our rights were and so for almost a decade and experienced some uncomfortable conversations while I was at work. So, had I known some things that we're going to be able to uh teach our students moving forward, I think u some things would have worked out a little different for me. Um, but wanting to just share just, you know, a as this comes forth to LA Unified, some of the things that are really important, especially being able to provide professional development for college counselors, which I think is critical, and for those that issue those work permits. And I think more than anything is being able to have the visual reminders that will be throughout our school sites that will remind our students that they do have rights, that they know
072that their rights are. And that this will continue to empower our young workers to um prevent exploitation and to raise awareness along the side of promoting self- advocacy. Because equipping our young people with the knowledge to stand up for themselves in their workplace is un you know, we can't put a price tag on that. And so, I just appreciate the fact that this has come forth and to be a co-sponsor of this resolution for our students and our families as we move forward. So, thank you for this opportunity as we continue to teach life skills for our families. Thank you. >> Thank you too for those great words for all of us. I appreciate that very much. So, before we take a picture, I'm going to ask our board members if they'd like to say
073a few words. >> I I love this. Um, I just have a quick question. Um, does anybody else print those big posters and want to donate them to us so we can put them in our schools really easily? It might be worth, you know, just looking in to see if anyone has already done that. Um, and also I think we should attach it to the work permit itself, the application or the school authorization letter so that each student has a physical copy in front of them, not just on the wall. So, just an idea. Um, I'm really inspired by this. I'd love to be added as a co-sponsor. >> Thank you. Will do. Thank you so much, Miss Gomez. >> Yes. Um, I'm really excited about this resolution. Thank you, um, to all the board
074members who have brought it before us, and I'd also like to be added as a co-sponsor. Wonderful. Um, I have two quick questions because I know a lot of us, um, I think there's a lot of our families that work, um, and support their families even before they get a work permit, you know, in in more informal settings, um, like in street vending. And so I just wonder in terms of access at a even a younger age than high school whether there whether in our implementation as a district we might be able to share this information with our middle school um our middle schools as well. I don't know if the district staff uh can can comment on whether or not that's possible. Not trying to amend the resolution but I I hope that's something
075that we can account for because we know that is the reality for many of our families. >> Good morning. Yes. So absolutely we could definitely provide an orientation, an advisory lesson um so that students know their rights understanding that many of them are exposed to the workplace um at a at a much younger age. So we can definitely respond to that. >> Okay, Dr. Bias, thank you so much. And one more just since you're here, it might not be yours to respond to, but I also wonder in terms of family workshops or familymies specifically dedicated to um workplace rights and labor rights more general. Is that something we're already providing or is it something we could provide as part of our AB800 implementation? >> That's definitely something that we can add to the supports. Um
076we'll work with the with Antonio Placencia and uh we can definitely develop a module for our parents so that they can become familiar with their rights too. >> Fantastic. Okay. Well, >> great ideas, Miss Gomez. Great ideas. Okay, go ahead, please. >> Hi. Thank you so much, Scott and um Rio and Charlotte for bringing this forth. Um I was I was able to observe the work at Jefferson High School when I visited and indeed the students were very engaged and the teacher was very uh in tuned with what was going on. I'm I'm very grateful for this and I'm like um board member Kelly Gonz. also was wondering if we could bring this to other students who are in the lower grades. I taught uh special education in the elementary school and the way that
077my students learned about labor was through the history of the farm workers union and third through fifth grade special day program students were learning about this and inspired and motivated about this history. And so I think in the time when young people are under attack, it is more of a reason for us to empower our students not only for themselves but also so they can support their families in knowing their rights and also just to grow more compassionate, empathetic students to understand the history why it is that people go on strike, why it is that people join labor unions, why it is that this is important for for all of us. And so I would hope that this kind of curriculum goes all the way down to elementary school. I'm not trying to amend it.
078I totally support this, but I like like um Kelly, I I really do see a need uh throughout the grade levels. Um, I also want to acknowledge like uh folks here have brought up about our immigrant youth and our speakers also brought that up that as young as 14 like our very own board member start to work or even younger in in in jobs that are not necessarily formal where they get a check but they are exploited nonetheless. I've had students who told me they go and clean in the middle of the night the taco trucks, right? And they only get paid like $20 or something uh for the night because they're young. So, it's these things are very important even for young people, for our immigrant youth, like the senator brought up, it's our
079students of color who are generally exploited. And right now, immigrants, black um youth are are the ones who are um suffering from a lot of this exploitation. So again, I want to thank you uh President Scott Smirson for bringing this up and I'm I'm fully in support of it. Thank you. >> Thank you. Great points also for uh Dr. Bayz and for Mr. Placencia. Great points, Mr. Melvin. >> Thank you, Mr. Schmelson. I too would like to be added as a co-sponsor. I really appreciate this resolution protecting our students. I love what the senator said about the best time to learn your rights is before you need them. Um so thank you. Uh I also appreciate Mr. Ortiz Franklin's suggestion around um getting someone else to print the posters. We should talk to Bob Smith.
080I'm going to call him out at the painters and allies allied trades DC36. He's actually rec he's reached out I know to our office about um doing signs and banners for schools. So, I would suggest whoever is implementing this resolution to reach out to Bob and the painters u as I think they'd be happy to help here. Um I also know that I have and I believe the superintendent as well have met with members um staff from the department of labor um in a prior federal administration. I don't know that we've engaged them recently, but around also enforcement around this and making sure that we are in partnership with other agencies and the US attorney's office here in LA when it comes to um uh exposing violations of of uh of workers rights, particularly for
081our youth. So, thank you. I also just want to acknowledge it seems like she was mostly just the videographer today, but we know that Miss Nicole Fefferman um has been working on this a lot and has at least brought a lot of these uh issues to my office and making sure that she's well connected within the district. So Nicole, thank you for your work on this as well. Um, so appreciate that. >> Thank you, Mr. Melbourne. And I guess the most important person on this day is you, Jerry Yang. You represent hundreds of thousands of students. That's cuz you have to wait for me to turn off. >> Okay. Uh, you do represent hundreds of thousands of students and you're the guy, you're the guy who really counts today on this board. Thank you. Go
082ahead, Jerry. Yeah, I just wanted to say workplace readiness is really important and it's, you know, one of the keys to becoming college and career ready, which is what we strive for here in the district. And there's many students at my school and across the district that are always looking to get ahead, right? To start making money while still in high school. And I can't imagine a better way to do it than promoting workplace readiness. Especially for students in CTE and that come from lowincome or disadvantaged households. this is the perfect way to to connect them with uh industry professionals, develop their interests and just give them the real world skills necessary to succeed in life. And I feel like as a personal model and then just in general, knowledge is power and teaching students
083their worker rights is critical to ensure they enter the workforce capable and aware. So, I'm in full support of this resolution for the resources it provides students and the awareness it brings. And I would love to be added as a co-sponsor as well. >> You got it. And thank you so much for supporting all of our students. We appreciate that very much. Any other further comments, Miss Newil? Dr. Rivas. Okay. Thank you very much. So, we're going to vote >> and then take a picture. >> Public comment. Vote people. >> Then the picture. So, >> public comment. Sorry. >> Uh couple of folks signed up. Um the first of whom uh I hesitate to read out loud. Frederick Engles. I don't think he's here, but if someone happens to have that same name, u Frederick's
084not here. Okay. Ena Quiety. Ena Q, are you here? No. But we do have a concerned parent on the line. Concerned parent, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Concerned parent. >> Good morning board members. Um, thank you for bringing this forward. It's important for young people to understand their rights um especially in the workplace. I would like to um remind you that a vulnerable population includes students with disabilities as students are often forgotten in this board. You keep to you keep segregating and excluding students with disabilities as being in the in the um vulnerable population. I would like to for this to extend to also career centers uh career training centers and also those that are in the DOS programs and transition programs because
085that's also very important and um many of some of you may know because like I said you keep ignoring students with disabilities. Did you know that as of 2025, students with disabilities still may not earn minimum wage, but California did um provide that support for people with disabilities and now they are um able to um obtain minimum wage. So, I would also like to for you to consider employing people with disabilities specifically in your program. So, thank you. Um I hope that you take this into consideration. Thank you for your time. That concludes public comment on the item and now it's appropriate to take a vote. All right, Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvinne, Miss Grigo, >> yes. >> Miss Gonz Ortiz Franklin, >> yes. >> Board President Schmeurson,
086>> yes. >> And student board member Yang, >> yes. >> Okay, it passes. I'll come back for those other two votes in a moment. And I believe now it's a photo. >> Board members will go out for a quick picture. Okay. Thank you. >> Quick photo. >> I'm going to collect Mr. Meloin's vote. Mr. There a yes from Mr. Meloyne. >> Thank you. >> They're so good. Okay, we're going to be uh we're going to be coming back to business. We've got uh one, two, three, four. Um if I have any other board members out in the ether, please u please make your way back. Okay, welcome back. We have one, two, three, four, five board members. Uh, Miss Ortiz Franklin is about to join remotely from the building. She's not offsite. She'll be joining
087briefly from the building and uh we're just waiting on Miss Gomez after that. Um okay, we're going to be getting back to business. So, uh, after speaking briefly with council and the board president, we're going to attempt to divide the consent calendar into two parts. So, follow follow along with me. What this would mean is we're going to the board is going to vote on the consent item the consent calendar items on which they've already taken public comment so that those who have already given their public comment can go about their day and leave and then the board will continue business on the consent calendar for the set for the remaining items. So to be clear, the board momentarily is going to vote on items 2, 3, 6, 9, 10, 11, 12, 15, 16, and
08817. And then all the remaining consent items will be taken probably a little bit after 12:30 and we'll we'll we'll keep rolling on business from there. So to be clear, um I will need a motion and a second to vote on we'll call it consent calendar one. >> I'll move it. >> Second. one moved by Mr. Meloyne. >> Did I hear a second from Dr. >> Ras? Dr. >> Okay. So, here we go. I'm going to record the votes. Let me just see if um and we do have Miss Franklin joining us remotely on site momentarily. And I'll take the role on what we're going to call consent one. So, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Meloy, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, we'll come back
089to uh Miss Ortiz Franklin. >> Yes. >> That's a yes. And board president Schmurson. >> Yes. >> Uh that's a yes. And an advisory vote from board student board member Yang. >> Yes. >> That's a yes. Okay. So, I'll come back to Miss Gonz. So for those who are participating remotely or are here in the room, we have now dispatched with item tab 2, tab 3, tab 6, tab 9, tab 10, tab 11, tab 12, tab 15, tab 16, tab 17, and we also heard we already took a vote on tab 29. Um, Miss Gomez, can I record your vote for what we're calling consent calendar one? >> Oh, please go ahead. >> The board's indulgence. I'd like to request the temporary withdrawal of item 35. It's my own resolution. >> Correct. Okay. So uh
090tab 35 appointment of member to the school construction bond citizen oversight committee was not yet before the board and so it can be withdrawn. That was on the discussion calendar and not the consent calendar. So that has been withdrawn. >> Would you share what's on consent calendar one? >> Yes. Yes. Consent one. I know you missed a pivotal moment. >> Yeah. Apparently. >> Okay. So tab 2 3 6 9 10 11 12 15 16 and 17. This is so that the public speakers who've already given input can leave for the day. And how do you vote? >> Yes. >> Outstanding. Thank you. So that's all the votes on that item. Um we have a 12 o'clock time certain. Okay. Yeah. Sure. We have a 12 o'clock time certain, but I believe we have time for
091one of the superintendent uh reports before the before 12:00. >> Okay. Good morning everybody. Uh today we have two different superintendent reports. The very first one is a critically important one and it reflects the u the recently released data specific to smarter balance assessment not only for Los Angeles unified as compared to last year's performance but also allowing us now the series of comparisons between Los Angeles Unified and the rest of the state of California not only in overall performance in reading mathematics science but also um understanding How do we compare in terms of subgroup performance? How are uh African-American students, Latino students, English language learners, uh white, Asian students, uh poor students, and house foster compared to the rest of the state of California. And what I can tell you is the story across
092the board is a positive story for Los Angeles Unified. Don't get me wrong, there is still a lot of work to be done. We are not where we need to be. our overall performance and the state's performance uh are not where they need to be in terms of proficiency levels for all students in all subject areas are attested. But considering the trials, tribulations, and challenges and social gaps that many of our students face every single day, the progress made over time, particularly during this past year, is admirable. Let us point out some of these uh points. Number one, we are in a very significant way outpacing the state and other districts in California. In fact, we have posted double the rate of improvement compared to the statewide average. In fact, two times uh the rate
093of improvement in reading and 2.4 times the rate of improvement in mathematics. All subgroups, all student subgroups are outpacing their peers statewide. What does that mean? That means that black kids, Latino kids, white kids, Asian kids are actually performing at a higher level. Not just improving faster, but perform performing at a higher level than their counterparts across the state. We are a much larger district and our student population is minority majority. A corlary question to this is why isn't the state with a smaller percentage of minority students perform as well as we are. So kudos to our teachers, our leaders, our support staff, and certainly the vision and dedication of this board. And last but not least, many student groups are actually outpacing their peers and have posted the highest ever performance levels in the
094history of our district. It is important to also recognize that these results are an unprecedented achievement. We have posted the highest ever achievement in English language arts, math and science. We saw doubledigit improvement in distance from standard in English language arts and mathematics. and our 11th grade students for the very first time performed above standard on average uh in English language arts. And one critical issue that's been the desire and the goal of this board, we finally we finally achieved uh performance levels that not only met but significantly exceeded prepandemic levels. all subject areas and all grade levels both in terms of distance from standard as well as the percentage of students meeting or exceeding standards exceeded prepandemic levels. Black, Latino, lowincome as well as students with disabilities are on average performing better than they
095were pre- pandemic. The state of California still has not gotten there. State of California cannot assert at this point that they have reached performance levels that existed before pre uh pandemic. One could ask what has powered this breakthrough? Well, good people doing good work in an unapologetic way. uh the creation of coherence across the board from curriculum to classroom ensuring that every single student has access to highquality standardsbased instruction before and after school uh extended learning opportunities not only academic support but also enrichment activities the longest and most forceful dedicated summer school program anywhere in the country wintermies Saturdaymies But at the end of the day, it all boils down to the devotion, dedication, and expertise of really exemplary teachers and support staff, great leaders, and the necessary support systems to elevate every single child
096in our community to their full academic potential. So now that we have reached this point, where do we go from here? Look, it is very clear math remains a critical priority for us. We are not where we need to be. Math as opposed to reading requires a foundational basis of understanding before you move on to the next level and then on to the next level. Any missing level puts our kids at a disadvantage. So we are expanding coaching, creating early numeracy strategies, teacher collaboratives around conceptual understanding and problem solving. We're doubling down also on early literacy because reading by third grade must continue to be the important foundation for lifelong learning. We know that third grade reading levels are the predictors of high school success and much more. We'll continue to use progress monitoring and
097informative assessments to in a respectful way make timely datainformed decisions. Most importantly, we're committed to ensuring that every improvement is sustainable. Not just this year's story, but the start of a lasting trend. This is the second year of back-to-back improvements across the board. No other district in the state can stay that. Los Angeles Unified is in a special place, but we are not done. I want to once again extend my appreciation as your superintendent to our board and to our community. Not without challenge and sometimes disagreement, but the proof is in the pudding. No one can deny where we are today. And for those who will say that uh it's insufficient, we all agree nothing will ever be enough for our kids. But progress over time needs to be recognized. Otherwise, we are insulting those
098who actually achieve these gains for our students. My very last point before I introduce today's speakers is this. We will never assess for the purpose of simply assessing. assessment will not lead us to educational excellence. However, at the same time, not knowing where our kids are is a social injustice to them. We need to know where they are so that we can accelerate them, support them, so we can build the bridges over the gaps they live in often. So, members of the board, I am exceedingly proud of the announcements that were made uh this past week. Uh it was certainly unusual to see the governor of the state of California coming to our community three different times into our schools to speak about nothing other than student achievement. And to hear the government say that
099for the first time Los Angeles Unified elevates the state of California was powerful. did hear our state superintendent mention Los Angeles Unified and participate in speaking events with us in our schools as the model district to watch and be uh be replicated across the state is a powerful statement that elevates and dignifies and honors the tremendous work done by educators and support staff across our district. So with that said, let me introduce today's speakers. We have Dr. Bill Johnston, Dr. Francis Bayz, Mr. Tony Agiar, and Dr. Robert Wittman. As they come to the podium, I have to stress that the most forceful explosive gains observed by our district were seen and accomplished by the lowest performing schools, the priority schools, the tier three schools that have historically lingered in the background of performance in our
100district. No longer. These are schools on a move whose performance improvement uh has no parallel in our district and across the state of California. Bill. >> Thank you, Superintendent. Uh greetings board members. If we could turn on the slide presentation. Uh my name is William Johnston. I'm the senior executive director of strategy here at Los Angeles Unified. Um and we will begin by looking over some of our most recent Smarter Balance results. Many of these points were just uh summarized by our superintendent, but just to reinforce a couple of the very important takeaways here. Um many of our um uh we are, you know, outpacing the state and many other districts. In fact, double the rate of improvement um between LUSD and the state. Um unprecedented achievement since the since the Smarter Balance Assessment Program
101began just over 10 years ago. These are the highest ever results for both ELA and math that we have ever seen in Los Angeles Unified. And in the history of the science assessment that began in 1819, this is also the large the highest performance rates we have seen ever for our students. Um we have also seen better uh results this year than before the pandemic. And so not just reaching the pre-andemic levels, but exceeding it for um all of our um grade levels and all of our student groups um across all of our assessments. And so certainly consistency um is paying off here. And so first we will look at English language arts um overall for all of our tested grades in the top bar and then by each grade level that is tested on
102this assessment down below. So again the Smarter Balance assessment for ELA and math tests grades 3 through 8 and 11th grade. And you will see uh the left hand side of the of the page is our distance from standard which measures the amount of distance from or in the case of our 11th graders above the the threshold and the scale score for the the determination to say they're meeting grade level standards for that subject at that time. And so um in the distance from standard measure we see that we have moved uh over 10 points closer to standard overall for our students. And then for all grade levels, we are moving closer to standard as well. In particular, you'll see grades six, eight, and 11 all moving um the moving closer to standard at the
103greatest degree. And again, as I mentioned, our 11th grade students are performing on average above standard for their grade level in English language arts. And then over on the right side is the percentage of students meeting or exceeding standard. And that 46.46 number is the one that is important to remember. And this is where we really look to compare ourselves to the state and the data that was recently released. Um so that what that is saying there is 46.46 of our students on average are performing um are meeting their grade level standards or are exceeding their grade level standards in English language arts. And then you see the grade levels below there. And then without going over every single number in this chart, you'll just see a lot of green arrows. And these green arrows
104are important. These signify either the amount of change or improvements that we have had since last year's assessment. Um, as well as the amount of change in progress we have seen since the 2018-19 school year, which is the what we would consider our baseline or prepandemic benchmark that we look to um look to meet and surpass. And you see here we are surpassing it across all grade levels in both subjects. And here is math. Similar story in math. Um, I'll call out grades six and 11 as the the grades where we saw the greatest degree of improvement from last year. But again, all grade levels, both subjects, um, whether it's measuring it in terms of distance from standard or the percentage of students meeting or exceeding our standards, we are we are higher than last
105year and we are higher than 1819. And then finally, science. Science is is now considered an equal headliner with ELA and math. It is a part of the state accountability system. It is it is an important test that we are uh administering comprehensively across our district. Science is is administered for fifth graders, eighth graders, and then once in high school. It's mostly 11th graders that take it, but some 10th graders and some 12th graders. So, we we lump we for this display, we're we're putting 10th, 11th, and 12th graders together. And you will see across all grade spans uh that are being tested here um the improvement from last year and improvement since precoid when this assessment began. in particular, our high school students are moving closer to at the greatest rate. Um, and this
106is an important to place in context of the recent national NAPE results that came out with um some pretty der uh science results nationwide. And here we are um showing our highest results ever since COVID in science for our high school students. Now, we'll look at some results of the of Los Angeles Unified compared to the state as a whole. Los Angeles is about one um it's about 10% of the statewide population um uh is a Los Angeles unified student. Um and so you see here in in 201819 on the far left side the gap in the percentage of students meeting an exceeding standard was about 7 percentage points between us and the state. Fast forward to this year it's down to 1.7 points. Um, also you'll notice that our number in 2425, uh, 46.5
107is higher than 44.1. We are above our prepandemic benchmark. The state cannot say the same thing as the superintendent mentioned. Um, there's still work to do, but the gap is closing precipitously between us and the state when we look at across all grades and all student groups. So, that's English language arts. Here is math. And again, uh, for math, um, precoid, our gap, the gap between us and the state was 6.2 2 percentage points. That gap is down to 0.5 percentage points between us and the state in 2425. And again, in math, we are above our prepandemic benchmark. Um the state not yet at its pre at its pre-COVID benchmark. And then finally, uh science results. And so you see here, uh 7.1 was the gap before COVID down to 5.4 percentage points, um in
108the current year. So work to do still in science but the gap is closing and is consistent with everything that we have seen. Um I will now turn it over to Dr. Bayas to talk about some of our uh K12 interventions. >> Thank you Dr. Johnson. Good morning everybody. Board of Education superintendent and deputy superintendent across the board literacy and numeracy and science. We attribute the student success of the smarter balance assessment to writing across all of the disciplines. And this is a a domain that really helps students with identifying a claim, looking for the evidence, and justifying their reasoning, which is an important skill students need in the smarter balance assessment. And of course, in life, these strategies have been a multi-year focus. Math coaching was offered to educators in the middle grades. In
109addition, students in elementary and middle school grades received intervention through an interventionist. In science, science instruction focused on uh science engineering practices and was extended at after school uh through enrichment. Educators led through improvement science cycles, making decisions based on data, looking at student work, analyzing progress, monitoring data. Teachers observed one another during lab days. They planned lessons, and they used all of those artifacts to uh progress monitor and see if the strategies that they were using were successful at the time. and they were able to pivot and revise their strategies. The work ahead involves teaching to the level of the rigor of the standard and the depth and complexity of the standards. In kindergarten uh through second grade, we focused on the science of reading and deepened language development through vocabulary and reading comprehension
110strategies. We look forward to improving outcomes for students in grades K through two by deepening reading comprehension and use of academic discourse. And these will prepare students to reach third grade proficiency and students reading by nine in order for teachers to support high levels of thinking moving forward in all grade levels uh based on the text that we engage in in the summer. Rigor by design not chance. These are the things that we're going to be seeing in the classroom. Asking probing questions, building schema, strategically scaffolding learning, developing complex tasks, engaging in metacognition and reflection. In grades three through five, students compare text, draw conclusions, and engage in discussion. The next step is for students to apply academic vocabulary in their writing when comparing text to text, text to self, and text to the world.
111We will increase the cognitive demand of the test for students to apply critical thinking skills. In grades six through eight, we deepened educator capacity and the science of reading, never done before, but now teachers have that specialized training to help students uh reach proficiency. Students also deepened their research skills and translated their findings through writing. In grades 9 through 12, we use media literacy to analyze and evaluate multiple sources of information to promote critical thinking skills. And now moving on to math. In grades K through two, we build procedural fluency to ensure that students have the foundational knowledge to access higher level math skills. In grades three through five, consents construct viable arguments and critique the reasoning of others. And this is a mathematical practice used in all grade levels and become deeper in these
112grade levels. In grades six through 8th, students deepened their knowledge in applying real world problems and highquality instructional materials and teacher coaching supported students in these grade levels. In grades 9 through 12, we continue student engagement of real world application. But the difference in the 11th grade was reviewing algebra 1 concepts students that had not seen since 9th and 10th grade so that they could be successful in the smarter balance assessment. If you recall that was an area of stretch for us last year. In the area of science, our goal is to provide students with an understanding of science and engineering practices, disciplinary core ideas, crosscutting concepts with frame which frame learning in the physical life and earth sciences and engineering. We saw students across all levels continue their learning after school through enrichment and
113through summer school. Uh in grades K through two, students recognize patterns and conduct simple investigation. In grades three through five, students explain findings using evidence and models. And in grades six through eight, students analyze and interpret data and emphasize systems and models to understand complex scientific concepts and their connections. Lastly, in grades 9 through 12, students promote scientific discourse and inquiry through evidence-based explanations and data analysis. In the year ahead, we will we will deepen our efforts so that all students reach science achievement. Now, we'll pass the microphone over back to Dr. Johnston. >> Thank you. We will now turn to um a deeper dive into uh specific student groups across the district. And I think this is where uh the data gets particularly interesting for us. And so here you will see our English
114language arts achievement broken out by a range of student groups in Los Angeles Unified. Um you'll see you know the dotted line over there on the left looking at the that's the the gap during COVID. Um but I think an important piece here without looking at the specific numbers two things. One all student groups are improving when we move over uh across time here. whether that's our higher, you know, typically traditionally higher performing student groups or student groups that are are typically below the district average, but all student groups are in fact improving as we go and and are um meeting or exceeding their prepandemic levels. And so here is the English language arts. Uh here is are the results over time for um math achievement for student groups. And again, um, while there are
115certainly differences in achievement across these student groups, all student groups are, um, showing improvement in math for multiple years in a row. Um, and so there's there's, you know, there's not a particular particular student group that is driving these results. We are seeing this improvement across all of our students. And then finally, science achievement broken out by student groups as well over time. And now let's focus in on um one of the first student groups here that we're going to target for our discussion today, which is our students with disabilities. Students with disabilities are are traditionally we, you know, we we do see um relative to other student groups um a particular challenge in student achievement. Nonetheless, in Los Angeles Unified, we do see consistent improvement over time. Uh we're art and whether it's looking
116at our own students looking back over history, we are um we are over four points above four percentage points above where we were pre- pandemic and the gap between us and and special education students or students with disabilities statewide has gone down from 4.5 points in 1819 to 0.9 points uh this past year in English language arts. Looking at our students with disabilities in Los Angeles Unified compared to students with disabilities statewide. In math, we see uh the gap was 3.2 points pre-COVID and is now 0.3 points in 2425. And so to discuss some of our strategies with the student population, I will introduce Dr. Anthony Aguilar that honorary degree. Good morning. Um so with students with disabilities as everything you notice and see there, you heard from Dr. by what is being done at
117the core. However, before that or once we get into that, how do we accelerate from the core and really kind of build out that playbook? So that progress is reflected along with the strong alignment between special education, the core instructional supports, ensuring that our students with disabilities have access to highquality grade level content in general education settings as well as targeted inventions, inclusive classrooms. As we know, the work we've been doing with inclusion is supporting the students with disabilities and increased the use of evidence-based reading and math strategies have really driven these results. >> Thank you. U we will now turn to our English learner population and here we are presenting results for our English learners which is inclusive of our reclassified English learners. Um which again is a is a you know an important
118piece of the goal and the trajectory for our English learner population. And we see here that the gap um in English language arts and achievement for English learners and reclassified students precoid was 5.6 percentage points and now it is 0.7 percentage points in 2425 with consistent years of improvement for our students. Next in math and this is the beginning of a trend that we will see in the rest of this of this presentation. Um, pre-COVID, our English learners um were trailing the state by five percentage points. And now, um, compared to their peers statewide, we are outperforming our English learners statewide, um, by one percentage point here in 2425. You see the red and blue lines intersecting there. Um, and I will turn it back over to Mr. Aguular. >> Thank you. I'd be remiss
119if I didn't uh mention this. As you guys know, I have a very passionate executive director when it comes to MMED, and she really kind of embraces the fact that language development equals academic development and academic growth. So, these gains reflect the strategic alignment of language development and content instruction through MMED, our malt coaches that support our schools and with intentional and focused professional development. It really has been the driver to getting to these results results with our English language learners. Thank you. We will now turn to foster our foster population. And you will see um in this first chart, this is English language arts. Uh basically uh our students u our foster students compared to foster students statewide, we're we're performing at about the same rate. U precoid we are now exceeding the statewide
120um rate by 1.4 percentage points in English language arts. And then in math precoid um oh actually I'm sorry in 2122 uh foster student data was not available by the state pre-COVID. I apologize this is uh so we're looking back as far as 2122 for our foster population data. Um so in 2122 we were outperforming the state by 2.5 percentage points. That gap has gone up to four percentage points for this year. And with that um I will turn it over to Dr. Whitman. >> Thank you Dr. Johnston. Uh, as Bill mentioned, uh, the district has outpaced the state, uh, as it relates to ELA and math for foster youth. Uh, to accelerate growth, investments continue to be made in PSA counselors who provide case management to our foster youth, ensuring that they stay connected
121to their schools, uh, linking them to appropriate services and resources, monitoring their academics as well as their achieve their attendance and ensuring transportation as necessary. uh guiding post-secary and financial planning for those students who are transitioning to uh from from high school and then also most importantly being an advocate for our students. And so as a district when we think about our black student achievement uh and that group is also outpacing the state as well in both ELA and math for the two consecutive years. uh in ELA, black students move 13 points closer to standard with a 4% increase in percent in proficiency. A similar trend is seen in math uh where students are moving moved 11 points closer to standards with a 4% increase in proficiency. But it's important to note that 40% of
122our BAP group in one two schools are priority schools. And so when we look at the data for those stu those students, those black students in those schools, they moved 19 points closer to standard in ELA and 6% uh increase in proficiency. And then for math, it was 17 points closer to standards with 4% increase in percent proficiency. uh to accelerate growth uh we have a ETO playbook and that playbook really entails capacity building of our teachers at our priority schools and so uh monthly they engage in what we call unit planning in ELA, math, science as well as social studies for our secondary teachers where they are really deepening their understanding of the adopted curriculum but going deeper as uh Dr. bias mentioned around higher order questionings, claims, evidence and reasonings, real uh problem
123solving, right? Both in ELA as well as in science. Uh in addition to that, our teachers are also engaging in what we call lesson studies where they're actually teaching lessons or practicing teaching lessons within the classroom with their colleagues. Uh which we feel is a very strong strategy. And probably one of the most high lever strategies that we have within our ETO playbook is our impact review process. Uh we engage in a over uh 230 impact reviews a year. Each of our 121 uh priority schools go through it in the fall uh where we're actually looking at the the transfer of professional development to actual implementation within the classroom. Uh in addition to that uh that process also entails providing differentiated support uh to our teachers, our school leaders as necessary based off some of
124the findings that we uh we we observed during that process. We have about 131 BAP schools and we have K12 coordinators and directors who are boots on the ground at those schools who are working alongside uh the school leadership as well as the staff uh to ensure that we're addressing the unique needs of our black students. Uh they do classroom observations to observe evidence of culturally affirming uh practices within the classroom. Uh but most importantly, they're making sure that black students are connected to enrichment as well as intervention opportunity as necessary. And then their monthly data chats that take place uh where we're looking at uh black students attendance, uh we're recognizing them for their outstanding uh performance, whether it's, you know, academics, attendance, etc. And then we're also doing a really good job in
125terms of engaging our black families, particularly at our BAP schools where we actually have black family committees. And so a lot of good work, a lot of intentional efforts are being made uh with the investments that we've have and we are making good on those on those investments. And so at this time I'm going to go ahead and open it up for questions. So it it's now 12:15 I think. Um board president said they were going to take questions after the time certain that was supposed to be at noon for Miss Gomez's Reszo. So, um, we'll bring the deck back up after the completion of this resolution. >> Okay. Um, thank you so much, Mr. Schmelson. I appreciate the opportunity to discuss an important proposition now on the ballot for California voters and voting is
126already happening. So, it's really important that our communities know about this. Um this measure um Prop 50 would allow California to adopt temporary congressional maps if states like Texas pursue extreme partisan gerrymandering. This is an unprecedented ballot measure because these are unprecedented times that we are living in. And this move couldn't be more important to protecting public education and the students and communities that we serve. This resolution is about protecting essential federal resources that make public education possible and standing up and standing with our communities whose voices are often ignored and are active targets in this administration's efforts to deprive our most vulnerable communities of their constitutional rights and of essential resources including their constitutional right to a public to a public education. So regardless of how you plan to vote, we encourage you to
127make a plan and make sure you go vote. As a school district, we also have a mission of ensuring our students who are approaching or who have reached voting age know about um their voting rights and to ensure that their voices and the voices of our families are heard. Um with that, I want to thank Dr. Rivas for her partnership and co-sponsorship throughout this effort and urge my colleagues to vote yes on this important resolution so that we can join the broad coalition of labor unions, elected officials, and social justice organizations who are in support of Proposition 50 um to stand up to partisan gerrymandering and the Trump administration this November. I'll pass it over to Dr. Evas if she has introductory comments. >> Uh yes, thank you board member Gomez. I'm thr I'm thrilled
128to co-present this resolution today to stand against these continued attacks on our democracy. Actually, board member Goness and I both submitted resolutions on this topic at the same time. We were under the same wavelength here and we worked together on this language because we believe democracy and public education are inseparable and both are under attack. When one is weakened, the other falls with it. Proposition 50, the Election Rigging Response Act, is about defending our fair representation when powerful interests are trying to silence communities like ours. Across this country, partisan politicians are redrawing congressional maps to erase the voices of working families, communities of color, and young people. This is not politics as usual. This is a direct threat to democracy. And we're voting on this at a time when the federal government is shut down,
129departments are being dismantled, and special education has already been gutted at the federal level. Special education, our most vulnerable students. It's just hard to believe. According according to the California Teachers Association, the Trump administration's proposed budget cuts would slash 1.43 43 billion from LA USD, including 381 million from student meals, 388 million from lowincome supports, and 166 million for students with disabilities. These are life sustaining programs. The difference between a child learning on a full stomach or going hungry, between receiving essential services or being left behind, this is not normal. These are unprecedented times. People's livelihoods and children's futures are being used as political bargaining chips. If we don't protect fair representation, our schools and our communities will continue to pay the price. Gerrymandering isn't just about elections. It's about who holds power over our
130students education, their safety, and their future. Board member Gonz and I stand united in saying enough. Proposition 50 is how we defend democracy, fair maps, and the constitutional right to public education that serves all children, not the not just the privileged few. And to every eligible student and family, make a plan to vote on November 4, 2025 because protecting democracy starts with participation. It starts with us. Thank you. Thank you so much, Dr. Rivas. Um and we also have a representative Adriana Salazar from Teamsters Local 572 who um represents members at our school sites, our SAAS, our plant managers, um our cafeteria managers, our bus driver supervisors to speak and support as labor is an essential part of this partnership. >> Thank you. Thank you so much. Um I have to wear reading glasses now.
131Proposition 50. Proposition 50 is a definite shift in the way democrat democrats are approaching power. It's time for us to stop playing by the polite rules of society that we continue to use over and over again and for us to start playing by the rules that we see on the other side. It is time for us to stand up for the rights of our students and of our community. And that's exactly what Proposition 50 does. But this should not be a Democrat versus Republican vote. This vote should actually be considered an anti-bullying vote because that's exactly what it is. It is Californians saying no to the bullies in power in Washington. It's Californians saying we know exactly what happened here on June 6th. And just because our streets no longer have reserved armed guards walking
132them anymore does not mean that this isn't still going on in other states. It's just moved. We need to ensure that every student in California is able to go to school without fear. They should not fear being arrested at school. They should not fear whether they will be deported. They should not fear that mom or dad or Aella or whoever it is that is their caregiver will not be there at the end of their day to make sure that they're fed, that they're clothed, that they're put to bed. Students in California should never ever fear that when they come home there will be no one there to receive them. And that's what Proposition 50 does. It takes away that fear. It gives us back that power to say not in California, not in this state.
133We hear the slogans, don't mess with Texas a lot. But I think this is the first time we can say you've woken the sleeping bear. We are done hibernating and California is pushing back. So I would encourage every single one of you to join us. Join labor. Join community activists. Join us on Saturday here in front of Bodri. There will be a no kings yes on Proposition 50 rally and it'll start right here because right here is where the work starts. Right here is where we start protecting students. Thank you very much. Thank you so much. U Mr. Mr. Schmson, if it's okay with you, could we please hear from our public comment speakers before we do board discussion? >> Absolutely. >> Thank you. >> Hey, I'll call on the folks who are listed themselves
134as being in person. Uh, Livier Perez. This is for for election rigging response act. Thank you. >> Uh the speaker is going to speak in Spanish. So if you'd like to hear what she's saying in English, please put your hands up and we'll get you these translation headsets. Okay, Listoc. They need to be attached to and to have an effective representation in the federal government knowing that people with special needs that there are programs to receive their services. >> Good morning. Can you hear me? >> Yes. Please go ahead. Good morning. Uh my name is Sam Sucatan. I'm calling in from the Working Families Party. Uh we have endorsed Prop 50. Um and uh I'm calling one to thank board members Gonz and uh Rivas for their foresight on this question. Um particularly here in
135California with ongoing um kind of struggles over state investment. We recognize that federal support, federal intervention, federal leadership has been crucial and we are living in a moment when the federal government has abdicated its responsibility um at best and is targeting our students as part of um political projects that are beyond our understanding at worst. Uh consequently um I ask for your I vote um for uh an endorsement of Prop 50. Um, and speaking specifically as somebody who lives near Hobart Elementary in Korea Town, where um, you know, working-class parents from multiple countries, multiple cultures, multiple languages are on patrol. um where young people uh thrive not just on campus but in a walkable um diverse and safe community that maintaining California's vision and maintaining California's leadership in a fair Congress is integral not just
136to the preservation of this broad district as a whole but to the active life and health of my neighbors, my classmates um and the parents, young parents who are sending their their kids to schools like Hobart Elementary near me. Um with that in mind, I really appreciate your time and your consideration on this. I know you have an enormous agenda. Really looking forward to seeing some of you on Saturday and um speaking also as somebody who works in the community college system. I'm an organizer with AFT1521. Um, again, very very grateful that you're supporting um a motion that's been endorsed by the California Federation of Teachers and the California Teachers Association. Teachers, students, administrators, board trustees, we should all be speaking with one voice on this question and I'm very glad that we're taking steps
137towards that. Again, thank you for your time. >> Thank you for your time. Devin Osiri, please press star six to unmute yourself and you have two minutes to speak once you begin. Devon O. All right. Can you hear me? >> Yes, we can. Please go ahead. You'll have two minutes to speak. >> All right. Thank you so much. Let me open up my heartfelt thank you board member Kelly Gonz and Dr. Rosio Rias for this resolution and pushing to be on the right side of history. My name is Devon Orier. On behalf of the Los Angeles County Federation of Labor and the 300 labor unions and our 800,000 members across Los Angeles, we ask you to join us in supporting the election rigging response act. Uh all the teachers, classified support staff uh that work
138for the district need direction. We need guidance. We ask you, the beacon to our students and community to take a stand today. We need all the support we can get. We urge you to support this resolution and join the fight against the blatant election rigging next year by this administration. Thank you for your time. >> Thank you for your time. >> The next speaker is Walter Garcia. Walter Garcia, please press star six to unmute yourself and you have two minutes to speak once you begin. Walter Garcia. Hello. >> Can you hear me? >> Yes, we can. Please go ahead. Fantastic. Good afternoon. My name is Walter Garcia. I'm from Pakoma, which is located in the northeast San Franando Valley. I serve as vice president of the Poya Neighborhood Council and political director of the San
139Frernando Valley Young Democrats. I'm speaking in my personal capacity. I also I want to thank my school board member, Kelly Donis, for introducing this important resolution. These are extraordinarily dark times. I believe that with all my heart. And Proposition 50 is California's response to the election rigging that happened in Texas at President Trump's request, of course. But since then, the rigging hasn't stopped. It's only gotten worse. We've seen other states like Missouri also move towards giving Republicans more seats in Congress. And just yesterday, let me repeat that and let that sink in. Just yesterday, North Carolina Republican legislative leaders announced that they too want to redraw their state's congressional map. Even though Republicans in that state won 10 of the state's 14 congressional seats in 2024, that isn't enough. 10 out of 14 still isn't
140enough. Democracy is under attack right now. Voting yes on Proposition 50 is the least we could do. I hope you'll support board members Goness's resolution. Trump is acting like a petulant child. He is not afraid to cheat and we Democrats, Republicans, and independents cannot let him get away with it. Thank you. >> Thank you for your time. The next speaker is Marco Santana. Marco Santana, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Marco Santana. Hey everyone, my name is Marco Santana. Uh, I am a resident of Van I, but I'm also calling on behalf of the Democratic Party of the San Frernando Valley who's endorsed Prop 50. Um, I just want to say that I care deeply about fair representation as a first generation Latino, a
141family that worked hard to get here to have a better life for us. Um, in addition to that, especially for the families that are most impacted by this administration's targeted attacks on my community, the San Fran Valley continues to be the number one area for Trump's terror um, with with Ike that we've seen mobilized. And so, I want to thank board member Kelly Gonz for bringing forward this important resolution. I do think it takes an all hands- on deck approach and our schools are being uh, attacked as has been said, you know, the defunding of of several systems uh, especially the special education system recently. Um, you know, I want to emphasize COP 50 is a temporary demically led measure that allows a state to use legislative legislatively drawn congressional maps for the 2026, 2028,
1422030 elections and to counter the continued rig jerry mandering that we're seeing across the state. As Walter just pointed out himself, uh, again, I was born and raised in Vanise, one of the communities most heavily impacted. Our families and the people within this community deserve better. LD serves as a diverse multilingual student body and has a responsibility to support policies that protect equitable political representation. The students and families that deserve to be fairly represented because their voice matters locally and at the national level level. So I urge you all to vote yes on Prop 15 and this resolution. >> Thank you for your time. The next caller is Maria Louisa Palma. Miss Palma, if you're online, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Maria Louisa
143Palma. >> Hello. Uh, my name is Maria Lisa Palma and I'm speaking today as an individual, as a resident of Los Angeles and a taxpayer. Unfortunately, information at this district, information which is clear, transparent, understandable, is lacking. And it is disheartening that here we have yet another missed opportunity to inform the public on impartial facts on this proposition. Board members, I will read to you education code 7054, which states, "No school district funds, services, supplies, or equipment shall be used for the purpose of urging the support or defeat of any ballot measure or candidate, including but not limited to any candidate for election to the governing board of the district. Nothing in this section shall prohibit the use of any of the public resources described in the subdivision to provide information to the public about
144the possible effects of any bond issue or other ballot measure if both of the following conditions are met. theformational activities are otherwise authorized by the Constitution or laws of the state or if the information provided constitutes a fair and impartial presentation of relevant facts to aid the electorate in reaching an informed judgment regarding the bond issue or ballot measure that is sorely lacking here today. Your statements in the resolution are explicitly partisan. So I ask you to cite the law if you believe there is a law that exempts you from this law. I have cited what you are doing today is silencing disscent, discouraging voting, silencing free speech. Don't you want to foster civic discourse? Isn't this one of the underpinnings of democracy? Don't you support that? I request that you abstain on this vote.
145Respect the diversity of thought, the diversity of political persuasion in the citizens, the voting public, the taxpayers, and every resident of this city. Please let us know if you are above the law or if you don't have to meet this law. Either way, it's a bad look. >> Thank you for your time. Shirley Gruber, you're listed as speaking remotely. Shirley Gruber, I don't have you signed in. Are you here? Okay, come on up. You'll have two minutes to speak once you begin. She's going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put your hands up and we'll get you a translation headset. I think most of them have already been passed out. >> Okay. I want to make my public. So, I'm glad to be here. My
146name is Shirley Scrubber and I'm a mother of a student with disabilities. for a lot of families, special education. I'd like to express my worry for Proposition 50 because it looks like a political issue, specifically its effects, could come to our classrooms and affect directly the students that are the most vulnerable, including those with special education needs. If this legislature is allowed is permitted to redraw the districts without the supervision of an independent supervisor, we have the risk of h of losing just representation and the equilibrium and the balance that we have for the families with special needs which is already limited for these families. This measure could also reduce the representation for communities that struggle day in day for services, support, and programs, specialized programs. The need for a transparent structure can also translate
147into less attention to schools that have students with disabilities. this attention I bring it to the board so that way together with the families that those of us with children with special needs are able to uh confront this so that way we don't disproportionate the families that are disproportionate the most disproportionate and most impacted so that way we can vote responsibly. Thank you. Good morning to everyone. >> I'd like to make the comment that my daughter was going to give. She's Jacqueline Hernandez. I'm Jacqueline Casas. She's not here. So, I'm going to make the comment for her. And for me, it's very important that Mr. Alberto Kalbar Carbano could hear us as a community of mothers with children with disabilities that you all have seen us continuously be present here with you all trying to
148work all the necessities that our children have. and you with Mr. God who's heard me make these comments referring to what my child has lived and well I would just like to make the comment in regards to Proposition 50 about if we need maps that will maintain our communities united when they are dividing us in different districts our voices get weaker the families the Latin families immigrant families when with special needs we deserve deserve to be heard in Congress. Point number two, in regards to the funds for education, for special education, those federal funds for special education come from the Congress. If we lose representation, we lose the money to for services for IEPs for our children. And in this case, I am referring to the IEP of my son who depends on therapies that
149are paid by federal funds. Point number three, in regards to the programs, the essential programs that are the public schools that depend on federal funds to be able to support students with disabilities and students of lowincome homes. Without good representation, they cut all our support. We are already seeing a lot of cuts. We cannot lose anymore in regards to civil rights and protections. And Cong Congress defends the lay the laws as well as ideas. If we do not have representatives that will defend us, defend our rights, our rights will be weaker. And our children, they need laws that protect them and not erase them. Should begin on tab 31. Good afternoon. We appreciate and support this item, the Election Rigging Response Act. The dehumanizing attacks sponsored by the Trump administration have been devastating and by
150the looks of it will only get worse. We had military in the streets of LA this summer. Chicago, Memphis, and Portland are now under attack. This must stop and stop now. We have an opportunity in our 2026 elections to the unilateral authority that Trump enjoys right now if we all vote to approve Prop 50. Trump is losing his popularity quickly and is terrified of losing his advantage in Congress. Consequently, he's doing everything he can to consolidate political power across the country. Texas has redrawn their congressional maps and other states are attempting to do the same to more easily elect friendly Republicans to Congress in the 2026 elections. In California, we have got to fight back. Proposition 50 is an emergency ballot measure that would allow the legislature to temporarily temporarily draw new congressional maps in
151California to even the playing field. If this power grab goes unchecked, we will only see more drastic cuts to public education, to health care, and other critical services and a further erosion of our basic civil and human rights. Today, we ask for a unanimous vote by this board to approve this resolution and urge all voters to approve Prop 50 in solidarity. Thank you for your time. >> Thank you for your time. Before we get into board discussion, we need to take the vote on the waiver of board rule 72. So, can I have a move in a second on that? >> I'll move it. >> That moved by Miss Grigo, seconded by Miss Newell. >> Uh, Miss Newell, >> yes. >> Dr. Rivas, >> Mr. Meline, >> yes. >> Mrs. Grigo, >> yes. >> Miss
152Komez, >> yes. >> Mr. Ortiz Franklin, >> yes. >> Board President Schmelson, >> yes. >> Student member Yang, >> yes. >> Okay. And now move in a second for the underlying reso for discussion. >> Move it. >> Moved by uh Miss Gonz. seconded by board presidentson >> and I'll open it up if any other board members would like to comment. >> I would. Yes. Thank you. Um so I I certainly do understand Proposition 50's place in the current time and that's why it's necessary for it to pass. Lately it feels like the nation has been met with an unprecedented amount of broken systems in governance and injustice. And while I wish there was more bipartisanship, that is clearly not going to happen anytime soon. Instead, we've resorted to withdrawing, redrawing districts to help maintain some
153semblance of democratically selected governance. I have always advocated for cooperation across the aisle. However, I cannot stand by and do nothing as others try to consolidate power for themselves and to oppress the rights to represent the public. So, Miss Gomez, if you would please add me as a co-sponsor and let's get Prop 50 over the finish line. Thank you. All right. Thank you. Um I'm going to be glad uh gladly supporting this resolution. Um I think it's clear that the attacks have been placed on our most vulnerable students. And in fact, our students with disabilities are in great attack, under great attack by the current federal government. And that is one reason why I'm highly supportive of this resolution. Um, we've seen it. They're already freezing funds. They're threatening to freeze funds. They just got
154eliminated, the Department of um of education and special education in particular. So, this is very important. Um, I think it's important that the public understands that the maps that are being proposed are temporary. They're not forever. And then that this proposition is unique and different because it's going to the voters to make this decision and that is critical for folks to understand. And I know that some of our schools are are um voting uh places and so I think it it would be great if we could have a list of the schools that are voting centers. I know for me it brought me great joy when I was able to bring my students who were ready to vote, to take them to our very own auditorium to go vote. And so it' be great for
155all of our staff and um our employees to know where these voting places are as well as our families. So, thank you uh uh Kelly for bringing this forth. Thank you Dr. Rivas um for supporting this as well and bringing this to us. agree. And if I didn't add myself as a co-sponsor, please do. Um, you know, I think we often teach our students to be solutionsoriented, to um, when there's a challenge, you know, come up with something that will help make it better. And we put the onus on the next generation. Well, for those of us 18 and up and who have the privilege of being eligible to vote, this is our opportunity to show our young people what it looks like in action. This is about being creative and finding solutions that our
156community so desperately needs. And so I'm so proud that this board is standing up as we have for other propositions in the past. Prop 28, Prop 15, things we thought would be good for our community. Um, and so I will be glad to cast my vote before November 4th. Everyone out there, you know, you should have already received it in your mail. Um, and for all of our high school students who will be eligible. I'm very excited. It's a chance to put into practice a resolution we recently passed around high school students having more access to voting, um, or pre-registering to vote if you haven't yet. Um, but thank you so much for bringing this and I really do hope that most Californians will join us so that we can um do what we can
157in the national landscape because we know our Angelinos desperately deserve it. >> Student board member Yang. >> Yeah, I think first of all it's very important to acknowledge that there's a constituency of students for and against Prop 50. I was just having conversations with students yesterday about the precedent that Prop 50 sets regarding gerrymandering and want to emphasize that this is not and should not be the norm. But in this moment, it's necessary to preserve the democracy that we have. And no matter your views on this ballot measure, it's undeniable that now more than ever, we need to encourage students to be more involved with the democratic process and make informed decisions. Moments like this when Prop 50 comes to the voters are historic and it's so important for students to know what's happening. And
158regardless of stance, this is an important civics lesson uh on why voting is so important and just in general being aware of national circumstances. For the students out there, this is something to remember and monitor to keep an eye out as we to keep an eye out for as we continue down this road of experimentation in American democracy. So on behalf of the students and in the interest of democracy, I support this resolution and the message of solidarity that it sends. >> Thank you, Jerry. Yeah, this new bill. >> Yes. Um so appreciative of this and thank you guys for bringing this forward especially at a time like this. And what other place than here in the board of education that we are educating and continue to bring light and voice to what's um appropriate
159and to continue to advocate as mentioned before the resolution that just passed about our high school students which I'm very proud to see and know that as Jerry has gone around schools and been able to register many of our students um to be able to practice this come November. Uh but this is more than just you know I think for us to educate on the fact there there's a term being used here gerrymandering and we've known over the years this term has always been flipped and changed and rearranged and for many people of color to be able to see this term you often can be ostracized right and not wanting to engage but I want to share that this is an opportunity for us to engage and to be able to dig deeper and to
160understand exactly what we have before for us in an opportunity to exercise democracy. As we see in many states, that is not the case. Some states, we can just do things how we want to do things. You don't get to vote. And so, because we are educating our families and our students, that democracy is real and that California stands for that and that the board of education is being a part of that to be able to share the truth of that. And we've seen that in more ways than one. We've seen that in the 14th amendment where the term race has often come up and has been flipped on its other side to say race should not be used. And so here we yet again to educate and to continue to bring forth terms that
161often can at first glance have you shy away. But I too want to be added as a co-sponder co-sponsor and I appreciate the opportunity for us to continue to educate our children and to continue to educate our families on what is necessary to be able to be in support of things that help us to open our lens and to be able to dig deeper and to be able to make a stance where we see things are going arise. So thank you for this opportunity. Appreciate it. and I too will be supported. >> Thank you, Charlotte. Anyone else? Okay, Kelly, back to you. >> Appreciate the board member Ortiz Franklin um raised that the board has in the past taken positions on different ballot measures as a governing body. And of course, as the resolution notes,
162our efforts at schools are around exercising our right to vote, not around taking a particular position. Um because I think we're all in support of our students who are voters having that opportunity to cast their ballot no matter no matter where they cast it. Um and thank you so much board member Grigo for also raising the real impacts that are at stake for our most vulnerable students. Um there was also an effort to withhold our funding for our multilingual learners and our immigrant students. Um as well as proposed significant cuts to IDA which supports our students with disabilities and title one which supports our low-income students. So there are very real consequences for public education in addition to all of the dehumanization, the kidnappings, the direct attacks on our immigrant community. So thank you all
163for for crystallizing that. >> Thank you so much, Miss Gomez. Okay, Mr. McClean, >> we will vote. Uh, Miss Newil, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President Schmelson, >> yes. >> Student board member Yang, >> yes. >> All right. seven. All right. >> Believe where we left left off was the presentation for the SBA results and there was a Q&A moment. Um so if my friends in IT could queue up the slide deck in case there are questions about specific slides for the ESPback presentation. Um and then the board will reorient themselves to ask questions about the presentation that we took just prior to this. Uh resolution. Okay, I guess I'll
164start it off. Um I have some comments and then some questions. So I want to um mention that the progress we see in our schools um does not happen by chance. I want to start off with saying these words. It is it is made possible by our students and the people who care for them every day. And when we had our press conference last week on Thursday, every single one of us acknowledged all of the support that our students receive inside inside the classrooms and in their schools. Uh because of our educators, our speech pathologists, our coordinators, coaches, and nurses, students are guided, cared for, and inspired to reach their potential. Because of our all of our classified employees, and I'll name a few because there's so many here in this document. I have all
165of our classified employees and there are a lot there are but I will mention but I want to make sure that they're named and recognized. uh classified employees including custodians, plant managers, food service workers and managers, bus drivers, heavy bus drivers, library aids, SAAS, um our teacher assistants, our special education assistants, our technicians, campus aids, instructional aids, parent and community representatives, after school staff, building engineers and building and grounds workers, our school climate advocates, every single one of them um are part of that village and the ones that really are there for our students to make sure that our schools are clean, safe, and welcoming spaces, that they have the transportation, and that they have all of the supplies that they need to make sure that they're ready for their academic achievement. And we know
166our student success is due to many of our district leaders, our principles, our assistant principles, all of the administrators, our school operations. every school has the support um and the leadership and those that make sure their schools are safe and welcoming and also that they're supporting our families and their families can count on them. Now, I want to with that said, I want to acknowledge a significant progress reflected in the results we just saw, especially the double-digit growth in distance from standard across subjects. It's clear that our students and our educators and everyone that surrounds them are working very hard to make real gains. At the same time, this is also an opportunity to look closely at where acceleration has not yet reached um all students uh all student groups equitably. So just a few
167questions now. Um while overall gains are impressive, how much of the growth is concentrated among students who were already near the standard and how much reflects a true acceleration for students furthest from it. >> Uh uh thank you for the question. Um and I will turn to the student group slide that we were looked at before to to get at at the beginning of this conversation around around this question. Let me uh come back here. And so um as far as you know what if we were to see a disproportionate amount of improvement such that for example if all of this if if this improvement were just among the highest performing students or just among the lowest performing we would see we would see very divergent lines across this plot a plot like this for
168example. um we do not see that. We see for the past two years and then for many of these groups we see really since 2122 a consistent trajectory of improvement. And so it is important to note that again this is this is just based on uh various student demographic groups not based on prior achievement necessarily. So another way that we can look at this and and that is that is available to us is you know based on where you were prior year which performance band for example were you in did that did that improvement happen and we have we don't have a plot for that but we have absolutely seen that students across the the distribution are improving now one thing we are keeping tabs on very closely is that you know while we're looking
169to accelerate and close close gaps and so on that we are not uh short you know giving short shrift to any students at the higher end of the the distribution that we are still accelerating our our advanced learners um at all grade levels um regardless of what type of school that they're at whether that's a tier one, two or three school. Um and so that's certainly something that we keep eyes on. And so I will just answer to say the improvements are being seen consistently across student demographic groups and across um student prior, you know, based on prior performance. Um but that with that in mind, that's not we're not just sitting on our laurels necessarily to say um you know, if the bottom is moving up, that's that's a win. it has to be
170across the board and we don't want to see you know regression to the mean um among the highest performing students as well and so that's absolutely a part of the conversation for us. >> Uh the next question um can staff disagregate the growth by school type or region to identify whether improvements are equitably distributed uh particularly among schools serving the highest concentrations of uh students living in poverty and multilingual learners. >> Yeah. So this data is currently um available publicly in a few places and staff are available of course and in the public in general can view this data from the state's website the CASP results website um which is um all of the data in this in this slide deck are based off of that publicly available resource um and uh so and it's
171by school level it's by student group and by grade level. you can disagregate it to a very very granular level. Um as long as it's not like two students in a you know third grade you know Latino students you know you know in this one year for example and so if it's fewer than 10 students it will be suppressed. So the data is available at on the CASP website. It's also available in our open data platform and that can be broken out by again by school level and by student group level. And so that's for the public. And then in addition to those, our staff can see this in our whole child platform as well as um executive leaders can see this in the executive dashboard that can be broken out by student group and
172by by school. Um so there's various resources where this is available whether it's for the public or for our internal staff. And if there's any questions about that, folks are always encouraged to reach out to myself or to our office of data and accountability for a walkthrough on how to do any of that. for that. Maybe next time on your presentation, maybe at the last slide add a link so that people know that good that is where we can they can find further information. Sure, we'll do. >> Um, what is what specific instructional shifts or interventions correlate more strongly with the double-digit DFS gains and how are these practices being scaled to lower performing sites? >> Thank you for that question. So um the strategies that we've implemented um so we don't have the effect
173size for all of them but we do know that the research tells us that the highest effect size that makes a difference is teacher collective teacher efficacy and so we've emphasized a lot of professional development and so we feel that the professional development has had a big impact teacher capacity teacher ability to um come together observe one another plan lessons together uh Dr. Whitman mentioned the unit launches that happens. Um that is one of the the factors that really supports our teachers because they're looking at student performance grouping them. The intentional groupings really help the um assignments and tasks and activities that happen during small group instruction during whole group instruction from the teacher. That is where we feel we have the highest uh leverage there because research tells us that that has the highest
174effect size. We also know that tutoring has a high effect size and that last time that uh we shared some updates to you for you and to the board about tutoring. Our interventions have had um an an a significant improve uh effect. Our um winter academy, our summer school, our enrichment programs, each one of them has an effect size and together cons you know comprise the whole um strategy that we've been able to implement across the board. So you saw earlier in our slides that we looked at the pro uh plan do study act cycle that supports teacher efficacy leader efficacy. You also saw that there's progress monitoring. So we need teachers need the tools to be able to see how students are progressing and make shifts that are required uh throughout the year to
175ensure that they're meeting the student needs. So um uh earlier in the slides that shared the um they had introduced the instruction of FOSAI uh these were the ones that really were the ones we focused on and had the highest leverage but this the effect size will vary for each of them but we know the highest one is collective teacher efficacy. >> Thank you for that very comprehensive answer. I appreciate that. That was great. Um finally um for students who did not show growth despite multiple supports what diagnostic steps and you may have mentioned some right now are being taken to identify root causes and how are we addressing systemic barriers such as staffing inclusion models or access to highquality instructional materials. >> Yes. So uh we have been um uh administering progress monitoring. So
176we've looked at the endofear smarter balance assessment results in addition to the progress monitoring. So we've looked at uh the diagnostic beginning of the year data. We're already seeing where our students need support. They need support in vocabulary and comprehension in the earlier grades is with building that foundational uh reading skill. And so we are identifying the skills and the strategies and providing those students what they need. In terms of the systemic barriers, that's the the superintendent's vision and mission has been interrupting those systemic barriers. So at our high need schools, that has been a priority in terms of priority staffing, priority professional development. The students get everything that they need first because there's gaps that needs to be closed. And so um in terms of systemic barriers at this time, we're always challenging ourselves
177to look at what they are, but we're also always meeting those challenges and and um beating them and so ensuring that our students have what they need. >> If I may also add, I would like uh if if we could have please um Dr. Dr. Whitman, come speak a little bit. Yeah, because to your point, we still have a lot of work to do with our English learners and students with disabilities. >> You saw the opportunity gap is still there. We know we need to close that. So, as we're rising all boats, we also recognize there's still large degree of acceleration. So, I'd love for him to talk more about the language studio as an example of how it's helping leverage our curriculum in CKLA, but targeting those language academic language needs of our English
178learners. if you wouldn't mind please. >> Yes. And so uh particularly with our priority schools is a big focus that the teachers stay inside the curriculum. And so leveraging language studio really helps them to uh provide the small groupoup instruction uh for our English learners during that uh 30 to 45 minute uh EOD time uh designated EOD time uh where it's a continuation of the knowledge uh sections of the uh CKLA core curriculum and making sure that uh they are able to you know make adjustments based on what the needs are particularly around the claims whether it's reading, writing, listening or speaking to ensure that We're addressing those components, but we're pulling out the strategies that are already embedded within the curriculum and being able to tailor that support uh for those students who need
179that that additional language uh sport support. And we're providing what we call job embedded professional development uh where we're able to uh meet teachers during the school day so that we can provide that professional that that support to them. Uh we just had uh Saturday professional development where we had a a good number of teachers that showed up. Uh sometimes we have upwards to 200 teachers that come on a Saturday. Uh but you know we know that that's not always available. Saturdays is not always available for our for our teachers. And so we are we're always looking at opportunities in which we can make sure that they get the support that they need. And what we're seeing is less variability across schools across classrooms as it relates to implementation of our uh our district adopted
180curriculum. you know because the capacity of our teachers particularly in our priority schools it's increasing not only just our teachers but the leaders as well because they also uh learn along alongside our teachers. Uh Francis talked about you know the collective teacher efficacy uh particularly within priority schools we uh leverage what we call instructional leadership teams. If you go to any priority school and you ask them about their instructional leadership team they can go on for a long uh time talking about it. In addition to that the the common planning periods so that teachers can come together during the school day. So uh at the elementary level it looks like a cycle motor time where all grade levels at least have uh anywhere between an hour or hour and 10 minutes of planning time uh
181where they can come together uh a plan around a particular focus. It may be around the uh plan do study sack cycle. It could be around designated ELD instruction right or mailed instruction for our standard English learners. uh but they able to come together consistently to build to deepen their capacity uh and then also have uh set goals around you know what it is that that around the area of or problem practice that they're trying to solve and so uh lots of good things happening there and you talked about uh strate you know Francis mentioned strategic staffing particularly with our priority schools uh we have a a a fill rate of almost 100% within our priority schools it's not quite there's like 99.5% right uh and so we have very few or if no teacher
182vacancies and and this leveraging all of the investments that we've made through BSAP to ensure that those most vulnerable stu schools have PSA counselors, PSWs, uh school climate advocates, parent reps, uh academic counselors in some cases, depending on the the BAP school, they may have two. And so there's a lot of resources or inputs that are being provided to schools. Our focus to make sure that we're executing and we're making good on all the investments that the district has made for those schools. and and the indic and and the data is indicating that we are in in fact uh making progress and making good on those investments. >> Great. Thank you very much. I appreciate that. Thank you for mentioning your PSAs and it reminded me in our PSWs that I did not include them
183in that long list of folks. They're very very essential PSAs and PSWs. And lastly, for our students with disabilities, um we've seen encouraging improvement among our students with disabilities, students with special needs, but this remains one of our most persistent achievement gaps. And I'd like to understand how we're deepening acceleration of this um very important group beyond compliance and into instructional transformation. So uh two questions. How is the district distinguishing between compliance-driven supports and true instructional acceleration for students with disabilities or students with special needs? >> Well, I'll definitely start with compliance. So, the way we look at compliance is the guardrails to ensure that whatever is happening inside those lanes is going to be done timely and it's going to be done to benefit the students that they need. So, those IEP timelines, assessment
184timelines are very important for us to make sure that we can get students the supports that they need. in so far as accelerating those efforts. So now that we have everybody in guardrails and what's happening inside the the lanes, it's really about looking at instructional grouping, looking at professional development, going back to teacher efficacy, what are we doing to build the capacity of our special ed teachers alongside their peers in their general education classrooms, least restrictive environment. So that's a big push and has been a big push for us and we're seeing the gains of that. The closer our students are with their gened peers, the more and more we start seeing an increase of their performance is which is ultimately what we want. Nonetheless, we're always going to do what's uh what's drive what's
185driven by the student need in the IEP. So what an IEP team decision makes uh a makes a placement offer or decision that comes to the agreement of least restrictive environment in a gened setting, we will continue with that pathway. And my last question, are we tracking longitudinally uh whether early interventions like ELAB literacy programs uh lead to sustained gains in middle and high school? >> Yes. So we're always looking at cohort data and seeing uh how students are performing one year to the next and seeing the supports that have been provided. Um so we are able to see over time how they're how they're performing and we make shifts according to that. um every single strategy that we're using is not being um analyzed in the way that you're describing it, but we are
186looking at cohort data. We do have a strategy that's a multi-year strategy that we've been repeating year after year, which is providing intervention to our highest need students, the students that are below grade level, um uh looking at progress monitoring data. So, the strategy we're using continues to be perfected, but it's a multi-year process. So, it's the same one we've been using. And we look at cohort data over time to ensure that our students are making improvements. very much. And um and and then just one question for students with disabilities. How are we making sure that the barriers also for students with disabilities and needs, particularly staffing, um are are corrected and not being an obstacle for their continued achievement. >> So I maintain a pretty close relationship with our chief HR to make sure
187that we're looking at those staffing needs. So recruitment efforts are going on not just in uh what we have in teachers but even in pair professionals is we want to make sure that each of those classrooms have the actual support set that they need. Um so it's an ongoing collaboration with HR to ensure that we're getting them closer to uh filling our our teachers vacancies >> and and special education >> with special education pair professionals. That's another driver too and that's working with PCs. So making sure we're out there and how how are we going to recruit? I think we've made some significant gains um with our fill rate with our uh pair of professionals, but we also want to make sure that we're when it comes to BIIS that we're actually going back to
188what is what the student really needs um and making sure that those conversations that are held at the IEP team are looking at that need. Is it truly a BI or is it additional support that's happening with the baseline uh pair professional? >> Thank you very much. Appreciate it. >> And Dr. Rivas, as of last Friday, we only had five special ed teacher classroom teacher vacancies districtwide. >> Thank you for that update. Any other board members have any questions? Miss Greg, go ahead. >> Yes. Um, I have a few questions and then a comment. Um, regarding science at the elementary school level, how much time do students receive? How much instructional time do they receive in science? So we ask that our teachers deliver science instruction on a daily basis. Um the reality of that
189may vary uh depending teacher to teacher, classroom to classroom. We know that the there's mandated times that we do request teachers to teach for example physical education or uh English language development. We have uh language arts and and math and so on. So um it's it's something that we ask our teachers to do every day. Uh it's something we need to get better at ensuring that students get science every day. So that's why there's such a big emphasis on the enrichment piece. Uh we do integrate science into the core curriculum as well in language arts. So uh we also get science in the um core knowledge language arts and uh materials. >> So there's no specific time mandated for science instruction at the elementaryaries. >> The teachers are asked to build it into their own
190schedule and so there may be some variability in terms of the minutes that are taught uh and during the instru. Is there no mandate because there is no state mandate or because we the district have don't have a mandate as to the number of minutes. >> We have recommended minutes of 30 to 45 minutes to teach science uh to engage students in science. It could be more um and so based on that um the every teacher will vary it and some schools maybe they'll begin with math first and then language arts. Uh maybe a teacher will include it at the end of the day or it just it will just vary according to teachers. >> Okay. I I bring I bring this up because our scores are pretty low in science. And I know that
191when I taught elementary school, there was no time for science. I mean, it was luck that we had science. And I've heard from educators who teach in the lower grades, um particularly kinder and first where they don't they don't have the time to teach science because of all the other mandates that we have around um reading, right? ELA and then even math is also one that is squeezed into the day. So, I'm just wondering if there's any way that we can track how many minutes kids um actually do receive um science instruction. What are some of the barriers to be able to meet that need so that we can start improving? Because of course, if we're not doing it at elementary, it it goes all the way up to, you know, high school. We can
192see it from the data. So, >> I agree. Board member Grego, this is Carla. I I would also add to that I think now that we've seen that our efforts are producing some degree results. So we know what elements such as enrichment has been working for us. We've also seen at the secondary level it's much easier to your point to track because of the courses that are required uh for at middle school level and high school level where we are seeing an opportunity to revamp is in those early grades. I think the biggest thing that we've seen as a strategy I've seen across multiple systems and I think it's something for us to be very clear on is we have curriculum but how do you create units of study and I think that's one of
193the opportunities is units of study that allow you to integrate science into a variety of subject matter and I think we've got some real great tools to be able to show and model for other teachers from other teachers quite frankly how they are able to integrate explicitly science science not just for an engagement strategy which is unfortunately what we see in those early grades but align to the science standards and so that is something that we're in conversations right now I think there'll be an opportunity to your point to do some more modeling of how you do that understanding we have curriculum that yes I look forward to observing that when I visit schools as well and hearing the feedback from educators about how that is happening um I have some questions regarding the data
194on students with disabilities. I would love to see the results for students who are in the special day program um you know core curriculum and students who are in the inclusion program. Do we have that? >> We do not have that in today's presentation. that is certainly trackable and you know whether it's based off of a particular school or campus of enrollment or a program or course even at that level of detail that we can disagregate results that way for you. >> Yes, please. >> But not today. Yes. >> Thank you. And then I would like to know what strategies we are using to support students in the inclusion program particularly at the uh middle school and high school level. Uh one of the feedbacks I've received from educators is that in the inclusion program
195generally is a student from special day program who may be functioning um maybe two to three grades below grade level and then they enter a gened classroom that is at the core curriculum grade level. So let's just say math, right? So a student is taking algebra 1. They came from the SDC environment and now they're in an inclusion program. How are we supporting those students in an algebra class when they are uh testing at second third grade level in algebra? So when we the student of which kind of you're uh describing right now that is something that the IEP team has made a decision to support the k the student to be able to go into algebra 1 for example with within that same IEP we actually are able to also provide the additional supports
196that the student would need to be successful in there which also could mean co-planning with the teacher so the teacher in the SDP program would actually know what's happening almost do kind of a pre-teach with the pair professional who they send into the classroom to better support that so in that very unique situation. Those are kind of scripted and written into the IEP and then supported by the practitioner in the classroom and in the uh gendered classroom as well. >> Well, that sounds great. However, the reality is that I've what I've heard from folks and it's not very unique. It's actually very common. What I've heard is that one, there is no opportunity for co-planning. teachers, gened and special ed teachers do not have that opportunity because one there are too many classes for a
197special ed teacher to go to. Um the scheduling piece is very challenging. Uh so that is not happening. Uh when a special day program uh student who comes from a special day program into the gened um is there sometimes the support is not there. The TA is not able to be there for whatever reason. So I'm asking what are other things that we can do because that sounds great but I know that's not happening. So what are some other ways that we can support our students? >> Sure. Great question. And the reason I call it unique is because what you described right now was a student who was not functioning close to that level that wanted to be included into that uh algebra class. What I think you you're asking about is more of the
198students who are capable of actually going into a gened setting and performing in a Jedin setting. >> But that's not happening. That's my point is that I know that ideally that's what we want, right? We want students who can actually be able to to integrate into that curriculum and function in that level. But that's not the reality. The reality is that there are students who are two or more grades below the grade level who are going into the inclusion program. So what are we doing to support our gened teachers and our special ed teachers and our students in this? That's the reality. >> Okay, definitely hear you now. But that there's definitely professional development that we have been doing. And as you know, we actually had a microcredentiing for our gened teachers to support our
199special education uh students in their classrooms. Also, the ongoing professional development for our special education teachers, ensuring that there's an opportunity to co-plan with their gened peers of those students that are going into their classrooms. And then lastly, one of the things that we're also noticing is how are we programming the students? Because I think I'm hearing more so of the secondary need is making sure that the programming we're able to offer those supports. So I think what you're getting at is some of the kids that are programmed might not be able to come in with those same supports such as a pair professional or an aid and that's actually I could definitely see a problem there. So we're going to be offering additional support at our secondary level. How do we program kids to
200ensure that we're scaffolding the supports to follow the students and the need? >> Yes. Thank you. Um, and uh, I'd love to hear more in the future about the professional development that our teachers are going to get. And I'm looking forward to seeing that data uh, from uh, special day program students as well as uh, students in the inclusion program. Um, now regarding the English language learners, I see here that the data that you're presenting us includes English language learners who are in the ELD well and I don't know if we still call it ELD. we do call it ELD program and the RFPS right the reclassified students so that's what we're seeing here one why did you choose to do that and then two can we get the data for English language learners and
201I would be very curious to hear to see the data from e English language learners levels one to three and then four and five and then long-term English language learners and then the reclassified Yes. Um so two two parts there. First on what is what is available. Certainly uh the data is is is publicly available and we can we can provide it for you in a digestible manner that can show English learners at which excludes reclassified including re recently reclassified English learners that pulled out. Basically the way the state reports it is were you an English learner on the day you took the test even if you reclassified the day before. and then obviously the reclassifi reclassified RFEP group on their own. Um and then what we're showing here is the combination of the two.
202Um on the states reporting platform they're called ever eels, you know, were you ever an English learner. Um and so current versus as well as reclassified English learners. Um and we we chose we opted to show this group today for this presentation because we feel like it tells a more complete story of of our English learner population um across the spectrum of where they are in their trajectory. Uh we know that last year in particular we had a very high level of reclassification about double what it was the prior year. And in doing so the um the students who took the the the students who were classified as English learners who took the test last year on test day was was a fundamentally different group of students than English learners from two years ago. And
203so the trajectories we felt like were a little skewed and didn't reflect you know the good news of us reclassifying so many students. So the English learner group this past year was a particularly small group. And so here we're we opted to for for just uh for parsimony and and simplicity in the in display today show just the the combined group of EL and RFP combined and that's and that's publicly available. EL on their own is also publicly available and we can provide it for you. RFP on their own is publicly available. We can provide it for you. Um uh and then the second part of your question, can you can you trace back to that? >> Um yeah, what are we doing to let me see here? No, that was pretty much it. I
204think I asked you why and if you could provide that. Yes. Um I do think it's very important that at these meetings where the public is here and they're televised that the public sees all of the data because this looks amazing but I'm left wondering how are our eels doing and um because these are you know populations that we want to track. We want to make sure that we're giving them all the support that they need. And so to me, for the public, for us to have that information now, not that I have to go and dig, not that the public has to go and dig for it, it's very important. So I I ask that you please when you do your next report on whatever other thing that you please share that information. I
205don't think I saw this before today's meeting. Otherwise, I would have brought it up in a briefing if we did, so I didn't have to ask here, but I don't think I saw this report prior to today. So, um, the other thing I wanted to, um, point out, let me see here. Um, assessments. So, I I heard the superintendent say, we don't assess for the sake of assessments. There's a purpose for this. Um, and so, um, I know that districtwide we have assessments, right? It's I Ready and then the statemandated assessments of ESPA. Are there other assessments that kids take and why? >> Well, um I I'll quickly summarize the the mandated state assessments um and then I could hand it over to Dr. Bayas if there's other district specific ones. So on the state
206side there is a there so the Smarter Balance ELA and math um is one that and again that's grades three through eight and 11. And then uh the science assessment which is grades five, eight and then once in high school. Um and then there's also the the ELPAC assessment for English learners to assess their English language proficiency and that is done you know if you are if you know there's an initial ELPAC at the point of enrollment and to determine you know your EL level and then you will take the summit of ELPAC until you are reclassified and so that's another mandated state assessment that our English learners do take. We also have the fitness gram is you know the physical fitness test that is a part of the mandated state system. Um and then
207I should also mention that for the ELA, math and science, there is also the alternate uh assessments for students on alternate curriculum with with you know our students with some of our students with disabilities also take that. So that's sort of the package of mandated state reporting. Um they're all I will mention too the uh for smarter balance there's what are called IABS or FIABs interim assessment blocks that are that are interim assessments almost if you will like practice tests for Smarter Balance. Those are those are available to our to our schools. Um they are not mandated uh uh that our teachers take those um u but they many schools do still use those IAB along the way uh to sort of do a early check if or if you will a practice assessment but
208they're not mandated by district policy. It's an it's just an option for us. Um and then as far as other other district assessments including I already let Dr. Bayas speak to that. >> Yes. So um as you know the reading difficulty risk screener is a uh a uh screener that we need to administer to kinder through second grade students and that is done through the dibbles the dynamic indicator basic early literacy skills that's what's upcoming uh and that will begin in November. uh we also administer the Iready and reading and math and that is done uh for the beginning of the year and middle of the year and optional at the end of the year except for our English learners who meet it as a criteria for reclassification. Okay. Um now for um the BSAP
209program and um the work that we're doing with our black students, I you know I think that I always want to look at more than just the testing, right? And more than just instruction as a reason for why we have made some improvements. And I think priority schools are an example of that. Some of our priority schools are both BSAP schools and community schools. They get a lot of support and I think that I want to attribute all of those investments and all that support that holistic support that we give to these schools for their rise in in the test scores. I think they are an example of what we need to do in order to support our students academically. priority schools as well as our BAP schools. They get a PSW. They get an
210RJ coordinator. They get specialized field trips that have proven to be very successful in really inspiring our students, right, to to see themselves at universities. Um, they have uh culturally and relevant curriculum, very focused and specialized and counselors that work with our black students. And I think that is very important. And I want to remind us that these things matter in supporting our students. These things matter for our students with disabilities, for our immigrant students, for our black students, and for our LGBTQ plus students. And so as we are making projections for the next year, as we are thinking about investments for the next year, I want us to always keep that in mind that student success is not just instruction. Student success is holistic and and you all are an example of that. So
211I want to ask um I only have praise for BAP schools. I really do. >> Thank you. >> I really do. And um I think it's one of the best things that we've made investments in. And um but I want to ask you um Dr. Whitman, are there extra tests at priority schools, extra assessments? Do our priority schools also have opportunities to teach say science and or because one of the things I've heard is that there is a lot of professional development and a lot of times that is that our teachers are pulled from their classroom and keeping them away from the instruction. So please tell me. >> Yes. Okay. I want to respond to uh what you mentioned earlier with regards to the additional investments made in schools. Uh when we start off our
212impact review, uh we remind our principles as well as their instructional leadership about the investments that have been made in these schools. And one of the things that we're trying to solve is to make sure that we're closing gaps around implementation like we want to execute on a high level. And then going back to uh science and priority schools uh since we started this work in ETO uh that has been a tremendous focus uh of our work is making sure that our our kids have access to labs. If you go into all of our priority schools uh they have steam labs. Uh they also in some in cases in many of them they have uh steam fabrication labs which is a little bit more comprehensive. uh there's been a significant amount of investments from the
213division of instructions uh made to the schools. We've in addition to the PD that we provide in ELA and math uh social studies, there's a a significant amount of PD provided to uh uh to science as well. Um and one of our goals and as part of our our one of our strategic efforts within ETO is to elevate science instruction within our priority schools. Uh for good reason. over the last, you know, number of years or what have you, uh there's been a tremendous amount of focus on ELA and math for good reason because when we look at the data, we see our kids aren't where they're supposed to be. Uh but at the same time, if we're really preparing our students to be ready for the world, uh and to be able to uh
214you know, navigate uh in a society that we don't know what the jobs are going to look like, we have to be able to provide them with those opportunities to uh engage in in science and and and and tap their critical thinking skills. Uh and so yes, we are elevating science and we're providing professional development uh as well as the resources that they've provided pro provided. We're making sure that they're they're executing they're making good on those resources. So when you go into a priority school uh you can ask can I see your steam lab right and you'll be see the lab and you also see evidence that it's that it's being is op is being operable. Uh and so that that yes absolutely. >> Thank you Dr. Whitman. I really appreciate your work and
215the work of your office as well as our BAP um teams. I really appreciate it and I just hope that as we are moving forward that we continue to see the growth of our students holistically, uh supporting them in their arts education, supporting them in their mental health well-being and their social emotional well-being, learning how to get along and and um and communicate with one another through uh supporting uh Dr. Rivas mentioned all the staff that do this work on a daily basis and I want to um reiterate that our school climate advocates, our RJ restorative justice coordinators, our psychiatric social workers, our PSAs that work with foster youth. Like they are very critical. They are the connection to the students source of family. And so we must continue. saying this to our to our
216board, our board here that we must keep all of those things in mind as we move forward and um and think about funding because these gains came as a result of all that extra funding we got, right? So there's a correlation between the two of them. >> We have we have a a good team of dedicated and passionate folks. >> Thank you very much, Miss Tanya Ortiz. spring. >> Okay. Try to keep it uh keep us No, no, no. It's okay. We got a long meeting today. Um I wanted to uplift our budget transparency resolution. I want to thank it's, you know, separate team, but they're working on that, doing really well. And October is the time to connect our academic programs and our investments. And so I want to invite the team to consider
217potentially at our cow or whenever the board is next discussing like how are we taking what you shared about what's working connecting that to our budget so that when we make discussion or we make decisions about our fiscal stabilization plan before budget development come November we need those connections right and I I realize it's hard because there's so many strategies that move the needle for kids and yet this board is going to have to decide which strategies to maintain and which strategies to scale back on. And so I just want to remind the team of that resolution because this is the time that we need to make those two connections. So I want to put that out there. Um I want to ask about cohort data because that will also really help us. Do we
218have that yet? I know schools look at it closely and if not yet public when can the board look at cohort data? >> Yes. And so uh cohort data again tracking this is sort of a longitudinal view um of looking at the same children over time to see you know their movement. are they moving closer to standard uh from year from year to year and that is that is that is becoming much more of a normalized data analysis process for our internal teams um and as as well as in the field. This is this is being embedded into various other data and reporting systems. And so the answer is yes it is available. Yes, it is a part of our of our toolkit now of of how we analyze data and it and it we
219can make that available to you. Um and and we and there's also some disagregations that we can do. So cohort analysis based on and this was to Dr. Rivas' question um you know how does the cohort trend look longitudinally for students who were historically higher performing or lower performing as their regression to the mean and and so on and and again using the this is where not just looking at percent meet succeeds but looking at distance from standard you know are you moving closer to standard wherever that standard is for your grade level at that subject and again that's becoming much more of a normalized process and that data is available for us to share um with with with the board um when once we have the right chance to do so >> yeah I
220would love for that chance to happen soon. Okay. Um and then connected to that, I had shared in some of our internal conversations the TNTP opportunity makers that a lot of our schools are looking at, including some of our charter partners. Um we want to elevate the opportunity makers of our own schools. And I think cohort data is crucial to that. And so not just from a few years back, but even from this year, like who can we celebrate that is, you know, closing gaps within three years for kids. Um and what are they doing? And so, you know, you've highlighted districtwide, but I'd love to see it on a school by school or even grade level by grade level. And one of my questions is because this comes up in my school visits for
221example, is illustrative math one of the things that is closing the gap and making more opportunity makers including for elementary school and are we going to be moving away from something like Eureka? And I don't know if DOI has made that decision or if the board does or you know but that's something I'm thinking about um because we want to be putting in front of kids the right things that are going to move the needle for them. Um using some of that you know cohort analysis and then also like what the team is really seeing that's working. >> Yeah. So just I'll I'll I'll pivot to Dr. Bayas in a moment, but just on the opportunity maker piece. So that that report from the TNTP that that was looking at schools that that move students
222by I think one and a third grade level equivalents in a year. So the idea is that in three years you're you're fully caught up um uh is was was using national data from pre-COVID. And so we we have been we're looking to to do our own analysis that replicates that methodology um using our own internal data for with the most current year. And so there's a there's some back of the envelope math that's happening, but we're we're in the middle of actually doing this analysis. And and again, the point is where which are the schools that on average are moving students from one year to the next more than just one grade level forward, right? They're they're they're moving them, you know, the the the cut point for that article was one and a
223third school years in a year. and and so that's a that's a helpful metric and guidepost for us to use to to sort of spot these outliers that is based on um cohort analysis of of tracking the same students over time. So that's in process um to identify some of some of the schools that are that are particularly strong at that and I I think it would certainly be reasonable to overlay that with schools that are implementing Eureka versus I am but I'll let Dr. Bayz perhaps speak to that. So with regards to illustrative math is the majority of our middle schools are using illustrative math and a lot of our elementary schools are using Eureka and some are using illustrative math and we did see that uh using illustrative math along with coaching has
224really made a difference uh in math achievement of students and the illustrative math was used as a pilot actually a few years ago and it we we expanded it because we were seeing the benefits of it. Uh we have not been in in a math adoption cycle until recently. So the reason why we we looked at these curricula outside of a math adoption cycle was because the one we were using were not as highly rated on ed reports and so illustrative math um has demonstrated to show to make a difference for students. Um now we are going to be entering a math adoption cycle and teachers will be part of the selection process. So that cycle will that uh timeline will be about a year. So it'll take about a year for us to to
225engage all of the stakeholders in the new math adoption. uh and then we will come to the board for a recommendation. >> I appreciate that and I know a lot of our elementary schools were, you know, either this year or last year also adopting CLA for the first time and so it's hard to do two curriculum adoptions in the same year. We wouldn't want to stress out our teachers such that we're not making progress. Um so I appreciate that. And you know something else I've been hearing a lot about from the field is lesson labs. So not just the set and get PDS where the adults are all together, but where the adults are actually teaching together with students and uh several teachers taking a piece of that overall lesson. And I've just heard really
226good things about it happening so far. And so I hope that's a practice that we're growing potentially capturing on videos so we can um you know stretch these good practices again uh and and our resources honestly because again this board is going to have to make some some tough decisions about resources. The last thing I'll say because I know my colleagues also have some thoughts is um I'm also looking forward to A through GC or better when we get that data which I hope is coming soon as well as our SEAL goal and I know and so these are the big board four goals you know math nu or numeracy literacy uh A throughG and SEAL and originally on the SEAL goal we had talked about a rubric and I know this isn't about that
227exactly so I just want to put it out there that the board is still very focused on those big four goals um and would love to come back to that you know as we uh have the data aail available but I will pause there. Thanks. >> Thank you very much Gonz. >> Um well thank you so much to the team for presenting and um for the comprehensive information that you've given us. I recognize that the there's been a lot of questions asked. So I will do my best to be brief. I think first headline that I want to note is that this um marks a moment of tremendous improvement in the school district that I am incredibly proud of the fact that because of the hard work of so many of our staff on the
228ground at school sites, we have now exceeded prepandemic levels and in math and ELA. And this this is something that is very impactful to the lives of our students. it means that they are on track um to graduate high school ready for college and career and for the promise that we know they all have. Um this has real impacts on the lives of our kids. And so I I just want to thank you all and thank the extended team at our school sites for everything that they've done to enable this to happen. And we know as my colleagues have noted, it's not just about the academic supports. So the academic supports are critical and essential. It's also around expanded mental health supports. It's around this board's intentional efforts to include social and emotional learning in
229schools. So, we are taking care of our children's holistic needs um on a daily basis rather than it be treating at rather than treating it as something that's supplementary. Um it's about purchasing high-quality instructional materials. I appreciate board member Franklin's um discussions around illustrative math. I I think there's a lot of different materials that we purchased in the last few years um that have finally brought us up to the standards. There's also been science adoptions right to help us reach those next generation science standards. It's essential that we provide those tools to our students and to our teachers. Um I am going to ask just a couple of questions though I want to second the request for more. You know the board always wants more information which I think is a good thing. We are
230interested in and invested in the success of our students. Um so just a few pieces I wanted to pick up that I don't think have already been mentioned. One I really appreciate the student group analysis. I think it's essential that we're not just looking at students as a whole overall, but we are also looking at our high need students groups, including our multilingual learners, our students with disabilities, um our foster youth, etc. These analyses are based on meets or exceeds, and the board's goals, as you know, are focused on distance from standard. Could we get um student group analysis that are based on distance from standard rather than just meets or exceeds? >> Yes. Yes, that's possible. Well, um these we focused here on the meet exceeds because this is the way the state displays
231the data on its public dashboard which is what we're sort of that that's the you know hence the announcements that we had last week and so on. That data though on the back end does include sort of the scale score averages by grade level and so we are able to calculate like the DFS for our you know Latino students versus statewide Latino students and so on. So that is absolutely possible. Um we do have that just for the just so we're not you know just for so this slide wasn't this deck wasn't 100 slides long. We did not include that here, but >> we appreciate you not making it 100 slides long. Um, thank you. I I will look out for that. And then on the subject of our multilingual learners, appreciate board member Grigo's
232questions to clarify which reclassified students were included in that slide. I would uh to go to the other end of the spectrum. I would actually love to see our data on our ever English learners. Um because, you know, we know by definition um being part of the English learner student group, there is a a criteria that includes not yet being proficient. um in English language arts. And so there's this catch 22, you know, you attain proficiency and then you exit the subgroup. And so it it causes some challenges in being able to monitor that continual progress over time. So I would love to see more in addition to seeing the standalone English learner subgroup. I would love to see how our students perform once they've reclassified and that overall picture of how our multilingual learner
233students are doing. >> Noted. Okay. >> All right. Great. So I'll take that as a yes, you will work on that as well. Thank you. And and just to clarify that is what this that is what we're showing here this on this slide and the next slide these are English learners as well as reclassified English learners in other words ever eels's are are the group that >> is it is it just the students like who have reclassified like per federal um per federal law like we can include certain reclassified English learners. Is it only those or is it the full population of reclassified students? >> Full population. I mean if you were so whether not just a recently reclassified student but you know the way that the state defines it for the reporting that we're
234using for this for today's presentation is were you ever in the course of your K12 education career and classified as an English learner you are considered a part of that everl group. >> Uh okay helpful clarification. Thank you. Um one other piece that I don't think we've discussed too much but which has happened in this time period is our full universal TK implementation. Um, and I just want to highlight that having access to high-quality early education absolutely sets our students up for academic success in future years. Um, I don't know if there are ways to tease out what impacts that has had, the expansion of universal TK within LUSD and how that translates to greater achievement in reading and math, greater school attendance, etc. But I think that's an important piece to untangle as well.
235Um, because that's a critical foundation for our students. Not sure if you have data or information on on that connection. Well, I know that um it'll be a year or two before we can really look at the the benefit of that in terms of smarter balance since the testing begins in third grade. But, you know, we do now have I Ready data for our earliest learners. And so, there is, you know, a possibility to look at I Ready results for our earliest learners broken out by those who were part of TK, those who were part of TK and early ed, those who were part of neither, those who were part of both or one or the other and so on. So that is possible for some of those uh non you know non-state assessments that
236we can do. Um and it's part of some of the tracking we we can do. But as far as smarter balance, we're still a year or two away from them. >> Got it. >> Yeah, I think those um I Ready analyses would be really helpful um just to be able to elucidate what what we know already uh conversationally is is an impact that happens in our early learning programs. >> Board member Gomez, this is Carla. there is um some initial analysis that we've been doing to just see those students who've been participating in our TK program and what we've seen actually are the students who participated in early childhood programs as well as so our EEC's as well as our TK program we are seeing that they are coming in with those kinder ready literacy
237and math skills at a stronger rate than some other student groups so we are looking at that but to his point you know still a little time we want to create a little longer on ramping But we are monitoring that as well. >> That's great to hear. And to our families, we have spaces in our early education centers. Please come and enroll your children. They are free and they provide excellent programs for our students. Um and then just one last piece, I wanted to touch on family engagement. I think that a lot of the supports that are highlighted here are really um growing staff capacity and providing more supports as well as intervention opportunities for students. What is the role of engaging with our families um and accelerating learning for our students? That's an area
238of focus this year just to deepen our family engagement and just working with um uh with Mr. Placencia but also with the regions who also play play a very critical role in in uh the success of our students uh just engaging our community reps and understanding uh and the the strategy and uh working closely with the coordinator and having parent workshops and parent meetings at the school site so that they're familiar with the strategies that we're using. For example, in the science of reading uh and also uh for example our graduation our graduation playbook we have materials that are translated uh in multiple languages for example in for graduation uh and for A throughG uh requirements and so we are wanting to deep we're going to deepen that homeschool connection uh through our curriculum and
239just looking to see what whatever the students are learning during the day how that then carries on after school. Uh we are making those connections with the afterchool programs at the school sites and beyond the bells. So whatever is being taught during the day, we should be able to provide some enrichment after school, but then also deepening that at the home at the at the home. And that's that's an area for us that we're going to be deepening. >> Great. Um I look forward to learning more about that and also how can we leverage technology and our ongoing communications with families as ways to provide information and empowerment as well. Um well, thank you all so much. Thank you to all of our 70,000 staff at school sites who are making this happen every day.
240And thank you superintendent for your leadership as well. Oh, are we ready for our part two mental health or not yet? >> Skip. Okay. >> Okay. Go ahead. Go ahead, Charlotte. I'm sorry. >> Uh two want to say thank you. Appreciate the presentation because obviously um we are grateful to see us being spotlighted as doing great things um statewide. And so it does uh bring us joy to be able to know that the hard work has paid off. Um and as mentioned the list of folks that contributed to this. Um we cannot say thank you enough and obviously to your leadership to continue to inspire the work that's being done. So I wanted to put that in the forefront and as this presentation and I know we didn't need 50 you know slides but also
241as we talk about what do we contribute this growth to and I think was mentioned also making sure that we do highlight that you know it's the whole child obviously we talk about the literacy numeracy science but then also to include what is it that we're doing in our communities what is it that we're doing to make sure that these results um happen so that it does give us a whole glimpse of what's happening um I know We're looking at the data obviously but that also is inclusive of what we're doing and not limited to. So wanted to and I'm be really brief because a lot of the questions were already asked and I just wanted to highlight that you know as we talk about teacher efficacy. I wanted to just hear as far as
242at the elementary level we mentioned about the minutes and um the number of time spent teaching math. Uh, I wanted to highlight that only because I know in the field we're talking to educators at the elementary school level and we often hear, "I'm not the math person. I'm not the math person." And so with professional development, what are we doing to target that population of educators that say, "I am not the math person." >> Thank you for that question. So we've been doing a lot of um professional development on shifting the math mindset and growth mindset of teachers so that they then uh instill that math mindset for students. And so in classrooms you should be able to see growth mindset um statements around the classroom or and also some growth mindset strategies before we
243get into the math lesson. uh and really want to promote that it's it's okay as as students are creating their math pathways and solutions during a math lesson and going through the productive struggle justifying their responses to one another that it's okay that not to be correct that we want to critique each other's work and that there's multiple ways to solve a problem and so that is part of the professional development. Uh and so that is what we're doing at this time to ensure that our students that our teachers feel like they are mathematicians. Um, it is something that is a stigma. Uh, it's not something that's unique to LA Unified. It's something that it's at the national level. Uh, LA Unified is part of a a community of practice called the National Math Improvement
244Project with other large urban districts and we're all tackling the same issue. We're all mathematicians. This board is every single board member here is a mathematician. We all need to see ourselves as mathematicians uh so that we're able to build that culture throughout the district. And it's something that's been happening for the past few years. And so it's part of an induction as well. So part of a my we have a my PLN module that the first two modules are about that the math mindset and building mathematicians uh in our classroom and so we do that piece in terms of math minutes it's about 45 to 60 minutes a day that we're asking our teachers to engage in math lessons. >> Got it. Thank you. Um and then um appreciate about the steam labs. I
245will definitely ask those questions when I go to those school sites um to add on. And then we talked about the cohort analysis when we do receive that information just so that we can be more educated on what's happening in those school sites. So we know you know as mentioned we have to obviously vote on things. So wanting to know what would that look like and what is the time frame to get that information. >> Understood. So uh this is again about like the the doing our own replication of the opportunity makers methodology uh with uh some level of cohort analysis broken out by school um to you all soon. We I I don't want to I can't give it exact ETA we're we're again this was we're replicating a report that used old data
246on a national sample. So we're doing our best uh approximation uh inhouse using just our own data. And so uh that's the math is still happening and then the making meaning of that math result is is the next step. So we'll we'll get on that and provide that for you. >> Got it. Um and a lot was already said distance from standard that information um some of the good practices obviously we can learn from that analysis teacher efficacy and then the cultural relevant I know mentioned in some of the adoption of the curriculum is there some different curriculum that we're using culturally relevant in those schools as mentioned in the BAP schools and our community schools that are different from the two that we are currently using now when respect to mathematics >> with respect
247to math the these are the main programs that we're using it's Eureka it's illustrative math and a few a few of them in college preparatory math called CPM those are the math lessons the math lessons do incorporate culturally relevant and sustaining pedigogy uh and we also provide professional development to teachers to understand when to incorporate additional CLRP we encourage our teachers to incorporate CLRP in their lessons to meet the needs of the students in front of them. Uh and so that is also part of it. The the unit openers that uh are in the lesson and the the videos uh incorporate diverse students uh and diverse settings so that the problems that students are solving like word problems for example or they're they're um uh they're relevant to the students and their lived experiences so
248that they're able to engage in a more meaningful way. That was it. Thanks, >> Dr. Meloyne. >> Thank you all. Um, and appreciate the comprehensive presentation and of course the promising results with all the caveats that were mentioned by the superintendent and you all and my colleagues and the work to do. Um, and so just uh also in the interest of time just a few quick questions I guess one bill for you on data. Um, in addition to the cohort data which Mr. Sortis Franklin and others has asked about I'm also curious um and I know Miss Grigo uh left the room but her comments about special ed made me think it would be helpful to have the disagregated data by disability type. Um I think putting it in just the disabilities it kind of
249mass a lot of those differences and so if that's something that we could request for the board and the public that kind of same um historical growth and just current historical achievement I should say and achievement now by disability types. So is that something we could have? Yes, we can work on that. >> Great. And then the other thing too, which is alluded to, I believe, is school type, um, priority school, BAP school, community school, affiliated charter, independent charter, magnet. That's just helpful as we're having conversations with SEPO and kind of mapping attendance and then declining enrollment environment and all that. >> Yes. >> Um, great. Thank you. And then, um, uh, Dr. Bios for tutoring and I know it's mentioned as one of our strategies both in this presentation and in our public statements
250at the press. I still can you help us understand how are we using this data to identify students in need of tutoring and then seeing if it's working. So and then this more specific the better in terms of like okay so there is a student at X elementary school who are now using this data how are we identifying tutoring making sure they're receiving it and then tracking that outcome. >> Sure. So we are using smarter balance assessment results for the students who've taken this. But for example in kinder through 2 grade we're using the beginning of the year uh data. Uh so uh in May when our schools uh met with all of the providers and decided on which provider was best for their school at that time they were also looking at data to
251see the number of students that were going to need tutoring. So understand that this was the the capacity that was going to be needed by the provider. So if we have say 60 students that need support in language arts and 60 students that need support in math, we looked at the data at the end of the year to project for the fall. And we also use beginning of the year data. We also use smarter balance assessment data. So there we were triangulating the data to see uh what is the uh what is the information that schools have to group students and then we would assign those students uh to the to the tutoring provider. And so that's we use more than just the smarter balance assessment to determine which students need to receive tutoring in
252those different areas in language arts and in math. And then we track we progress monitor because the goal is to exit them out of that tutoring. And so we look at progress monitoring data both the progress monitoring that the provider administers and also progress monitoring uh and their performance in their in Ready. And at that point we exit them out to begin a different cohort of students. So we're always progress monitoring. What we have seen is that uh in the with the students who have participated in tutoring, we've seen an uh improvement a greater improvement than the comparison group. Then those that do not participate in tutoring, we're able to see greater improvement uh when they participate in tutoring. >> And then in terms of that outcome data, are we collecting at the school site
253level or how is that then being shared? that is at the school site level and it's also uh at the uh at the central level and we meet with the providers regularly to monitor that data to ensure that the that students are uh making those improvements. Uh we share the information uh of course with the teacher and the teacher has that information and that's how we're able to to uh determine the effectiveness of the tutoring that's taking place. Um so we do we all see the data together. Um there's currently uh research underway to look at how tutoring has been implemented in our system these past few years. We have uh an outcomes data report that we recently created and shared with this board that demonstrates the that tutoring is really making a difference for
254all of our students >> and that sorry that just triggered one quick question for you. I know there's some program evaluation that we had discussed um and where what's the update on that >> that that's currently underway and I'll have a Dr. Johnson speak more to that. >> Uh yes. So uh there is so um as Dr. Bayas mentioned during a previous board meeting uh we we did present a preliminary sort of analysis of student outcomes uh based on participation in tutoring programs last year. So that was sort of seen as kind of step one of the analysis of of tutoring. Uh step two that is that is happening right now is um through our internal office the strategic data and evaluation branch uh our staff is doing a a deeper more nuanced analysis of
255the tutoring um tutoring outcomes using a more robust method of an applesto apples comparison with a with a with a with a match a matched comparison group of students who did not participate in tutoring. And then the third step is to bring in external experts uh national experts on tutoring uh research. Um uh and that that process is in process and with the the university IR institutional review board that that is sort of the gatekeeper for uh university folks to initiate a research process. So we're a little bit at the mercy of of university lawyers to get that external piece happening but it is in process. Um and meanwhile we're moving forward with our own internal analysis uh with our researchers doing that. that um that matched comparison uh of tutoring analysis which we'll have
256done uh probably we're looking at spring 2026 for that report to be available. >> Um okay, my last question either for Dr. Vy or maybe for the superintendent is just the do we have um data yet on the alignment between these results and I Ready and as our progress monitoring tool and are recalibrating uh that data. >> I I'll I'll start. So, so we've done a preliminary first pass and and and one one thing that we're looking at when we look at alignment between I Ready and Smarter Balance. I Ready tells us a couple things. It obviously we can look at the scores on I Ready and see how they correlate with scores on Smarter Balance. But another thing that I Ready tells us is that I Ready provides a projection on what what it
257thinks based on your I Ready performance how it thinks you will do on Smarter Balance come spring. and and we've done that analysis that piece already which is which shows a a great deal of correspondence um within one performance band for about n about 95% of our students were were accurately predicted with you know plus or minus one performance band on how they would actually do on smarter balance. So it's very strong um again a strong you know kind of validity if you will of of the Ready program and its alignment with our summitive system. Um and so there's some there's some other subsequent analysis that we're in the process of but I can just tell you that first that first kind of cross tab of the two of predict you know predicted versus actual
258um the correspondence is very very high this year as it was last year and I would dare say that I mean that is a powerful recognition because it it provides you an insight into the future but the true power of uh of curriculum associates platform is actually the ability to in real time recalibrate and pivot based on emerging data. For example, we just concluded uh data dialogues with with a priority schools based on beginning of year uh assessment that tells us allows us to see by school down to a classroom down to a student exactly where they are. Are they performing uh at expectation or are they one, two or more than two grades below grade level performance allowing us to disagregate the attention resource uh in a very very specific and deliberate way. So
259it is cool for those of us who love data to be able to early on anticipate and have eyes into the future on a basis of the predictability and alignment between IR data and smarter balance. But the real benefit of of this tool is to really empower teachers and principles and support staff with the tools they need to in real time address the gaps that we detect across all bands of student performance. >> Um, thank you Bill and thank you superintendent and Dr. Bias. >> Anyone else >> clarify? Go ahead. >> Can you clarify? You mentioned uh CPM. How when did we adopt that with the district? >> That was probably about 10 years ago. That was one of the original uh math adoptions um at this in this district. Um so you heard me
260say illustrative math and Eureka. Those were actually adopted outside of an of an adoption cycle because at the time the the materials that we were using were not as highly rated on ed reports. So we brought in these new materials. CPM we have about two or three middle schools that are using that at this time. >> Okay. Just wanted to know the time frame because I know you mentioned math adoption and just being able to look at more recent obviously studies and we will have that information as well. >> That's correct. >> Okay. Thank you. >> Okay, Mr. McClean. >> Okay, we're now going to re-engage the items that were placed in the consent calendar that we had broken into two parts. We are on tab 18. Uh that is approval of the renewal petition
261for central city value. We have 15 public speakers. The item is on consent. Uh what had happened in the prior consent items is folks had decided to wave their time since the item was placed on consent presumably for approval. >> Yes, I'm speaking on cap central city. We're waving. >> Okay. So I'm again I'm just going to read through the names, make sure we didn't miss anybody and then we will move on after that. So if uh Loren Riley uh waving. Okay. Astra Ramirez Orosco waving. Jessica Ktos waving. Uh Angelica Sakur waving. Uh Wino Royo waving. Uh Gloria Morales waving. Uh Janelle Sagero waving Miguel Flores waving uh David Doyle waving Barbett uh Lmanoke waving Sandra Sigenza waving Anna Chavez Edith Hernandez, Edit Ernandez, Norah Zlaya. Okay. And Teresa Sebastian. Okay. So, we will go
262on to tab for public comment. Tab 20, approval of the renewal petition for Kip Academy of Opportunity. Um, I'll read out the names and if folks wish to share, um, they can share. If they wish to wave, they can wave knowing that this item is moving on to the is already on the consent calendar. Alejandro Masias, >> I'm sorry. >> Okay, I have him on 20, so I'll just say decline. Okay. Uh, Leois Gladen is that waving. Okay. Uh, Leslie Arden waving. Okay. Uh, Craig Mitchell waving. Thank you, sir. I see you. Uh, Leslie Arden on there twice for some reason. My apologies. Uh, Pisma Alvarez, waving. Thank you. Uh, Christopher Copeland waving. Thank you, sir. Uh, John Coleman. Good afternoon. [Applause] Uh, good afternoon, Superintendent Carvalo. Um, and board members. Um, I would like
263to thank you guys um for your consensus recommendation um for renewal and just uh reaffirm um our commitment um to following through on our improvement plan this upcoming year um and beyond. Um, and I will further wave any other comments by our uh team members at this point. >> Thank you, sir. Appreciate it. Uh, Elvia Ernnandez, wave. Okay. Uh, Daretta Mitchell Sherman, wave. Uh, Julian Roberts, thank you. Wave. Gabriela Flores Romero, waved. Thank you. Uh, Kathy White, waved. Thank you. I see you. Uh, F de Maria Espinosa. Probably a wave. She >> Thank you. Appreciate it. Uh, Leiddeni Mendes Cruz. Wave. Thank you. Okay. So, that concludes tab 20. We're going to move on to tab 22. I know I was told earlier that these folks wave, but I just out of an abundance of
264caution and going to make sure that that remains the case. So this is for approval of the renewal petition for Oscar de Laoa Animo Charter High. Um Ailen Mendo Mendes, thank you. Daniel Corza, thank you. Joseph Dominguez, thank you. Uh Daisy Mesa, thank you. Oh, there you are. I see you. Hi. Uh Vanessa Dominguez, thank you. Lores Gomez, uh, Adrienne Martinez, Liliana Gaya, Maria Navarete, Dona Flores, uh, Christina De Jesus, uh, Syra Sanchez, uh, Janath Johnson, uh, Maria Estigio, and David Tokovski. I think I saw you out there, sir. Mr. David Tokovski. Okay, perhaps. Okay, so moving on to tab 23. This is approval of the renewal petition for Paros Nño Middle. Um, I'll call the names of the folks who are listed as being here in person. Uh oh, there he is. Come on
265up. You have tab 22, sir. This is approval for petition of Oscar de la Hoya Animo. >> This is the first round with Oscar de la Hoya or second round. Okay. Um I want to support the renewal. Um and I want to applaud the board for a very thorough discussion both on science data, RFEP data, all all of the celebration as well as the I Ready effect on its improvement in terms of test data. It may not necessarily contribute to critical thinking and the kind of but that was brought up by board members as well and the most important line of course was the superintendent. He said there's a lot of work to do. We're nowhere near where we should be. And I know there's stay positive messages and all of that stuff, but I'm
266the kind of person who says, "Let's motivate the organization to move faster and further than it has." And I think that's the message the superintendent was giving us. It is not necessarily the discussion that we were having because one we didn't discuss once at all the four goals you set in the uh contract. Now again those may not be the best goals but you did sign an agreement a public document to that extent. So at some point you should address that. When it comes to the glass half full or the glass half empty, you need to take a look at schools where there are 75% of the kids, Latino kids who are performing at the 25th or lower level. Schools like Bud Long, Martin Luther King, Margaret Point Xer, John Mack, John Ley, Harrison, 10th
267Street I mentioned, 9th Street, Hart, Kenoga Park. These are schools where 75% Latino are at the 25% level and many of them are priority schools. There was no overt data on the priority schools getting all those extra resources and maybe like Crenshaw moving but many who are not moving in a significant way. Similarly with African-American schools that get all the heat money and etc. This is a question that Mr. Melvin has raised. How do we disagregate all of the inputs to look at the output? Thank you very much. >> Thank you for your time. On to tab 23, approval of the renewal petition for palos nños. Uh let's see. I will call names and if folks are here to speak. Have two minutes to speak once you again. Alberto Cruz, are you coming up to
268give us a little statement? >> Yeah, please. Please. >> Thank you. Superintendent Carvalo, board members. Drew Ferretti, president CEO of Bloss Nos, just thank you for the recommendation. Um, and the move towards approval. >> Okay, great. >> I'm I'm waving and on behalf of everybody else waving. >> Okay, great. I'll read through the names and we'll make sure they're waved because there's a couple people on here that I want to make sure don't get elited. Um, Alberto Cruz. All right. Andre Sanchez waved. Okay. Samantha Cervantes. >> Tamara Tamara Menendez. Katie Clark, Ariana Moreno, Isabel Qua, >> uh Zianne Wrangler, Stan Stanley Anhan, >> uh Justine Gonzalez, uh Yelita Aguila, >> Katherine Nelson, uh Tam Mendez, >> and Keith Delequila. Wave. Okay. And then I have Mr. David Dokovski here. >> I feel like surfing. >>
269Didn't finish my first of all, I I support this uh renewal. Um as you know, it's in the same building as Ninth Street. Um, and somebody ought to assess whether or not in this climate where there may not be encouragement to the superintendent to look at creativity, but if you have a school that is scoring well and being renewed for five years in the same building that a school ninth street is doing so poorly that maybe there's a way to move that school to a if the demographics support it to a K8 or a TK8. Um, the budget, there is significant growth in the budget in the state of California. I know your eyes are on the cuts from Washington DC, which did not turn out to be cuts because 10 Republican senators sent a
270letter to the president and said, "We will lose the midterm elections if you cut education." And so that is only 7% of our revenue. 93% of the money comes from Sacramento. Gavin Newsome has held back $2 billion. that CTA is working and others working to release hopefully in January. That's $200 million for this district. The tax revenues in the boom of the last eight months of the economy and the AI stocks. The the uh office of the ledge analyst is predicting 10 billion for 2526. That's this school year. That's 4 billion for education under Prop 98. That's 400 million on top of the 200 million. And the alleged analyst when it comes out November 15th before your fiscal stabilization gets revised is saying there's 10 billion more for 2627. Now I may be wrong. I
271may not have I sent the document to many of you but 10 billion means 4 billion for Prop 98 which is about 400 million. So 200 400 400 that's a billion dollars to LA Unified for 24 25 and 26. That's a lot of revenue and you need a discussion at committee the holes on that kind of revenue. Thank you very much. >> Thank you for your time. Moving on to tab uh 24, approval of the renewal petition for Renaissance Arts Academy. We have public speakers signed up. Um I will read the names and if they would like to speak, please come on up. You'll have two minutes to speak. If you'd like to wave your time, please let me know. This is for a petition for Renaissance Arts Academy which is on the consent calendar.
272Uh Gerald uh Nicado Nick Dao spelled strangely not here. Scarlett Miller, Javier Gonzalez, Ruby Miller, uh, George Malik, George Malik, Alberto Hernandez, uh, Win, uh, Mario Garcia, Marco Ria, uh, Kristen Farley, Uh Sarah Sanchez, Justine Gonzalez, Max Payne, Ryan Aloid, and Amanda Moore. Okay, so that concludes public comment for consent item 24. We'll move on to consent item 26, approval of the renewal petition for Von Next Century Learning Center. I will go ahead and read through the names. If you're here, come on down and speak. If you'd like to wave, let me know. If I hear silence in the audience, I will assume that is a declination. Okay. So, tab 26, uh, Sadie Edmund, Fidel Ramirez, Iet Garcia, Luis Garbajo, Anna Martinez, uh, Heather Yoshoka, Miss Castro, Hazel Tero, Uh, Yolanda Griffin, >> wave. Thank
273you. Jonathan Chen Chan. All right. Uh, Claudia Flores. All right. Justine Gonzalez, Gabriel Yellow. Yellow, Gella Ortiz, and Cesar Perez. Okay, that concludes comment for tab 26. We move on to tab 30. That is board president Schmurlson's resolution that is on consent. Um we have some public speakers and again um did you plan on making comments? >> Yes. >> Okay. So the chair goes back over to Dr. Rivas while um President Morson makes some comments. >> Very well. Now this brings us to item 30. Um, can may I have the a motion to move? >> I'll move it >> and I'll second. Um, so yes, Mr. Schmosen, if you want to present your resolution, go right ahead. >> So, fellow board members, it's my pleasure to introduce this resolution that commemorates October 2025 as National
274Principles Month. Principles and assistant principles do far more than administrative work. Yes, they are responsible for ensuring their staff have the resources that they need to work, responding to parenting inquiries, and ensuring that all benefit from a positive school culture. Additionally, they are also leaders in their respective communities. They make our schools the central point in the neighborhoods where they are located. Principles know that a school cannot be a silo. Instead, they bring together diverse members of the community, knowing that partnerships are crucial for success. Of course, I'd like to mention the strong partnerships we have with our labor partners at the Association of Administrators of Los Angeles, AALA, and the Association of California School Administrators, region 16, AXA. We are seeing success in our academy, in our academics, and our principles have a critical
275role in solidifying that success. For this reason, and for many more, I introduce this resolution and call upon your support to recognize the dedication of all of our principles and assistant principles. And now I would like to open up for comments from my fellow board members. If you'd like to say a few words in support of this resolution. Okay. >> Um well, thank you um board uh President Schmelson for bringing this resolution forward. I would definitely would love to co-sponsor, so please add me. >> Thank you. >> And um just a few words uh concerning our our principles. You know, today um we rise or this resolution rises to honor the backbone of our schools, the soul of our schools, our principles. This resolution proclaiming October 2025 as National Principles Month is more than a
276recognition. It is a deep expression of gratitude for those who carry the weight, the complexity, and the hope of our educational mission every single day. Principles, as you all know, are the first to arrive and the last to leave. They are the calm in the moments of crisis, the advocates when a student is struggling, and the mentors who keep teachers inspired. They lead not just with strategy, but with corasone, with heart. Every campus has its own rhythm, its own community, its own set of challenges. And our principles stand at the center of it all, bringing bringing everyone together. They are the instructional leaders, the counselors, the community builders and problem solvers, the accountants, the budget managers. They hold the dreams of our students and families in their hands and transform those dreams into opportunity. They
277do it all. When emergencies strike, they are there. When families need comfort or guidance, they are there. And when students achieve what once seemed impossible, they are there. celebrating quietly, proudly, and because that is what leadership looks like. And that is the type of leadership we need right now, more so than ever. This resolution reminds us that leadership is not about position. It's about purpose. And that is something I've always said. This is about purpose. and our principles embody that purpose every day in every classroom and in every corner of this district. We also recognize the organization that stand besides them, the Association of California School Administrators, Region 16, and the Associated Administrators of Los Angeles Teamsters Local 2010. partners in advocacy and growth who fight to ensure that those who lead our schools are
278supported, respected, and valued. As we celebrate National Principles Month, let's remember that our schools do not thrive by chance. They thrive because of leadership, because of compassion, because of people who believe that every child deserves a safe, welcoming and excellent education and who make that belief real day after day. So today and every day, we say much gracias. Thank you so much to our principles for their courage, their service, and their unwavering dedication. They are the backbone of our district and the champions of our students. They make change in our city and they leave a legacy behind every single time a student culminates or graduates. Let us pass this resolution with pride, gratitude, and deep respect for those who make Los Angeles Unified not just a system of schools but community hope and love. Thank
279you. >> Thank you. Thank you so much. Other comments? Any other board members? >> Would just love to be added as a co-sponsor. Thank you for always bringing us, Mr. Charles. >> Thank you. Thank you. >> Um I'd love to also be added as a co-sponsor. >> With pleasure >> and I will just echo everything that everyone has shared in that. Um, I am working in partnership with the principles in my district to work on how can we as a system ensure that they can continue to focus on instructional leadership and relationships with staff, students, and families as the primary part of their job. There is a lot of a lot a lot of work on the plates of our principles, and we we need to make sure that we're taking care of them so
280that they can take care of our school communities. >> So true. Thank you so much. >> Yes. Um, I would like to also be a co-sponsor. Um I worked with let's see one two three four five six eight principles in my career. I started with Sheridan Ley who's uh our school John Ley is named after her husband and I ended with Nurissa Kerban at Mallister High School. Um and yes I want to echo that as we honor and we celebrate our principles we do think about uh in with a clear vision of the work that they do. Everything begins and ends with a principle. I am uh amazed at how much is put on them at the school site. And so as we are honoring them, I want us to also work hard to to
281make their working conditions um appropriate and dignified as they deserve because they certainly do a lot to keep our students safe, to support our staff, to uh build partnerships to bring more resources to the schools, and to open the doors to families and community members so that uh the community is supported at the school site. So uh honoring the principles, I'm grateful for their work um and especially when they are collaborative and they work with their staff, all of their staff and labor partners at their school site. So thank you. >> Thank you. Very kind words. Anyone else? Okay, Mr. Meloyne. >> Well, I just I think I already added myself. I think there's unonymity on co-sponsorship, but I just want to echo the words of my colleagues. Um it is, you know, principles, I
282think for most board members are the the main point of contact with the school, obviously parents and teachers and plant managers and but but principles are our go-to. And I think um what they're doing and the emails I get from them at all hours of the evening and the emails I'm CCed or BCCed on where they're responding to constituents of theirs in such kind, compassionate ways. And yet um you know as Miss Grego and others were saying just the adding to their plate without subtracting it. I know that I think in region the regions I work with we had a few principles self-demote last year just as a result of the workload and maybe want to spend more time either on instruction or in the classroom. Um and some I hear from principles all the
283time I want to spend more time as the instructional leader of my school and I know that the district's doing a lot of work uh trying to create opportunities for that and partnership and uh tours of practice. But um the more that we can think about ways we can remove things from their plate, that is one of the reasons I brought res um resolutions around digitization and automation and stuff just to like make this easier for them. But but just want to acknowledge all their work and appreciate the efforts that that are uh being undertaken to let them really focus on why they're in that role which is supporting their students and the instructional program at the school and not all the other paperwork that they are usually forced to deal with. So uh huge
284kudos to them. Thank you, Mr. son for bringing this resolution and I'll turn it over to board member Yang. >> First of all, I wanted to thank board president Morlson for bringing this resolution in front of us. You know, as a lifelong LUSD student, I'm grateful for the leadership at every school that I've attended. I actually recently reunited with my elementary school principal, Miss Melvin, who now works in the office of transitional programs, and I still remember the way she led the school and was able to very effectively create an environment of fun and learning. So that just goes to show, you know, how impactful principles truly are in in the educational journey. And the work of a principal often goes unnoticed to students. They work tirelessly behind the scenes to make sure that the
285student experience is the best it can be. And the work of a principal is one of teaching, working, learning, and counseling students allinone while knowing how to have fun. I also want to give a massive shout out to my high school principal, Mr. Rosales, for all his leadership and guidance. student leadership is so strong at North Hollywood High School because of him. And the teachers there taught me all the leadership, public speaking, and analytical skills that I have today. I know there are many, many other students out there who have been equally, if not more, positively impacted by their principles. And I can speak for all of the students when I say that we are so so grateful for our principles and for their underappreciated work. Thank you. I I would like to be added
286as a co-sponsor. >> Thank you, Jerry. Thank you so much, >> Mr. Chair Lit. >> Yes. And President Smelson, I want to say thank you as always, highlighting and uplifting our leaders at our campus and bringing this forth as mentioned um and being able to work at a schoolside. I want to highlight our secondary and our high school principles ultimately because they do wear various hats. And when you're at a high school where you have all these responsibilities that go way beyond the hour, um we want to say thank you and that to your recognition and not to exclude our elementary um because we know that the workload has changed and I've been asking over some time just to even see what that looks like over the years because we know it's changed and being
287able to have worked with over a dozen and probably I don't know 20 or something assistant principles. But um it is such an honor to be able to to honor you on this month and that this is being brought forward because it all begins and ends with our principles and their leadership and you are more titles than and wear more hats than any other person and any other responsibility um in our school system. And so I appreciate this opportunity to be able to recognize those and also want to be a co-sponsor. >> Thank you, Charlotte. And Charlotte, you mentioned uh something that really resonated with me because you're a high school person and all of those assistant principles who are at all those games along with the principal and all those award nights and all
288those other things. It's amazing. And before I go to public comment, AXA, the Association of California School Administrators, did a blind survey to people in the state of California and even in elementary school, the question was, who is the most important person in your opinion at your school? Well, I would have bet money that in elementary school they would say it's my teacher because, you know, parents are so dependent on their elementary school teacher. But the answer was no. It was their principal. That was the number one. I was very very surprised and I'm very happy also. So, thank you so much. And Mr. Mcleen will go on to public comment. Okay, we have nine folks signed up for public comment. Uh this is for tab 30 to remind folks about as uh designating October
2892025 as National Principles Month. Jennifer Gonzalez, are you here to speak about National Prison Principles Month? No. Uh, Thomas Perea, Angel Rosas, Anel Rosas, Lucia Nunees, Pearla Alamirano, let's see, Tessen Jameson, you're signed up to speak remotely, but I do not have you signed in. Diego Barera, uh, Luisiana Ernnandez, and Brian Chakon. Okay, these folks are not here. Um, we have three minutes to work through a couple more consent items uh before time certain that we have already run behind on by a little bit, but I have some tacit approval. All right, so that was tab 30. We're going to move on to tab 36, appointment of member to the school construction bond oversight committee. There's no public comment on that. Tab 37, report of correspondence. There's no public comment on that. And moving to
290tab 38, minutes for board approval. Uh we have uh think Robert Rajie or Robert Rag. >> Oh, I'll put it on his >> for tab 38 minutes for board approval. Okay. Not here. And Melania White is listed as speaking remotely, but that person is not signed in. So that concludes it looks like consent calendar two. So, let me review my records, make sure they're on track. Okay, so that is true. So, now it's appropriate for the vote on consent two. Um, and I'm just going to read off the items that are going to be voted on in the second consent calendar. Tabs 18, 20, 22, 23, 24, 26, 30, 36, 37, and 38. Okay. Hope that comports with everybody's records and I will take the vote on consent two. Uh, Miss Newell, >> yes. >>
291Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President Schmelson, >> yes. >> Student board member Yang, >> yes. >> Okay, that concludes all the consent items. Yeah, I'm just >> Okay. And Miss Gonz, let's lodge your vote for tab 21. >> Yes, >> please. Thank you. >> There's a yes for Miss Gonz 21. >> Thank you, Miss Gomez. All right. And now we're going to move on to the time certain for Miss Tanya Ortiz Franklin and we're going to ceue up the video for that. >> And here it comes. >> Thank you. I want to um move our item uh domestic violence awareness month and we will introduce with a short video. October is domestic violence
292awareness month and this year I've been inspired by fellow survivors to write a resolution that brings education and empowerment to our students, staff, and families. Around the boardroom today and in images on this video, you'll see our students from Fremont High School participating in the Clothesline Project, a visual display of personalized t-shirts that honor survivors, breaks the silence of domestic violence, and stands up for healthy relationships. In California, nearly half of all women and over 30% of men experience intimate partner violence, including physical, sexual, emotional, financial, and digital abuse. And in a district as large as ours, this means tens of thousands of employees and hundreds of thousands of students and families being impacted by something we're often too afraid or ashamed to talk about or too confused or controlled to acknowledge. But not anymore.
293Today and from now on, we are with survivors always. >> October is annually recognized as National Domestic Violence Awareness Month. And however, efforts have been made to end generational silence. 80% of our parents still believe that teen dating violence is not an issue. However, teens who experience dating abuse are at risk for long-term consequences, including addiction, eating disorder, teen pregnancy, sexually transmitted infections, violent behavior, and thoughts of suicide, including half of our young people who experience rape, physical or sexual abuse, attempting suicide. That's why today Los Angeles Unified brings this resolution to build capacity of communities of schools to intervene, to interrupt, and to transform our systems of culture through educational programs, healing, and practicing transformative justice as keys to addressing domestic and dating violence. And so today, we stand with survivors always. October is
294National Domestic Violence Awareness Month in which we take time to honor survivors, raise awareness, and recommmit ourselves to ending all forms of violence in our homes, relationships, and communities. In Los Angeles Unified, we know that when students feel safe physically, emotionally, and mentally, they can truly thrive and reach their full potential. One in three teens experiences dating violence and too many children carry the burden of trauma caused by domestic violence. These harms affect people of all backgrounds and identities and we recognize the disproportionate impact on our LGBTQIA plus immigrant, black, native, and Latin communities. As a co-sponsor of the with survivors always domestic and dating violence prevention and awareness and support resolution, I want to affirm the importance of continued professional development for our counselors, psychiatric social workers, nurses, and psychologists so they can better
295support students and families impacted by violence. My mother came to this country as an immigrant with hopes and dreams only to experience domestic violence at the hands of her husband, my father. Thankfully, she was able to escape with my sister and I, and we're doing much better now. But domestic violence is something that has impacted my family. It's personal to me, and I know it has impacted so many more people throughout the United States and the world across history. Something that I hope this resolution will accomplish is to make students and other individuals feel more welcome to get help and a helping hand and to know that there are support systems in place for them and to know that they do not have to live in fear and constant pain and struggle and rather know
296that they have a path towards a life of joy and happiness. One of the ways that domestic and dating violence can stop is with educating our LUSD youth, families, educators, and school communities on what a healthy relationship is and how to identify abuse. That is why this dating and domestic violence resolution is so important because educating our LA USD community and offering valuable resources will help to end the cycle of abuse not only for the victims but can also help abusers realize what they're doing so they can get the help they need to treat the cause or the trauma that they've experienced that made them behave in that way in the first place. Thank you so much for your support in this initiative and recognizing October as domestic violence awareness month. Together we can make
297great change and make our school communities a safer place to be. Thank you for your support of the LUSD domestic and dating violence resolution. The recognition of domestic violence awareness month officially at LUSD is not only a positive step forward in the direction of justice for individuals and families who have experienced relationship violence, but it is also an essential movement towards the prevention of domestic and dating violence for our future generations. Students, staff, and families deserve to have tools for prevention and protection at their fingertips. And I hope that with this resolution, these skills will be accessible for everyone. This resolution broadens the network of support and care, and I hope we can continue to craft resolutions like this that protect our community. Thank you. >> Good afternoon, everyone. Thank you for supporting the Los
298Angeles Unified School District resolution declaring October 2025 as domestic violence awareness month. This initiative is critical for fostering safe environments for all students, staff, and families. I hope this awareness month will lead to a greater understanding of domestic violence signs, encouraging open conversations and reducing stigma. Together, we can strengthen our support networks and create a community that prioritize healthy relationships and well-being for everyone. Thank you for your commitment to this important issue. >> This moment is personal for me. I survived years of coercive control, manipulation, and silence. I watched systems fail me and my children. But today, the Los Angeles Unified School District said, "With survivors always." This resolution means that students, parents, and educators will finally be taught how to recognize the signs, to stop abuse before it destroys another family. Radical selfworth is
299what gave me the courage to speak out when it wasn't safe to do so. It's the spiritual armor that turns pain into policy and silence into systemic change. This is more than awareness. It's awakening and we're just getting started. Thank you. Um, and I want to thank the survivors in particular who came on the video with me. Um, and my co-sponsors as well. So, with that, I'm moving the item. I would invite a second. >> Second. >> Have some public comment speakers as well. Mr. Clean. Sorry, I'm pulling I'm pulling them up right now. We'll do the in person first. Yes. Okay. I apologize for the delay. Okay. Um, let's see. Uh, Lucia Panchi, Lucia P. >> Alicia Baltazar, come on up. You'll have two minutes to speak once you begin. So, I want to
300start by thanking you guys for hearing this resolution. Like she said, my name is Alicia Boltazar and I reside in Wilmington. I was 13 years old when I met my abuser. We were in the eighth grade. He was also 13 years old. This is a subject that is really hard for me to get up here and talk about. Like many like myself, this is a subject that none of us want to admit that we are victims to. None of us want to come up here and talk about this kind of thing. For myself, just thinking about being here today has given me a lot of anxiety, has kept me from sleeping right this week because I'm reliving a lot of the trauma and things that are happening. But it's even more important that people like
301me are here because it's so important that we speak up because for so long we were silent. For so many years we abused each other and we really didn't know what we were doing was abuse. We really didn't know how much we were hurting each other and how much it would go on to hurt our children. A resolution like this doesn't just impact this generation. It'll impact generations for years and years and years to come. And to be honest, when this all started, there was nobody I could turn to to say, "This is happening. Is this how it should look? Is this how I should feel?" There was nobody at school to talk to about this. And if I did open up to someone, it was because they were somebody who was in my same
302situation. Other teenage girls who were going through the same thing. That makes it safe to talk about. But with this resolution, this allows people to open up to talk about what's happening. Counselors to be trained. When a kid like me comes to them and says, "This is what's happening." They'll know how to help me. They'll know where to send me, and I won't have to spend so many years going through this abuse. I I've I've shared with you guys so many times. And right now, I just want to reach out to anybody in that audience that is currently in a domestic violent relationship. Please get help because sometimes the person you hurt is not just yourself. This is also infancy um loss awareness month. And I just want to remind people that sometimes it's not
303our life that we lose, but it's that love of the child that who's trying to come through our body. So please again, if you're in the domestic violent relationship, get help and please pass this resolution so people have a place to go. Thank you. >> Thank you for your time. Eva Jackson. Good afternoon, superintendent and board members. My name is Eva Jackson. I am a parent leader. However, on today, I stand as a proud godmother and guardian of a seventh grader at Bthoon Middle School. I have a question. What happens when you're called to serve a special needs child who also is dealing with grief? The grief of watching his mother take his la her last breath seven days before he starts the first day of middle school. A child who experiences a display of
304domestic violence while placing his mother, my best friend, into the hearse at the funeral service. Well, now that I have your attention, I'm glad that you asked me. I prayed for a resolution like this. A resolution that would not only educate but motivate. We know that domestic violence is not always visible, but acknowledging that there is a problem is the first step to healing. We talk about joy and wellness all the time, but this is a prime example of that. You see me standing here today, but look at somebody and say, "She doesn't look like what she's been through." I thank you in advance for approving this resolution. This is just the beginning to healing a generation of survivors of domestic violence. Thank you for your time and your attention towards this resolution. My name
305is Eva Jackson and I was made for this. [Applause] Diana Grant. Come on down. Diana Grant. Good afternoon, esteemed board members. My name is Diana Grant and I serve as a senior program manager of survivor services for the community investment for families department with the city of Los Angeles. On behalf of our general manager, we thank board member Tanya Ortiz Franklin for her leadership in introducing the resolution in honor of domestic violence awareness month with survivors always. We hope LUD the LUD board will approve this resolution and affirm their commitment to violence prevention, harm reduction, whole child well-being, employee wellness, systems change, and restorative justice at schools and in the community. Our department has the privilege of overseeing the city's portfolio of programs to support survivors of domestic violence and human trafficking. We are truly
306grateful to work in partnership with LUC on collectively responding to the needs of survivors and especially strengthening targeted violence prevention that will positively impact children and youth and will work to reduce the one in seven children nationally that experience abuse or neglect and the one in 12 youth that experience teen dating violence. Working with youth and children, excuse me, is key to ultimately ending domestic and intimate partner violence. We stand in solidarity with you. Thank you so much. >> Thank you for your time. Jamal Corner. Jamal Corner. Uh Dr. Angela Parker. Dr. Angela Parker. >> Good afternoon. My name is Dr. Angela Parker and I'm the director of community engagement and education for Genese Center. I want to thank the board for p taking the time to pass this resolution and censoring domestic violence as
307an issue in school. People tend to think of domestic violence as a siloed issue as something that just happens in the home or personal family business. But I think as everyone here can agree, what happens in the home bleeds out into the community and particularly into our school communities. Violence is happening on our school campuses. Youth are being bullied and kids are being sexually, physically, digitally abused by partners that are sitting right next to them in their classrooms. And I think that um one of the things that I always applaud teachers and um educators for is really reaching out to students about this issue. But they cannot do this alone. So by opening up campuses and allowing organizations like Genese Center to come in um it really allows schools to become safe spaces. So, I
308hope this resolution will continue to make schools places that are filing free zones where educators around domestic violence continues to not only be possible but mandatory as reading, writing, and arithmetic. Thank you. >> Thank you for your time. [Applause] >> Melinda Lewis, are you here? Come on up. Thank you. Hello, I'm Melinda Rochelle Lewis. I work with Positive Results Center as the director of reproductive justice and maternal care. Reproductive justice isn't just about reproduction. It's about the the justice to to be well and to be healthy throughout life and to educate young people on violence, specifically domestic violence. It gives us the tools, the language to know what's right and wrong. Domestic violence isn't just physical abuse. And our children need to know that. They need to learn what spiritual abuse is, what digital abuse
309is, what financial abuse looks like. So, thank you for passing this resolution so that our children will learn, so our children will be well, so our children will be healthy. Thank you. [Applause] >> Uh let's see, we have Takur Singh online. Mr. Sing. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Thakur sing. >> Hi, good afternoon. Happy Tuesday. I am Sakur Singh. I'm a student at the Leadership and Public Service Virtual Academy. Forgive me if you hear any background noise. I'm at an airport in Maine, but I still find this resolution so incredibly important to talk about despite being on the other side of the country. Um, so as I mentioned in the video played earlier, my mother is a survivor of domestic violence. Um, it's
310something personal to me and I know it's impacted so many more people unfortunately throughout history. Um, and I know that it even impacts so many students. So it is essential to address the issue and I think the resolution does a great job um at informing people about the issue at uh lending a helping hand uh uh for uh victims of domestic violence. Um I think that's very important. Um so I'd like to indicate my support as a student um and thank uh Tanya Ortiz uh board member Tanya Ortiz Franklin for authoring this resolution. Um, and I believe that it will make a positive impact and it will educate people and it will create more survivors and hopefully uh continue toward the path of uh ending domestic violence. Thank you. >> Thank you for your time.
311We have Jeremiah Lipy signed up to speak remotely, but I do not have you signed in. Jeremiah, are Dreamia, are you here? I have you signed up to speak remotely, but I do not have you signed in. Are you in the room, Dreamia? >> No. Okay. So, that concludes public comment. We still need to do the waiver of board rule 72. So, let's do that also uh before we enter board discussion. All right. Moved. Uh so, the rule 72 waiver we moved by board president Schmurson, seconded by uh Mr. Meloyne. Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Uh, Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, yes. >> Mr. Ortiz Franklin, yes. >> Board President Schmurson, yes. >> Student board member Yang. >> Yes. >> Okay, it's
312been moved and it's on the table for discussion. >> Colleagues, Mr. Oh, go ahead. >> I usually go first, but thank you. I appreciate that. You know, I I was very very touched by the speakers, especially you, Miss Baltazar. very very touched and also by you uh Miss Jackson very very touched and I just this is one of the reasons that I'm always supporting our PSWs and our PSAs and our counselors because it's very very important that they be available at the schools to help. But you know who else is available at the schools? I say the same thing all the time and I know some people are tired of me saying this all the time but everybody at school is there to help the kids. Doesn't matter who you are. You could be in
313working in the cafeteria. You could be the custodian. You could be the noon aid. You could be the campus aid. You can always talk to one of those people always. And they will refer you to one of the counselors of the school. You may have a better relationship with a custodian than you do with your own teacher. Who knows? But there's always people there to help you. So, I just wanted to say that. And I want to remind people that our schools are safe havens and it will continue to be a safe haven for all, especially for survivors of domestic violence. And what makes our schools so important is beyond the academic components. It's a place to receive support and resources for what's going on in our students and our staff's lives. Safety is a
314top priority and we want survivors of domestic violence to come and seek help with confidence knowing we are one school community and we stand with you. If you are currently experiencing domestic violence or are unsure if you are, please reach out to your school counselor. If you're a student or to a staff member, you should reach out to your supervisor. Your safety is our top priority and please add me as a co-sponsor. Thank you. Thank you. And um I don't want to follow the uh articulate commentary from our our speakers. And again, I just want to thank you for your courage in being here and helping us pass this resolution. I appreciate my colleagues for bringing it. I would love to be added as a co-sponsor. And I would also like to just thank Miss
315Ortiz Franklin and um and Miss Henny Nubel and Miss Grigo for the creativity that went into this as well. I think that you know we think of domestic violence as domestic as in things that are happening at home as distinct from school. But as was so articulated through this resolution and through our speakers, our students are the children of survivors. They are survivors themselves. Um and we also have students who uh unfortunately are who are on a path to potentially become abusers. And I think the more that we can air this and talk about the impact and the resources for survivors uh and for all students, um we also know that folks uh and students who are in homes where there's domestic violence are more likely to perpetrate themselves. And so just the the uh
316creativity is probably not the right word, but the inclusion and compassionate think about the world. Uh you know, as Mr. Smelson was saying too, as we're all in the business of supporting our students, the way that schools can be and the school system be a part of the solution here. So thank you. feel proud to be a co-sponsor and support this and uh efforts going forward. Um yes, I also um want to thank board member Ortiz Franklin and your co-sponsors for bringing this resolution forward. Um it's a powerful resolution. It's a resolution, as we've heard, is long, long overdue. Um, and it sends a clear message that we stand with survivors always. And that educating our students, particularly our teenagers, is extremely important. Is not only important for uh the ones who are being abused,
317but also the abusers because they don't realize that what they're doing is emulating, they're probably emulating something that they know at home or they don't know that what they're doing is violence. It's just something that they're doing. Um, I say this because time and time again I hear particularly of young girls saying that their boyfriends are controlling them. So violence is about control. They're controlling who they can talk to. They control their social media. They control their every movement. And the girls are afraid of doing anything because they don't know who to talk to. They don't know who to go to. And I know these these young men don't realize what they're doing as well. And so for them to also be educated and for them to be conscious of of what they're doing and
318rectify uh themselves and change and um it's powerful for them as well. So um domestic and dating violence impacts every part of a student's life as was mentioned as was mentioned spiritually, cognitively, physically and all in all sense of the word. So safety and learning cannot exist where fear lives. Um, this resolution expands prevention through every school safe modules, family academy sessions, and professional development that help staff recognize and respond to abuse with care and accountability. And I'm honored to join as a co-sponsor. If you would have me as a co-sponsor, this is a kind of systemic and compassionate action that builds schools rooted in safety, healing, and dignity for all. And to every survivor in our schools, young and also adults in our schools, in our workplaces, in our communities, you are seen, you
319are valued, and you are not alone. And I'm very grateful that this district will will demonstrate that in our schools. Thank you so much. >> Go ahead, Miss Gomez. Yes. >> Thank you so much. Well, I I want to appreciate board member Ortiz Franklin, um board member Newville, and board member Grigo for bringing this critical resolution forward and for your courage and conviction and lifting up these issues as well as those of our speakers who um so powerfully shared their experiences and why this resolution is so necessary um for for our children and our adults in our system. Um I really appreciate that this resolution takes a comprehensive approach looking at the impacts of both our students, our families, and our employees. We know that our employees too um are impacted by domestic and intimate
320partner violence and it's essential that they also have access to resources and supports um so that they don't have to suffer in silence. By deepening instruction on unhealthy relationships, we're interrupting the cycle of violence and we're giving our students tools and empowerment um to see more healthy relationships in the future. This is really so fundamental to creating a culture of true safety and support on our campuses and beyond. And I'm so grateful to you all for bringing this and to for standing with survivors. I'd love to be added as a co-sponsor as well. >> Jerry, go ahead. >> Yeah, I think the public comment speakers said it really accurately and I I want to first of all thank each and every one of them for sharing their experiences and insights. Domestic and dating violence are
321things that nobody should go through and they raise concerns not just of physical health but of mental and emotional well-being as well as a student. It's not something that we talk about very often, but I've noticed that, you know, media and and students are starting to do a better job of highlighting toxic relationships and and like red flags, so to speak. So, uh, I think continuing to acknowledge this problem, elevate it, and providing students with the safe spaces to open up is exactly what we need in order to address this issue. Schools are spaces where students are supposed to feel comfortable, safe, and nurtured, and this resolution builds the necessary community to ensure that. I would love to co-sponsor and I also want to reiterate what board president Schmurson said. um to the students out
322there who might be going through this kind of thing, there are numerous trusted adults on your school campuses who you can talk to for support. >> Thank you, Jerry. Mr. Carvalu, >> thank you very much. I'd just like to uh echo the sentiments expressed by both uh community members and the board itself. I want to thank board member Tanya Ortiz Franklin for drafting this important resolution that quite frankly breaks through the silence and elevates one's suffering to the surface of humanity. Um many in our community, many in our schools, teachers, support staff, students alike have been victims of this type of abuse. No one should suffer in silence. No one should suffer period. Healing begins with truth. Healing begins with awareness, but beyond truth and awareness, prevention through powerful education is the key. So, thank
323you very much. >> Thank you. Well, it looks like everyone has spoken either in person or on video. So, I guess it's time for a vote. Okay, taking the vote on tab 32. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Mr. Grigo, >> yes. >> Donz, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President, >> yes. Student board member Yang. >> Yes. >> Animous. >> We'd love to take a picture down down below. >> And following the photo and prior to probably about a 4:00 general public comment period, uh we are going to go to tab uh 13 and then tab 14. So, next item is approval of the renewal petition for alliance likeman Lavine and then approval of the renewal petitions for alliance Morgan McKenzie.
324That's tabs 13 and 14. I've received some direction. We're going to do we're actually going to take a few items very quickly because uh we'd like to get business done here. Uh tab one, high school physical education exemption. There is one item for discussion and one person who has public comment. Sarleta Mitchell Sherman, are you here? Daretta Mitchell Sherman. Daretta, can you put your hand up if you're here? Daretta Mitchell Sherman. Okay, not here. So, um, Miss Newil, I believe you had some questions about tab one. I have a statement to read about. >> Okay. So, we're on tab one. Miss Newell. >> So, I just had a question. I'm not sure who can answer this. Um, >> I'll confir Dr. Bias is here. >> Okay. So the only question I had was um regarding
325to the fitness gram requirement, does it just go away or do if they don't meet the requirement for the exemption, it's not granted? What's happening now with because the fitness gram, it's here but not here. So can you explain where we are with the fitness gram? >> The fitness gram requires weight for to take the weight of the students and we're not able to do that. So, we're not using the fitness gram. Um, students would need to take physical education in grades 11th and 12th. Um, but parents or or caretakers can have the students exempt from that uh if they've taken it in 9th and 10th grade. >> Got it. And so, fitness gram now that we're not using it, is there something that we're looking to put in instead in in lie of weight
326or BMI? Um, >> I'll have Brenda Pameento come up and respond to the specific question there. Thank you for your question, board member. We're still waiting on the state of California to give us more information since it was their decision to remove that um that piece from that uh fitness uh grant. >> Got it. Okay. Thank you. So, clarification. >> Any further questions on tab one? Okay. Let's vote. We have a move in a second for tab one. Move it. >> Second. >> All right. Moved by Mr. Smurlson, seconded by Miss Gomez, uh Miss Newell. Yes. >> Uh Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Mr. Ortiz Franklin. >> Yes. >> Mr. Smelson. >> Yes. >> Uh student board member Yang. >>
327Yes. >> Okay. Uh now on to tab. So that concludes uh tab one. Now on to tab eight, approval of routine personnel actions. >> And I have a statement to read if I may. That's correct. We are we are going out of order. So we went from one to the number eight and then we will probably go to the number uh 13 after that. >> We want to get to the audience waiting so patiently. So we're trying to get you as soon as we can. >> Okay. I have a statement for tab eight. So, uh, an important item today on today's agenda is routine personnel actions. And one of these routine, but actually not routine items is Superintendent Carvayo's contract amendment and renewal. Because of that, I'd like to lay out some of the process
328before we hear the terms, take public comment, and vote. As you may recall, on September 17th, the board unanimously unanimously voted to uh reappoint Mr. Carvalo as superintendent after his current contract expires. The board action was for the reappointment of Mr. Carvalo to continue as our superintendent, but not for the approval of specific contract terms. Today, the board is voting on two things. An amendment to Mr. Carvayo's current contract and the specific terms of the renewal contract. And while his current contract does not expire until February 2026, we are taking action today because his current contract requires the board to provide 90 days notice if this contract is not going to be renewed. Based on that timeline and accounting for potential ongoing deliberations, the board moved to bring continuity and to resolve by initially acting
329in September and approving the contract today. Significantly, under contract renewal, the superintendent will continue to receive the same salary and benefits as his current contract and the original contract from 2022. Because Mr. Carvio's current contract does not expire until February of 2026. We must amend his current existing contract to bridge the gap from October to February 2026. And this amendment is necessary to give the superintendent the same provisions as his new contract while he serves the remaining months of his current contract. Now, Mr. Mclean, if you would please provide the summary of the financial terms of both contracts. >> Okay. Just before I do that, can I have a move and a second to bring this to the table? >> I'll move it. I'll second. >> Moved by Miss Gone, seconded by Miss Grigo. I'm
330sorry, Franklin. I'm sorry. Someone to my left. I can't do that. I have to Okay. Make that change here. Okay. Presented to the board for approval as part of the routine agenda item is the new 2026 employment agreement for superintendent Carvalo and the amendment of the current employment agreement for superintendent Carvalo. Government Code section 54953 requires the board prior to taking final action to provide an oral summary of a recommendation for final action on the salaries, salary schedules, or compensation paid in the form of fringe benefits of a local agency executive during the open meeting in which the final action is to be taken. Pursuant to government code section 54953, subdivision C3, we report the following summary of the new employment agreement starting on February 14th, 2026 and ending on February 13, 2030 regarding compensation
331and fringe benefits. One, annual base salary of $440,000 for the 4-year term of the contract. Two, vacation and illness pay as well as health benefits per district policy. Three, district vehicle driver and cell phone. Four, district credit card for district related expenses per district policy and reimbursement for district related expenses. Five, access to district tax deferred 403b, 457b, and 125 plans and district will contribute 50,000 annually to the 403b and 457b accounts selected by Mr. Carbalo or equivalent value. Six. Pursuant to government code section 53260, an amount equal to his monthly base salary multiplied by the number of months left on the unexpired term not to exceed 12 months in the event the agreement is terminated prior to its expiration without cause. Seven, life insurance with policy benefit of 1.5 million. Eight, salary and benefits
332for a period of six months if unable to perform his duties due to disability and individual disability insurance that provides the maximum income replacement for which he is eligible in the event of illness or accident rendering him unable to perform his duties. Nine, payment of any salary owed to surviving spouse or relative in the event of death. As for the amended employment employment agreement, we report the following summary regarding compensation and fringe benefits. One, in the event Mr. Cavalo is terminated for no cause before the expiration of his current contract, he will receive 12 months base salary. Two, all other compensation and fringe benefits remain the same. So before the board takes action, I will take speakers to this item. Uh the speakers are listed under tab eight. in person. William Cuck. William C, are
333you here? Some some Yeah, some of these folks may have been listed erroneously or listed themselves erroneously as wanting to speak when they meant for a charter item. Uh Keith Deakila, Julie Trilleti, Margaret Walkey, Orlando Gonzalez, and Teresa Thane. Okay, those folks aren't here. There's also three four spots that also weren't taken for public comment. Um it's now appropriate for the board to discuss. >> Go ahead, Miss Grigo. >> Yes. Um so I'll be supporting this employment agreement. Um but I want to also elevate the concerns raised by community members in regards to the lack of community engagement. And so I want folks to know that I want us board members to work toward a process that is pre more transparent from the beginning and that it's also inclusive of community voice. I think we
334heard it today from a couple of folks and we heard it in the past. Um I think at the cow there were some concerns and so I want us to work toward toward a process that um is more transparent and more inclusive. Um, I also want to acknowledge our labor partners who have raised concerns that we've agreed to um the superintendent's contract without settling their contracts. And I just want them to know that I hear you and I think um we are working hard to make that happen for all of our labor partners as we value your contracts as much as we value the superintendent. Thank you. >> Thank you, Carla. Any other comments? Gonz. >> Yeah, I just wanted to um echo on the on the contracts piece. I know we're all looking forward
335to ensuring that there's stability for our entire workforce soon. Um and I think moving forward we have great opportunities to create community engagement and uh transparency opportunities as we look at the expiration of our board goals that we will have to set a new set of board goals and that is directly tied we as a board um when we hired superintendent Carvalo were very intentional and clear that the board goals were an essential requirement of whomever we chose as a new leader. Um, and we did intentional and extensive community engagement, even having like canvasers and organizers at school sites to get feedback from our communities. So, I think there's lots of opportunities as we look forward to the strategic plan and this new set of board goals to really make sure that connection is clear
336between uh our decisions in terms of leadership and what we're expecting in terms of systemic improvements for our students and families. >> Thank you, Kelly. Anyone else? >> Dr. Rivas. Um thank you for uh the comments made by my colleagues and um as you all know we are facing unprecedented times in terms of um the federal administration and what our communities are facing and um and I you know I support this contract obviously with my vote and um and it's times like this that local leadership and stability matter more than ever. And with that said, um we've heard the comments um and sentiments of our community and our labor partners about um our evaluation process, transparency um and just and community engagement. those these issues surfaced and throughout a lot of communities and this is
337the work that the district practices in all facets of our schools um through labor negotiations and through what takes place in our classrooms. Um, and as many know, my door is always opened to speak to whoever um wants to hear as to why um I make certain decisions and I have made myself available to anyone who who um who reaches out to me or my staff. So, community engagement and and accountability are responsibilities that myself and that we all here take very seriously as a board. Every voice is respected, every labor partner is respected, and every concern is heard and every decision reflects the best interests of our students and also for myself and and I will venture to say some my colleagues as well also our labor partners, our employees that we held in
338high regard and and that we recognize their hard work and um as I mentioned earlier um mentioned all the employees ities that are so essential in our schools. And at this moment, our duty is to provide stability for students, our staff, our district, and for our city. And to maintain trust in our public schools, and to keep working together towards the same goal, that every student thrives in every classroom, and that every employee is respected with dignity. Thank you. >> Thank you, Dr. Revas. Anyone else? Miss Charlotte. >> Um, thank you. um obviously get an opportunity to be able to share as it was pulled for discussion. Um and as mentioned, we always want to elevate our workforce and this is a unusual time as mentioned, but that ultimately unusual for this board in a
339couple of decades because I don't think we've been in this space um to be able to renew a contract for a superintendent. So um this is unprecedented times. this is haven't happened in as mentioned probably since the early 2000s that this even would come forth but um because it is brand new I think it uncovers a lot of new ways in which to express and to be able to be transparent and to be able to share the sentiments of our communities to know that we are listening that we hear you that as we continue to move forward in the work that we have to do for our students and families amilies that we continue to do it together and with leadership that is courageous and bold and I appreciate the opportunity to be a part
340of this movement as um this is unusual, this is new, this is different um and so I say that as well to elevate our labor partners as mentioned before because it is important to know that you are not an afterthought. that is a lot of consideration and thought going into the process for those contracts as well. So very important and just wanted to highlight as we are given an opportunity to bring voice to this. Um this is this is new for LUSD in a couple of decades. This hasn't happened. So thank you for being a part of this experience too. >> What else? >> I see Miss Ortiz Franklin has her hand up. She's remote but here on on site. So please go ahead Franklin. >> Thanks. Yeah, I'll just remind you know the public
341that we did a really robust community engagement process when searching for the superintendent. Um and so I know it's been several years but we did spent a lot of time surveying and having uh you know focus groups and and various um questions arose then about what you were looking for in a superintendent. And you know as with then you know today I will be proud to vote again. we have the right superintendent meeting the desires of our community and I was confident back then that Alberto was going to do that job and I'm still confident going forward and so I appreciate the feedback directly to me for all board district 7 residents you know staff families we have lots of listening sessions and town halls and I invite you to continue to share your feedback
342with me so that I can directly uh engage the superintendent in your voice regularly because that is our privilege and our responsibility as your elected officials to amplif ify your voice in our regular check-ins with our superintendent, not just at his annual evaluation or his four-year contractual conversation. Um, and so I just want to continue to uh invite people to share your opinions with your elected officials because that is our privilege. So, thank you. >> Thank you, Tanya. Mr. Melpoint, >> I don't want to be left out. Um, I just appreciate uh, you know, I know we're doing this in between with without the ceremony that maybe it requires and I know when the board unanimously extended the contract, it was closed session, so we were all able to uh, say our words of gratitude
343and also share, but the public wasn't here. They were here virtually. Um, and I know we have a lot to get to, but uh, I appreciate Miss Grigo your comments and uh, always strive for more transparency as a board and as a district and as individual board members. And I think yes, trying to close up our labor contracts um uh is critical for the stability of our schools and of our workforce. I will say though, you know, as Miss Hendy Newell did, um Superintendent Carvalo is already the longest serving superintendent this district has had in 20 years. Um and it was funny just talking to board member Yang. It was like, does the district not usually renew superintendent? And it's like, well, we haven't had the opportunity really. Um uh and part of that was
344that I think the district was a drift. Uh there was not a strategic plan. There were not board goals. And we've done a lot uh since bringing in the superintendent to kind of set that course. And I think in this the ESPback discussion where you heard a lot of this is great but we are on the course but have work to do. Um and that stability whether it's at the school site with our teachers or principles or at the superintendent level is so critical um when we think of institutional uh success. Um and so as we think about the opportunity to uh to move into this next phase with a continued finishing out the strategic plan um and uh then work you know moving on to the next one and also the opportunity um you
345know uh and just so so folks are aware in state law u the longest you can do a superintendent contract is four years. Um and so if you're ask you know folks are saying I've had my constituents say why why isn't a longer contract and uh that is that is one of the answers at least. Um uh so the fact that in you know uh in the last 20 years the superintendent has already been here longer than than his predecessors and the opportunity to double that tenure. I know that when we brought in the superintendent from Miami, he had served there at the helm for 13 nearly 14 years. And that was the vision I had when I voted for his initial contract was how great if we could keep the main thing the main
346thing and focus on instruction and not leadership change. Um I also I know at the beginning of the school year meetings were out and I've always said to principles, you know, here's to a precedented school year. Uh and I don't know in the last few years that we've had one. um whether it's the uh COVID or wildfires or the Trump administration, but I do feel uh as we started this school year with kind of record high uh fill rates for our employees and just kind of sometimes at one point even asking like are the phones working because we're not getting as many concerns as we usually do that we are at a place systemically with so much work to do but uh where it feels like uh the main bones of this school district are
347operating in uh well and that we're able to kind kind of elevate um uh the work that needs to happen in our classrooms uh and with our our students which is most important. So just want to take the opportunity to because Miss Hendy Nubble mentioned it to acknowledge that. Thank the superintendent for your service. Thank this board um despite our disagreements which may be on display even in the next hour or two. I think this board uh is really united around a vision of student excellence for all kids. Um and it's uh this process has been the smoothest in my eight years. So just wanted to acknowledge that and turn it back to >> Thank you, Mr. Melboyne. I too want to mention that um Oh, Jerry, go ahead. I'm sorry. Go ahead. You go.
348>> Yeah. I would I just wanted to say I wasn't in the close session, so obviously I didn't express my gratitude, but um you know, Superintendent Carvalo has really been amazing in engaging with the students in the district and making sure they've all they all feel heard. I see him at the superintendent student advisory council where he answers any and all questions they have and is really just down to earth and talks to the students as if they are equals which I really appreciate because that means you know there's genuine discourse going on and and these students have all different interests and the superintendent just really knows so much and is always um willing to engage in that discussion and and and enlighten the students. So um I'm just really really thankful and I look
349forward to what the next couple of years will bring. Thank you, Jerry. And I'll finish off. I just want to remind the public that they always say that uh New York is the largest school district in the United States. And that's true. But we are the largest district with an elected board of education. So Chicago and New York, the mayor chooses the board members. Here in Los Angeles, in California, we are elected by our constituents in our board district. And that's very important. And people have told me, you know, Scott, the most important job you have as school board member is the hiring and the firing of the superintendent. Well, I don't agree with that. I think my most important job is to make sure the kids get a excellent education, parents are respected, and
350good salaries are given to all of our employees. But I do need to say that we seven board members, we choose the superintendent. We are in close session. We hear what's going on and we know what's going on. People in the public sometimes don't hear everything and don't know everything, but we do know. We're in the background. We're hearing. And it is the board of education that chooses the superintendent. And you elected us because you trust us and I trust you, too. Thank you. Okay, time for a time for a vote. Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Uh, Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President Schmeuren, >> yes. >> Student board member Yang, >>
351yes. >> Okay. Item eight passes. Um the employment contracts will be available upon request and finalization of the contract. >> And uh I'm going to give Mr. Superintendent a chance to speak >> very briefly. Number one, let me express my gratitude uh to you, the board, for this contract extension. Uh as you know, it's not something that I asked for. It's something that is within your power and in your hands to decide. And I certainly appreciate it. I've said it before. I continue to say this is the honor of my life. I think we've done powerful transformational work, but we are nowhere near where we need to be as a school district. By comparison to others, uh we are progressing faster. We're moving the needle in more aggressive way, but we have far too many
352kids who are lingering below the surface. We have communities who are living in fear. We have parents who dread the walk to school, never knowing what could happen. We have workforce members facing uncertainty. My commitment to you is I will do my very best in the at the highest levels of ethical comportment to elevate our students, to elevate our workforce, to dignify this board and honor this community that has in such an aggressive way welcomed me. Los Angeles is home. Los Angeles is home to me and to my family and I appreciate your vote of confidence. I said it when you announced after close session that I would reject, I would not consider or accept any salary increase or any additional compensation or benefits. Thank you for honoring that. I will go beyond that at
353this point now that you have voted. This is a contract that exceeds the four years because it carries an additional four months. My commitment to this community and to this honorable board and to the children and the students we serve and their families is one where I commit to you as I serve to the very last day of my contract that is being reaffirmed today. I am committing $110,000 of benefits and salary back to the district. It is important to recognize that one is worth what one is worth. But this is the glory of my lifetime as a poor immigrant kid who was once homeless. My gratitude for what you've just done and the opportunity you've given me to prove that east coast and west coast alike kids have the same number of chromosomes. They
354are innately gifted and it is up to us to elevate their potential. That to me is my badge of honor. I honor you. I honor our kids. I honor our families. And I look forward to continue to work every single day to live up to your goals, to the needs of our community, and honestly to the greater goodness of our nation, which is built one kid at a time in a classrooms across America. I will further specify my commitment uh when the contract is made public. Thank you very much. [Applause] Okay, we're going to do take at least tab 13, approval of the renewal petition for Alliance Lightman Leavine Family Foundation Environmental Science High. May I have a motion and a second to hear this? >> Move it. >> Moved by board presidentson. >> Seconded
355by Miss Newell. >> Okay, so this is tab 14. I'm sorry, tab 13. >> You're welcome. >> Have uh 15 speakers here for this item. So we'll take the speakers listed as being in person. Pablo Viaio Vasencio, come on down. You have two minutes to speak once you begin. >> Which one? >> Oh, I'm sorry. Is there a present? There's a presentation associated. My apologies. >> Okay. >> So, this is for tab 13. >> And um let's see. Yes, we have presentation. Do we have your chart? Oh, we got everything up. I love it. My goodness. >> All right. Please go ahead. >> All right. Good afternoon, board chairen. Um and uh to Superintendent Carvalo and board members, thank you for this opportunity to share the exciting news about Alliance Lightman Lavine and the successes
356of our school community. My name is Tiffany Wilson and I'm the chief operating officer at Alliance. I'm excited to be with you today. You can go to the next slide. Um, as our CEO Pablo Vio Vasencio will share in just a few minutes, our network of 25 schools represents an incredibly diverse population. Our scholars face challenges caused by the opportunity gaps in many LA neighborhoods. From low family incomes to low economic investments. However, these challenges do not define who our scholars are or our belief in their brilliance. You can go to the next slide. Oh, is there a clicker? Thank you. Well, I guess I can go to the next slide. All right, here we go. Um, at a lightman at Lions Lightman Lavine specifically, um, 90% of our scholars are Latin and black, which
357is 29% uh, percentage points higher than the state. 88.6% of our scholars are socioeconomically disadvantaged, which is over 20 percentage points higher than the state. And our students with disability populations are also higher than LUSD and the state. So our scholars are living testaments to perseverance and possibility. But because of our belief in the brilliance of our scholars, Alliance Light Mavine is raising the bar for neighborhood schools and helping to elevate what's possible in public education across California. Our scholars are more proficient than their neighborhood schools, LUSD, and the state in ELA and in math. And that's not only for all of our scholars, but even within our uh numerically significant subgroups. In short, our scholars are some of the best prepared students in the neighborhood and in the state to graduate from high school
358and succeed in college. In um the charter schools division review of our petition uh they name that the the review that led to a positive recommendation for alliance light and lavine the CSD noted several successes and here's one quote that they noted overall for ELA math um the LP indicator and the college and career indicator the charter school's dashboard performance was higher than the state in ELA in math and on the English learn learner progress indicator and the college career indicator. The charter school provided information to demonstrate strong post secondary outcomes relative to similar peers. Most powerfully, our Lavine parents and scholars believe in and need our schools. Guadalupe Gonzalez is one such parent of two of our Lavine alumni. And this is a quote that she she gave us and she said, "What I
359love the most about Alliance Light Mavine are the teachers. They always wanted parents involved in their children's education. I sent my two kids to great universities in UC Davis and Mbury College because of Alliance. Their futures are much brighter because of it." And that really does speak to what we try to do for our scholars um and our families at Alliance like Menavine. So to close, we do have speakers lined up to speak, but we are also happy to answer any questions from the board member um prior to the speakers and or uh in place of the speakers if that would be helpful. Thank you for your time. >> Thank you. All right, there there are speakers. I don't know if they're going to >> We're happy to defer, but we would open for questions
360if that was something that would be preferred as well. >> Um give me one second to confer with council. >> Yep. Thanks. So, just so I have it clear, you're saying board can go ahead and ask you questions directly and then you want your speakers, all 15 of whom will will wave their time. >> We'd love to have them speak, but if there's questions that the board would like to ask. >> So, we'll do the speakers is what I is is what I'm hearing. Okay. Thank you. Okay, Pablo V, come on up. You have two minutes to speak once you begin. >> Good afternoon, board president Wilson, LUSD board members and superintendent Kavalo. Um, as some of you may know, my name is Pablo Cesaria Visencio, and I'm the proud CEO of Alliance College Ready
361Public Schools. As noted, our schools are really of the community by the community, serving 12,000 scholars, 98% who identify as Latin or black and African-American. 92% of them are qualify for free and reduced lunch. 14% of our scholar population are scholars with disabilities and 17% are multilingual learners. We represent the communities that we serve. And as always at Alliance, we want to center our kids above all else. So I want to give us some additional context of who our scholars are because you saw some really impressive results of Lavine given their ELA and math proficiency. The majority of our scholars come to Lion School middle schools three years behind grade level. Despite that, our schools graduate scholars at a rate of 96% last year with 92% of those successfully completing A throughG requirements, significantly higher
362than the state and then LA USD. 97% of our scholars are accepted into college. 85% of our scholars are first generation and they're on track to graduate college at 3.5 times the national average. For the past few years, we've been consistent academic growth at every single grade level across every demographic group. And the longer our ST scholars are with us, and they are in our high schools, the better they outperform the state. Similarly, we're doing work on chronic absenteeism, reducing it to 17% last year. And our we are deeply invested in our educators. I know something that this board cares about. We have results of 86% retention and our schools are fully staffed. We are a leader in compensation and more than 85% of our educators would recommend Alliance to one of their own family
363members. I ask you to take this all into consideration because of our commitment to equity and quality and thank you for the renewal of the five schools and we look forward to the renewal of these two schools. >> Thank you for your time. Uh, Veronica Gonzalez. >> Good afternoon, almost evening. Good evening. Um, board members, board president, board members, and superintendent Caralo. My name is Veronica Gonzalez. I'm a proud duel and enrollment coordinator and college counselor of Alliance Likeman Lavine. 19 years ago, I left working at UCLA outreach EAOP and decided to become the first college counselor of Alliance College Ready Schools. 15 years ago, I joined Alliance like Lavine because I truly believe in its mission of educational equity. And I stayed there because I've witnessed the incredible impact our schools have on students
364and families in all the communities we service. Every day I see young people of diverse backgrounds walk into our building full of potential and hope walk out believing in themselves. They learn that college is a choice they get to make, not a privilege that is given or decided for them. Over the years, I've had the privilege of seeing former students return as teachers, counselors, administrators, community leaders, therapists, nurses, doctors, and other careers. giving back to the very neighborhoods that they raised them. This is the true power of an alliance education. At Lightman Lavine, we have some incredible teachers and staff members that go beyond to service our students. We build confidence, heal trauma, and stand alongside our families. Whether through afterchool tutoring programs, uh, college counseling, therapy, and home visits. And at the same time,
365our teachers do a lot of one-on-one check-ins with their students. In addition, we've extend expanded access to rigorous opportunities with AP and college courses. Most recently, we've built a dual enrollment program that allows students to complete their Calgetti or pursue career pathways in health and digital media. Today, more than half of our students are enrolled in at least one college class, a number that continues to grow because of our belief in them and their support and the support we provide. Thank you for your time. >> Thank you for your time. Uh, Talen Darkian, >> esteemed board members, it is my pleasure to return and speak before you again. My name is Talin Darakian and I have the honor of serving as a co-principal of Alliance Lake Lavine Family Foundation High School. More happens when a
366school community believes deeply in every student's potential, no matter their background or circumstance. At like Lavine, we serve over 380 scholars from across Northeast Los Angeles. Nearly 90% qualify for free or reduced lunch. Many are the first in their families to pursue higher education, and over 30% fall into our special education or multilingual learner subgroups. One of the things I'm most proud of is how our community uplifts those diverse learners. Through co-eing, intentional intervention, and a culture of unwavering belief, our students with disabilities grew more than a hundred points in ELA and math on the 2025 CASP, and our multilingual learners showed similar gains. These results reflect more than academic growth. They show what's possible when students feel known and cared for. College access is another cornerstone of our work. Every 9th grader begins dual
367enrollment. And by graduation, our students have earned college credits with a 95% pass rate. We continue to see strong graduation and UCCCSU eligibility rates, proof that our vision is translating into real opportunity for the families we serve. Beyond data are the individual success stories. The introverted ninth grader who blossomed to take a lead role in the school play his senior year and is now dorming as a sophomore at UC Riverside. The first generation college student who went on to pursue a career in counseling became a college counselor for Alliance and was recognized as a staff of the year by the network. The family who transferred their student midway through 10th grade because they wanted a smaller school where their child would be seen. and seeing that student thrive on our school fencing team. A yes
368vote for renewal is a vote for a school that delivers results with compassion, purpose, and consistency. It's a vote for the families who trust our school. Thank you for your time and believing in what's possible for the students of Northeast Los Angeles. >> Thank you for your time, Vanessa Albaran. Good afternoon board members, president and superintendent Carvalo. My name is Vanessa Varane and I am proud to be a both alumni of Alliance and currently community schools coordinator at Alliance Lakeman Living. I was just born and raised one block away from our living campus in Glasell Park. Growing up, my family faced the same challenges and barriers our scholars experience today. immigration status, financial insecurity, limited health care access, and the challenges of being raised by a single parent and a system that wasn't built for
369us. But Alliance changed everything for me. Through the care, belief, and support of my school community, I became in the first in my family to graduate from college, earning my bachelor's in rehabilitation services from Calid LA and later my masters in school counseling from USC. That's the power of this school. Today, I have the privilege of giving back to the same neighborhood that raised me. At Lake Me Lavine, we not just meet the academic needs of our students, but the whole child. From school supplies, food distribution to mental health supports and college exposure to family partnerships to cultural celebrations like the deos muertos black history month. Armenian heritage month. Our school is not just of a place of belonging. It's of identity and pride. For me and for so many others, like Mavine isn't just
370a school, it's a lifeline. It's a family and it deserves to be renewed. Thank you. Thank you and I urge you to favor our school. Thank you. >> Thank you for your time. >> The next speaker is Tiffany Wilson and after Miss Wilson is Ruben Escalante. >> Okay. Thank you, Miss Wilson. Uh Ruben Escalante. All right. Thank you. Uh, Hugo Hernandez. >> Thank you very much. Let me begin by thanking every one of you for your public service. My name is Hugo Hernandez. Uh, Dr. Rivas, I'm one of your constituents. And both my kids have spoken in front of you. You might remember one of them, uh, Daniel Hernandez, who opened up in Mandarin. He learned Mandarin at uh City Terrace Elementary and then he went to uh Elerino Middle School and then after that
371he went to like M Lavine. Uh I both my kids graduated from like Mavine and I want to echo uh the board president's focus on the three areas that he mentioned. First of all, he supports uh schools where kids get excellent educations. Alliance and public free pre-ublic education is responsible for the bright future that my my kids both of them have in front of them. Uh it is in fact thanks to Alliance that my kids gradu are in poised to graduate from college debtfree not just because they got them ready for that but also because Miss Gonzalez who you spoke you heard from earlier today uh looked for programs that would ensure that my kids graduated debtree as far as parents a place where parents are respected this school fits the bill. I want you
372to know that there are parents such as myself who are vocal advocates who are aware, who are active, and who not only come here and speak in front of you, but also we hold people accountable and we're building capacity in those parents. I don't want you to think of our parents as going with the flow necessarily all the time. We hold people accountable. So, this school fits the bill. And finally, I know that I can speak um for how happy our teachers are. So, thank you so much. I I ask you to vote yes for this excellent school. Thank you. >> Thank you for your time. Uh and then Justine Gonzalez and then David Lockach. >> Good afternoon. I'm yielding my time to Diego Barreres. Thank you. Good afternoon members of the board. My name
373is Diego Beras and I am a proud student in Alliance Lake Manavin High School in Northeast Los Angeles. I have been in charter school education for the entirety of my academic career and I can proudly proclaim that I wouldn't have done anything differently. Never once have I doubted my school's ability to support my academic and personal needs. The teachers at Lavine have supported me through every challenge and accomplishment. My counselors have pushed me to excel to my highest potential and our administration are some of the kindest, most reliable people you will ever meet. I don't just feel like another statistic at Lavine. I feel like part of a family. Lavine is a tight-knit community. We are one that embodies the idea of inclusion. And although high, our test scores aren't the only things that define
374us. Lavine is an outlet for many to find their voice, to express themselves, and to feel confident at. Throughout these past four years, I have been fortunate enough to attend a school that meets me where I'm at. Living has taught me that myself and people who look like me belong in higher education. Living has shown me that my dreams are not dreams, but rather achievable aspirations. Our school is composed of predominantly Hispanic, low-income families. In a moment so pivotal in our nation's history, where education is under attack, show these students that their education is not just important, but necessary. Not renewing our charter wouldn't just mean closing our gates. It would put hardworking individuals out of a job. It would displace hundreds of students, separate friendships, and put another problem on the plate of an
375already vulnerable population. You and I both know that education is power. So, help Lavine educate the next generation of leaders who will surely leave their names in history books. Please vote to renew Lavine's charter, a school that has allowed many to be the first, but most certainly not the last. Thank you. >> Thank you for your time, David Lock. >> Thank you, sir. Uh, Mr. Stewart, I think I still see you out there. Come on up, Jeff. Stewart, you have two minutes to speak. Why don't you begin? >> To yield my time as well. >> Okay. Thank you, sir. Uh, Mr. Stewart is uh yielded his time. Uh, David Tokovski, are you here? David T. Okay. Uh Stephanie Medal Medel. Stephanie MDL. Damian Sutton. Come on up. Mr. Sutton, you have two minutes to speak.
376Why don't you begin? Hello. Cool. Good afternoon board pres uh sorry. Good afternoon board president, board members, and superintendent Carvalo. My name is Damen Sutton. I'm a special education coordinator at Alliance Lakeman Leavine High School. This is my f fifth year working on this role at this campus and I stay here because of the school's unwavering dedication to equity and inclusion. During my time here, I've seen students that were previously placed in highly restrictive learning environments such as SDC graduate and move on to schools such as Calpaly Pomona, CSULA, and Pepperdine. I am constantly amazed by the advocacy on the part of both faculty and staff for diverse learners. This comes from the incredible work that the school has done to make it known that empowerment is not just a word for some but for
377all. At Lavine, we have developed partnerships with families and made a learning community that is proudly inclusive. What others in this country see as a dangerous word we at Lavine hold true to the idea that inclusivity enriches the world. As such is the case, we will continue to do everything in our power to build our on our many successes and continue to cultivate a safe learning space for all. With this in mind, I humbly request that this board continues to vote in favor for renewing alliance like Navine's uh charter. Um it has become a home for many including myself and um I want to thank you for your time. I yield the rest of it. >> Thank you for your time. Emanuel Ryz and then after Mr. Ryz is Myra Ernnandez. Good afternoon board president,
378board members and superintendent. I'm a proud scholar of Alliance College ready Lavine Lexman Lavine. Um and my name is Emanuel Reyes. I was always really confused about my future and I didn't know what was going to be the best thing for me and I wasn't really interested in school ever. I always slacked off and I didn't know the place I was meant to be in. But once I got into life, I felt different. My teachers and all the staff, they saw the best version of me I could be and they started pushing me and try and making me be the best person I could be. um their support helped me so much and I'm now doing things that I never thought I'd be able to do. I'm an ASB and I have built up the
379courage to be try to be a secretary and it's something I never thought I would be also in debate speaking with so many people around me and it's just something that all the teachers been like hey like they've supported me throughout all this time and I'm so grateful to every single one of them and I'm I don't think I'd be in the place I am right now if it weren't for all those teachers. I'm I genuinely believe that this school has given me so many opportunities and so many things to help me improve. And I want I beg you to please renew the school cuz this school has helped so many people. Not only me, but so many of my peers. I know so many of us that come from different places and we're all
380reuni we're all united here. All of my peers are also know that. We're also grateful for all of the opportunities every single teacher has given us. This school is really a second home to me as well. I mean all the teachers believe in me and push me to do better. And I feel safe here. I feel safe to express my idea. So I please beg you to renew Alliance slice lavine. It changed who I am and it I know it will change so many more. Thank you so much. >> Thank you for your time. Uh Myra Hernandez Good afternoon board president, board members, and superintendent Carter Valho. My name is Myra Hernandez and I stand before you today as a senior at Alliance College Ready like Men Lavine. Before I arrived at Alliance, the path
381to college was a concept, not a plan. As a first generation student, I faced a common challenge. The guidance that some of my friends received at home simply didn't exist for me. The idea of navigating applications, financial aid, and so much more felt daunting. Alliance Savine didn't just give me resources, but helped me utilize them. I've attended eight different schools throughout my life, public and charter, and I can tell you unequivocally that Alliance Savine has been the most transformative and educational experience. It's where potential is seen and acted upon. This school has opened so many doors for me that I didn't think existed. Because of the mentorship here, I serve as ASB president. I play three varsity sports, and I am deeply involved in both my local and school community. This is a kind of
382intentional investment that changes lives. Apart from academics, Alliance is a strong community support. As a school that is predominantly Hispanic, we've been facing a lot of political challenges during times of crisis affecting our immigrant families. The school staff has been patient, supportive, and responsive. Your decision today isn't about paperwork or budgets. It's about acknowledging the tangible helps and opportunity this school creates every single day. Please vote yes to renew Alliance College ready like Molivian High School. Thank you for believing in us. >> Thank you for your time. >> That concludes public comment on tab 13. Um now this is pulled for discussion. Are there any board members ready to discuss? >> Yes, I have a few questions of um the alliance the alliance uh CEO and regarding um should I just go ahead? I guess
383I should just go ahead just the the >> charter school division and can I ask the CEO question? >> Can I or no? Yes. All right. If you can just come up. Um I'm just wondering has your enrollment been stable the last five years? Um, no. In the northeast of Los Angeles at Lavine, the enrollment has not been stable. We've seen a decline across all our northeast schools. Um, some of you may remember that I contacted you regarding having to close the school tenant bomb. And so, as a result of it, both Light and Tenbomb have experienced um demographic shifts that have resulted in lower enrollment. and as a whole alliance all of the alliances in general >> as a whole over the course of the last um five to seven years we've actually had
384to close schools we make the decision and hard decisions to close schools when enrollment doesn't seem like we would be able to turn around because of demographic changes so for example when I entered the organization in 201 17 2018 our enrollment was over 13,000 we now currently stand at over 12,000 as a result so we've actually as a result of the closures of the schools, we remain steady in our enrollment. Um, but it's as a result of other schools across the network, especially in South LA where we have schools that are much more overenroll. Um, I'm sorry, have weight list, not overenrolled, but have weight list. And so, um, that is not true across all our schools and is not true for enlightenment living. Um and financially as a whole, are you in a stable
385situation or are you um having some uncertainties? Um we are as stable as all of you have noted in your own public board meetings regarding the uncertainty of what's happening within the federal government with enrollment and given that we serve a population of immigrants many who have undocumented status or mixed status at home that we are unsure of what it is. We are very prudent financial um administrators of public funds, but the reality is is that for any educational system within K to2 right now to say that they're stable would be to not acknowledge all that's happening. >> Okay. And um some of your speakers, I appreciate their words and their their appreciation for their educators, their teachers. >> Yep. Several people talked about how their teachers um got them where they are. Um you
386know they love their teachers and yet I my understanding is that at one of the Alliance schools um there was a tenative agreement reached by the teachers uh represented by UTLA and Alliance but then the board uh voted it down and said they would not um vote agree with it because of financial uncertainties. Do can you share more about that decision? >> So um we're speaking not about Lightman Lavine. Lightman Lavine is a school that cared and has asked to be represented by UTLA. We're engaging in bargaining as soon as we receive their sunshine and we will continue in good faith to bargain with light living. So I think >> I understand. I'm just >> in regards to in regards to um Burton Tech and Girtz Mkin which are the other two schools that were
387mentioned before. >> There was a tentative agreement brought before the board. the board made the decision with their legal counsel not to ratify at the time and to go back into bargaining. And so we are still bargaining just as all of as we're required to and also as we have set the expectation to come to an agreement. But the reality is is that the contract that was presented to the board who are the ultimate ratifiers and deciders um it was made a decision to go back to the bargaining table as a result of concerns including the one you mentioned financial insecurity and wanting to have more clarity given the uncertainty that we're experiencing. >> Yeah. So I am concerned about that practice because if there is no financial uncertainty then why not you know honor
388a tenative agreement that was reached and I am concerned because you're right you are up for negotiations in December and so I want to make sure labor piece >> is very important to any institution as you know with us right and so and part of that respect of the educators is honoring what they want and if this is what they're asking for that they want to be represented by a union. I would hope that the organization honors that and comes and negotiate something that is fair to both the organization and to the employees because in my opinion as a former educator and a union member that's how you show respect right with the agreement. So that's what I'm I'm hoping for that that uh that Lavine Lightman Lavine will enter into negotiations and I and
389I hope that parents like the gentleman who spoke here earlier who said they love their teachers and teachers love being there and that parents are very supportive and I believe that because I've met with a lot of charter school parents who are very dedicated to their charter and appreciate and value the education they get there. So I would hope that they support their educators and their teachers as they enter bargaining sessions in December. >> I'm in alignment with you. >> Thank you, >> Dr. Rivas. >> Uh my questions are on the same line on for um item the next item the the other charter alliance charter in board district 2. So I I echo the same sentiments as board member Grigo. um as we heard here earlier from a UTLA representative um you know spent
390alliance has spent hundreds of dollars to deny educator representation. I'm just, you know, quoting what she said. Ordering um responding to not responding to UTLA to negotiate or enter good faith. delaying bargaining even after the Supreme Court ordered um alliance to comply um and mentioning that you had financial uncertainties and I have the same questions but you answered that so I will uh move on to the rest and um so yeah my concerns is making sure that alliance the board the board of directors of um are will bargain in good faith and uh not too long ago a couple years ago I went before the board of directors and I heard teachers begging asking to please recognize them that they wanted to you know be um part of a union. and um they were pleading
391and you know no teacher should have to plead to be recognized as a union and to know that now it still continues that is my concern and um just want to make sure that I will be voting for for both alliance but these are the concerns and I I myself would definitely will will be following um the proceedings as they move forward uh because they need the teachers need to to be recognized and you need to make sure you're bargaining in good faith. Um, as you all heard, we're also doing that too. We want to make sure that the alliance is also doing that. I >> I want to state we I hope the number it's not like a number we're just bolstering like we deeply respect our educators and have done everything including leading
392in compensation before anyone led including LUSD because of my deep belief. I've been represented teacher. I have been a principal. I have been both in district. the majority of my career was in district and I'm now in a charter and so I hold the fundamental um beliefs that are underpinning the question and I can say with confidence that I do believe that the board is trying to act in good faith and that the board negotiations it really is a matter between UTLA and the board and of course represented teachers are happening in good faith and these process as you all know are long having been on both sides of the table and so they're negotiating and we will continue to negotiate for like Lavine and Morgan McKenzie we will gladly enter into negotiations once the
393sunsh sun sunshine proposals are presented in December and we will engage just as we'd have with Burton Tech and Girtz Murky. Right now it's a moment in time with those two school communities. Um the board is the ultimate decider of our ratification of the contract and have their own legal representation that's here if you have any questions. But I will communicate that directly to the board members what's been shared here by both you and by board member Greg. Please as a CEO, we hope you you will share that with >> I will definitively share that and we'll do so what's in my power acknowledging that the board decision ultimately lies with the board of the governing board of alliance. >> Thank you. >> I have a question other than uh union organization and that is
394with your fiscal operations. So your fiscal operations are considered developing due to expenditures on meal related purchases, team building activities and staff appreciation as well as cash handling practices and the school updated its protocols and will continue to be monitored. But this is taxpayer money. >> So can you explain tell me why you're developing? I will allow um our chief financial officer to speak actually about philanthropic money and the use of philanthropic money to support our educators and to celebrate our educators. >> Hi, thanks very much for the question. Uh I'm David Lock. I'm the CFO at Alliance. Uh and just to echo uh what Pablo mentioned, uh we feel like the the notice we received is an unfortunate misunderstanding and mischaracterization of our use of philanthropic dollars for staff appreciation uh team development uh
395and those types of expenditures. We believe very deeply uh in appreciating and developing our educators and we use philanthropic dollars uh to do that very similar to what many districts uh and other operations do. Uh we believe that these expenditures and these investments uh in our educators and in our staff uh ultimately lead to the types of satisfaction and retention which have been mentioned this evening and therefore serve a direct uh purpose in uh providing for the types of academic uh and social emotional outcomes for scholars that you've heard in the public comment today. >> Okay. The school reported a significant loss of over $16 million that included a decline in grants and contributions, including a one-time $16 million gift. Can you talk about that? >> Sure. In 2023, Alliance received a $16 million unrestricted
396gift uh from an individual uh philanthropist. uh that obviously is not a recurring as much as we would like to receive a $16 million gift every year. Uh it was one time in nature. Uh so as a result of that in the following year uh the comparative financials would clearly see uh a decline in grants and contributions. Uh and so that's that probably what you're referring to. >> Okay. Uh an expenditure of 1.5 million in costs associated with a new uh HR information system. >> That's correct. So uh similar to many growing and evolving organizations uh we had a number of disperate systems that were used to uh implement things like payroll, hiring, staffing and so we uh underwent uh uh an exhaustive review and uh RFP process to determine a new HRIS uh which
397we ultimately purchased and implemented. uh to do that there were a number of one-time costs uh in order to bring all of our systems together and integrate the new uh his which is workday uh into all of into all of our systems. So I would imagine similar things may have happened at LUSD over the course of the years as you bring in new systems. Uh but we did have one-time costs that were required to put that system in place. >> Okay. A $3.2 2 million lo in nonre occurring nonrecurring loss from the sale of property from a closed school. >> That's correct. So in the summer of 2021, we closed Alliance Alice Baxter High School. Uh the board is likely familiar with that. Uh we uh upon the closure of that school, we still own
398the school building. Uh we took that building to market. Uh real estate conditions are not what we would have hoped they would have been. Uh and ultimately upon the sale of that property uh a loss was recorded as a result. >> Okay. Could uh uh LA USD um charter division come up? I have a question for you. >> So um according to records, your records, the school is experiencing some financial issues that require oversight. Therefore, I'd like to know why have they received a fiveyear renewal? Why a fiveyear renewal? That's a lot of time for a school that has to be monitored. Go ahead. >> Uh good afternoon, Brookne board members and um superintendent sitting there interm um it's recommended for a five-year term because it's a middle performing school. So for a middle performing
399school, it's either a fiveyear term or a nonrenewal. So that is why the recommendation is for fiveyear. That's per the law. >> Well, I don't think I like that law too much because what about the fiscal problems? You can be going bankrupt, but if you're middle performing, you're going to get renewed for five years. >> No. >> Who said no? >> Oh, well, tell me. >> Well, in this particular case, we are monitoring the school um as stated in the materials as to these financial these fiscal issues. Um and so there is a mechanism within the term um that you can do a revocation if it's really serious. Um there's certain steps in that process. It's it's not it's rarely used but it doesn't there is a mechanism in the law that you could potentially
400move for a revocation dur during a charter term but at this time we are the fi it's five years per the law. >> I hear the law. I hear what you're saying. I'm just very very uncomfortable with five years uh for this school. Okay. Thank you. Go ahead. >> The per middle performing is that only looking at academic scores or does it look at all the criteria? >> Uh that's a good question. The middle performing is identified by the state. The state assigns that category based on their academic performance on the dashboard. So that middle performing criteria is strictly based on the academics and the a state assigns that category >> and it's five years and there's no threeyear twoyear nothing >> and how are we going to come back are we how are we
401monitoring them between now and the five years fiscally can you describe the process for that >> well I can say one mechanism we have our annual over a site visit this is for all schools and through that process we evaluate the school in four different areas areas in governance, academics, operation and fiscal. Um it's a lengthy process that we basically submit uh questions to the school about different areas of of their governance or their academics or their fiscal. They respond then we meet together on the day of the oversight visit and discuss and do classroom visits. So that's and then an annual oversight report is issued to the school. Uh that's one way and then there's ongoing monitoring throughout the school year with submission of different documents um in different areas. So we'd have our
402what we call 365 oversight which is like the the oversight occurs all year long and then we have our annual oversight visit that usually occurs in in and around spring but we do prepare for it about a month or two earlier earlier than that. And it's at that point in the spring if you see any issues with their governance, fiscal, any of that is that when you you can still make a recommendation for can you take back the renewal at that point or what do we do if we start to see a trend where it's not moving forward. >> So essentially one mechanism if there was an issue at the oversight um it could result in a lower score on that on that area on their oversight report. So we do issue a score of
403one, two, three, four um in the four different areas. So that's one way. Another um mechanism if we identify an issue that's u something that's of concern or potentially we we identify it as something that's um against their petition or against the law. We do have what's called tiered intervention and that's where we um can issue a notice to cure, a notice uh a notice of concern, get a response back, evaluate it and then continue to monitor. So those are the mechanisms throughout um throughout the term that we use because it's very important because at the renewal time we evaluate that school over the course of the entire term and so we will look at all if there was any oversight scores that were uh you know a two or a one. We look at
404if any notices were issued and make sure those issues are resolved. Um and so those review of all that information we do at the renewal time. So it's very important and so we do that analysis of all of that. We take all of that into consideration essentially when we come with the recommendation. >> Got it. Thank you. >> Well Carla that renewal time is five years. Correct. >> The renewal time is five years for a middle performing school. >> So next year when you renew them and everything is great except they've made no changes to the fiscal betterment. What happens then? I think we'll have to assess at that time um what happens then. Uh we will have some additional alliance schools coming for renewal next year. We have a big group of schools coming
405for renewal next year. Um and so we'll see it during that renewal cycle where the school is at as far as these issues and make a recommendation based on all the information we have at that time. >> Are we talking about this school or new? >> No, not this school. >> I'm talking about this school. >> Oh, this school. This school will be renew. They have a five-year term and we'll do our oversight during that term through the during the five years. >> And after the first year of renewing and you find that fiscal has not made any betterment, >> we'll continue to monitor and it may result in in impact their oversight score andor uh issue a tiered intervention if it's significant enough. there is that I said for the revocation piece that you
406can move towards revocation of a charter durm if it's significant enough and there's certain processes in place to do that. Um but we we will but typically speaking we monitor through our oversight process and our tier intervention and charter schools um are usually able to meet what we request as far as uh as far as the uh interventions we requested. >> Okay. Thank you. Go ahead, Tanya. >> I hope some of these questions will be helpful for future. Um because I just want to say kudos. This school doesn't have any benchmarks. Um and that's not true for all that are being recommended for five-year renewal terms for uh today's agenda. So um I also just want to say kudos for taking a really brave decision that I would encourage our board to really think about.
407You know, it's on our fiscal stabilization plan. So we equally are in like a tricky situation with money. Um, and you all have actually closed a school with community conversation over years of discussion and we have it on a plan and have made no movement towards actually doing that for next year or the year after. And so, you know, I would hope that we honestly take some opportunities to learn from folks who have done some of these um really brave decisions uh because I I fear that we're not going to do it and then our fiscal stabilization plan is not going to be 1.6 billion but might be two billion or 2.6 or three billion, right? we also have a lot to do around our own financial challenges. And so I think on the bargaining
408and on the fiscal concerns, sounds like you all are in a very similar situation that we are in. And so I just want to, you know, express some empathy for you all. Um, and on this school, this item and the next one in particular, uh, it's very easy to me to see why CSD is recommending a 5-year renewal. >> Charlotte, I appreciate you bringing that up, Tanya. I was going to ask I know it's not this school but you mentioned that a school was closed and what was the actually determining factor for that is it anything similar to what we are experiencing right now with this school as far as the similar financial was it I mean a middle school performing school anything similar to where you can kind of foreshadow to kind of see
409>> as you made your decision >> sure so I want to clarify one thing before I jump into that question which is the the loss on real estate, the investment in the HIS, those types of things, they are not specific uh to Lake Meine or in fact any one alliance site, uh the the Baxter sale, the loss on that building uh was at the network level. So those investments while to the benefit of the schools are not are not occurring uh with school funds. Uh with respect to the to the two sites that were closed in the summer of 2021, uh we were in a position where those schools had had uh long-term enrollment challenges. They were in a place where uh the revenues generated uh by the number of of scholars attending were insufficient
410to provide uh for the quality education that we believe that those communities deserved. Uh we had conversations with communities uh with staff uh to assess our options to think through uh how best to address. we make uh investments in those sites that are struggling, but ultimately uh we reached a point where we did not feel like it was in the best income of that community and the scholars and families that we were serving to continue to operate that site. >> And one of the big drivers of course is enrollment. And so when we hit a threshold below a certain enrollment cap, we begin to have those conversations with the community and we try to figure out what is the way to cause the least harm to kids and to adults. So like for the example
411tenbomb, we offered all tenbomb staff to move to the light lavine's um site and then offered a pathway towards that to ensure that we're really trying to merge statistical communities and not do um to limit the harm as much as possible. And so but that did as um board member Ortiz Franklin not mentioned it takes uh multi multiple years of having those conversations to be able to achieve that. Thank you Else. Okay. All right. Here's the vote on tab 13. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Uh, Mr. Melbourne, >> yes. >> Uh, Miss Grigo, >> yes. >> Miss Gomez, >> Miss Ortiz Franklin, >> yes. Uh, board president Morlson, >> before I vote, let me just tell you that I think the state is doing a disservice by making five or
412nothing. That's really bad, but it's not their fault. It's not their fault. It's our fault in the state. So, I'll vote yes. >> Okay, that's six yeses. Oh, student board member Yang. >> Yes. Uh since the same folks I think are involved in the next item, this is a renewal petition for Alliance Morgan McKenzie High. Does the board have further comment on um >> on tab 14? >> No, I I asked my questions. It were the same as the previous ones. So, >> okay. >> Same comments. >> Okay. So, there's no further discussion on tab 14. We do have uh public comment associated with tab 14. Do you wish to be heard on the public comment? Okay. Okay. So, um I'm gonna read the names real fast to make sure we didn't miss anybody who
413signed up to give an alternate viewpoint and then >> Oh, yeah. We can move. >> I'll move it. Okay. Moved by Mr. Melvin and a second by second by Miss Newell. Thank you. Appreciate it. Um all right. an Angie Sopbrasoto. Uh Joe Glasper, uh Jorge Reyes, Pablo V, I see you out there. Uh, Araceli Cesperees, Emily Alvarado, uh, Tiffany Wilson, uh, Ruben Escalante, Justine Gonzalez, uh, David Lockach, I see you. Ros Mendes, uh, Mr. Stewart, I see her out there. Ariel Sierra, uh, Romeo Carrascos, and Mariana Martinez. Okay, we have a motion and a second. Uh, voting on tab 14, approval of the renewal petition of alliance. >> We have a comment. >> Morgan McKenzie. Oh, yeah. I asked that. Okay, this is the same as for the other school. Again, having a cash flow
414problem, having to be monitored by the uh charter school division. Um, again, it's five or nothing for this one, too. And I think that's very unfair, but thank you for letting me speak. Okay, time for vote on tabport team. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melbourne, >> yes. >> Miss Grigo, >> yes. >> Miss Gonz Ortiz Franklin, >> yes. >> Board President Schmelson, >> Yes. And student board member Yang? >> Yes. >> Okay, that's uh six yeses. Um, as folks uh make their way out from those two tabs, if you're still here, we have uh general public comment was supposed to start at 3:30. Uh here it is 4 4:25 p.m. Um we can take general public comment or continue with business items. Okay. So, that was 13 and 14
415are done. We're going to move to tab 19. All right. I believe there's a presentation for tab 19. So come on up for the presentation. The you can advance your slides on the button on the podium. Was Rhonda Baldengro here to make the presentation? Ah, >> okay. Well, yeah, we're going to do public comment. Oh, yeah. Well, Okay. So, we're going to begin shortly on the the Gabriella. Folks, make your way down. Find a place to sit. There's some seats upstairs. If you know you're going to be making public comment and you signed up for this item, please stay down here and don't seat yourselves upstairs. Okay, we're going to move forward with this item uh number 19. Come on up. Your presentation is ready. Um we have two minutes for this portion and then
416we'll go into the public comment and then discussion. >> Are you ready, Mr. Clean? Yeah, let's go for it. >> Good afternoon, board members and superintendent Carvalo. My name is Rhonda Baldenegro, and I've had the privilege of serving as the executive director at Gabriella Charter Schools for just over two years. I'm proud to lead this organization and to see our students learn, grow, and thrive each day in such a joyful school. First, we want to thank you for your staff's recommendation for renewal, which we're honored to receive after more than a decade of strong performance and mostly accomplished ratings in our annual oversight reports. Second, it's important to note that while we did have a cost dispute with the district, we've worked closely with district staff to reach settlement terms. We've made a significant payment
417and placed additional funds in escrow as a gesture of good faith. I'm grateful we've reached an agreement and can now move forward together for students. Our facilities partnership began over 15 years ago when then local superintendent Richard Alonzo invited Gabriella to bring our dance program to Echo Park. Since then, we've become part of LA Unifi's fabric, a small school where students learn, dance, and succeed every day. Our alumni have gone on to high schools, colleges, and careers as educators, performers, and civic leaders, carrying the passion and joy they first discovered at Gabriella, with many of them coming back to work or volunteer at our school. We have a 20-year track record of strong results. Like many schools, we pa faced post-pandemic shifts, new staff, students, and learning gaps, and we're meeting those challenges headon. In
418the past six months, we've adopted a new ELA curriculum, invested in coaching and deep professional development for our instructional team, and refined supports for our English learners and students with disabilities. At our core, Gabriella is an LA Unified story invited for the strength of our program, embraced by Echo Park families for two decades, and committed to helping every student grow. Thank you. Thank you for your time. Okay, now uh we've got 15 folks signed up for public comment. Uh Patricia Gonzalez, come on up. You have two minutes to speak. Why don't you begin? >> Good afternoon, members of the board and superintendent, uh Mr. Carvalo. My name is Patricia Gonzalez and I am the proud mom of two students at Gabriella Charter School. In just two years, Gabriella has become more than a school for
419us. It's become a family. After the pandemic, many of us realize something deeply important. That emotions play a fundamental part in learning. When our older son Miguel first came to Gabriella, he was very shy. He was falling behind and losing his confidence in learning. But here, surrounded by teachers who believe in him. With programs that have sparked his curiosity, like robotics, dance, and rock band, Miguel has found his true passions. He is now more engaged, motivated, and excited about learning. Our younger son, Leon, had a gentle start thanks to his loving kinder teacher who led with love, supporting him both socially and academically. He is now a conf confident reader, a dancer and a good friend. He walks happily into school every day and that joy is priceless. We are now living in a world
420that feels divided and uncertain. But our school is reminding our children that courage, kindness, and creative thinking can build a better future. Gabriella isn't just teaching academics, is shaping compassionate, confident human beings. After 20 years, Gabriella is still a true asset to Los Angeles and I respectfully ask for your continued support of our school. Thank you. >> Thank you very much, John Capony. On behalf of John Chapone, the science teacher at Log Academy, I'm here today to speak about our school's urgent need for more space, specifically the space to build a dedicated science lab. Right now, we don't have one, which means students miss out on many hands-on experiences that make science come alive. Imagine trying to learn to cook without a kitchen. That's how our students feel. They often ask, "When are we getting
421a real science lab?" And why don't we have a real science lab? We do our best to create lab style lessons in a classroom. But true science takes space and time to test, observe, and explore safely. On behalf of our students and staff, I ask that you cancel the Gabriella contract and provide Logan the space to create a true science lab so every student can experience authentic hands-on science learning. Chris Egleston, Logan Athletics. We are not meeting standards. Instructional minutes are lost every day due to the constraints put upon Logan by being a coll-located school. Every day when I tell the students PE is over, they respond with that's it before the long march back to a sad excuse for a changing room. We don't have a locker room. We don't have a gym. We
422don't have a wait room. On inclement weather days like today, we have nowhere to put kids. So, we have to march them up to a classroom and they sit for an additional period. And this is just PE. Our middle school lacks the space to offer any electives and classes. We are failing to give Logan students the holistic education given to so many other LA USD students. All of this because of some unicorn of a contract that says Gabriella is entitled to X number of spaces or rooms and space for 30 years and there's nothing Logan or LA USD can do about it. Instead of me having to ask donor's shoes for gym mats so my students don't have to sit on the ground outside the cafeteria, we should be getting the space we deserve to
423hold proper classes. The nearly million dollars they owed would have gone a long way, but we never saw a dime. And yes, they say we just paid you back. We're sorry. But in education, we all know the difference between being sorry and being sorry you got caught. Give Logan back our campus. >> Thank you, sir. Next is Lydia Lopez. Okay. Hi. Good afternoon, Superintendent Carvalo and members of the LA USD board. My name is Lydia Lopez and I'm a proud alumni of Gabriella Charter School. I'm here today to strongly support the renewal of Gabriella Charter School. The education I received at Gabriella laid the foundation for everything that came after. As a first generation college student, my parents didn't know all the options available to me available to me for high school. And I never
424imagined some of those opportunities were even possible. Thankfully, Miss Ol, my sixth grade teacher, who is here with us today, saw my potential and cared deeply about my future. She encouraged me to apply to private high schools, options that I had never even considered. That guidance opened the doors I never thought I could reach and eventually led me to pursue my bachelor's degree out of state in achievement that once felt impossible. The rigorous academic preparation I received at Gabriella combined with the encouragement and high expectations of its teachers and staff gave me the confidence to aim high. It helped me earn a master's degree from Columbia University and shaped the path I am on today. Gabriella also nurtured my creativity and confidence through its dance program. Dance taught me discipline, expression, and courage. That confidence
425I built in the dance studio translated directly into the confidence in the classroom, empowering me to ask questions, take risk, and believe in its abilities. Beyond personal growth, the dance program also created a strong sense of community. The end of year recital was something our families and students look forward to every year. It brought us together to celebrate our hard work, creativity, and shared pride of being part of Gabriella. Beyond academics, Gabriella inspired a genuine love for learning and a sense of purpose. It inspired me to pursue a career in education with the hope of giving back and creating the same transformative experiences for future generations that I was so lucky to have. Gabriella Charter School is not just a school. It's a vital community institution that equips students with the skills, values, and confidence
426they need to strive. I respectfully urge you to renew Gabriella Charter School so it can continue its essential work of preparing future learners and inspiring lifelong learning. Thank you so much for your time and consideration. >> Thank you for your time. Antavius Ellison, >> come on down. You have two minutes to speak. Why don't you begin? >> Good afternoon members of the board and Superintendent Carbalo. My name is Antavius Ellison. I am the assistant director of dance education at Gabriella Charter School located in Echo Park, a community that is rich in artistry and cultural influence. At Gabriella Charter School, dance and arts are the universal language that brings together our students, staff, and families, which transcends our language barriers and our diverse cultures. GCS1 is a rare gym, being one of the only dance-based charter
427schools in our country. And it is this unique gem that was built in the spirit of Gabriella, the daughter of founder Liza, whose passion for dance inspires everything that we do. It is that same spirit that runs deep into each and every one of our students, as well as the arts teachers that serve them. For many of our students in our community, Gabriella Charter School is the first and only time where they had opportunities to explore dance and the arts. One student in particular who was in that picture in which we've seen recently has been with our school since kindergarten all the way through 8th grade. This student has experienced a lot of traumatic upbringings within his life and this has been an opportunity in which he has used art to allow his own transformative
428healing. And not only that, it what's remarkable is the fact that his behavior and his sense of purpose has also improved because of that. This is a testament of what dance has done for this student as well as many other young boys of color. Navigating the realities of growing up in communities that often lack access to resources and safe space for expression. Dance has become their anchor and more importantly it has become their healing. And so with that I have had students parents have mentioned to me that my student has made a huge turnaround from the last year and not only his attitude but his confidence as well. I know that this experience has been inspiring for him at a pivotal point in his life. Thank you again and your team at GCS for making
429a difference one dance step at a time. This is a testament to GCS role in our community. It has given our students agency to reimagine a future filled with infinite possibilities and it is especially during these times where artistic expression is needed more now than ever for our youth. Thank you so much. >> Thank you for your time Stephanie Piaza. >> Good afternoon. I yield my time to Fernando. >> Good afternoon, L USD board members. My name is Fernando Mayon and it's an honor to speak about Gabriela Charter School, a place that has meant so much to me. I started my journey as an instructional aid, worked my way up into the classroom to become a seventh grade math and science teacher. And now I am currently a resource specialist teacher providing our students the
430tools and strategies necessary to succeed in the classroom and beyond. For more than 10 years, I've had the privilege of watching this school this school change lives every single day. Our mission has always been clear to use the power of dance and education to inspire empower students to reach their fullest potential not just in the cla classroom but in life. At Gabriila Charter School, we believe that every child deserves the opportunity to discover their voice, their confidence, and their purpose. Through this unique dance school, our students learn more than movement. They learn discipline, teamwork, perseverance, and self-expression. Those same lessons translate into every part of their academic journey. They learn that success isn't about perfection. It's about persistence and passion. I've seen students who once struggled to believe in themselves step onto the stage and
431shine with pride. I've seen shy, uncertain children grow into confident young leaders whose take the same confidence into high school, college, and beyond. Many of our alumni return to tell us how Gabriella gave them not just an education, but a foundation for life. A belief that they can achieve anything through hard work and heart. The impact of this school is not measured by only test scores or performances. It's measured by the countless lives our school has touched with every with our very special and small community. I'm proud to have spent over a decade being part of this incredible community. One that truly changes lives through dance, education, and love. Thank you guys for your time. >> Thank you for your time. Liza Berovichi, Liza B. And then after Liza's Fernando Magayon. >> Hi, good evening
432board members. I'm seating my time to GCS alumni Leela Sang. >> Good afternoon. My name is Leela Kota Tang and I'm here today to express my full support for the renewal of Gabriella Charter School. As a proud alumni of GCS, I can confidently say that this school has shaped my education, taught me to appreciate and respect minorities, transformed my life in ways that I will carry with me forever. During the nine years I've spent at Gabriella, I've grown not only as a student, but as an artist and an individual. This school's focus on the arts, especially in dance, gave me the opportunity to discover my passion at a very young age. With the guidance of incredible teachers and mentors, they taught me the power of discipline, embracing different cultures with creative freedom, the resilience needed
433to overcome challenges, all while maintaining a deep connection towards the arts. Bringing this foundation with me through my journey, I've trained and performed with companies such as American Ballet Theater, Alvin Ay, and have had the privilege of attending institutions such as Los Angeles County High School for the Arts and University of the Arts London. Today, I'm continuing my dance career as an artist, choreographer, and educator, whilst also pursuing real estate to grow my portfolio. All thanks to the confidence and support I've gained from the community at GCS. Gabriela Charter School is more than just a school. It is a safe space where students have a place to grow, express themselves, and discover their passion. This impact, the impact the school has had on me is something I would like to share and pass on to
434younger future generations as students can also have the same life-changing experiences that I did. Thank you so much for your time and support of Gabriel Charter School. >> Thank you for your time, Fernando. Oh, you just spoke. That's great. >> Yeah. Um, so I yield my time to Angelica. >> Oh, is it Angelica Solles? >> Okay. >> Good afternoon board members. My name is Anelica Gasololis. I have the honor of serving at Gabriella Charter Schools. I'm also a proud parent of two Gabriella students. My daughter Camila is in fourth grade. My son Samuel is in second grade. When I first joined the board, I was drawn to Gabriella's vision of of a school where joy, creativity, rigorous academics, and family engagement work hand in hand to help every child thrive. Years later, when it came
435time to choose a school for my own children, there was no question where I wanted them to be. I had seen firsthand the strength of the governance, the dedication of our educators, and the intentional culture that honors the whole child. As a parent, I've experienced what that looks like up close. Gabriella has been a place where my children are not only learning, but where they're seen, supported, and celebrated. When my son began receiving services through his individual education plan, including speech therapy, and social emotional support, I witnessed the school's deep commitment to ensuring that every student has what they need to succeed. In fact, nearly a quarter of Gabriella's students have IEPs, and the school has exceeded its I Ready growth goals in both English language arts and math for these students. But what's just
436as powerful is that starting in fourth grade, students are invited to have a voice in their own IEPs to in understand their goals and advocate for themselves. That's empowerment in action. Gabriella represents what's possible when equity, excellence, and joy live together in a public schools. It's a model that not only changes outcome, but it changes lives. I'm a proud member of the Gabriella School Board, and I'm proud to send my children to the school. It's a community that embodies everything that I believe in public education should be, joyful, rigorous, and deeply caring. Thank you for considering the renewal of Gabriella. Thank you for your time. Leah Milman. Leah. >> Good afternoon. My name is Leah Milman. I am a dual language teacher and former community school coordinator at Logan Academy. In my 30 years as
437an educator, I have never worked with a staff more deeply rooted in the community they serve. Because of that deep connection, we feel the inequities on our campus more than ever. As a colloccated school, we face daily obstacles that make it harder to provide the equit equitable learning environment our students deserve. This strikes at the heart of the community schools model where equity is supposed to be the foundation. When we wrote our community schools application, we committed to listening to our interest holders. Our community needs access to arts enrichment, science, sports, technology, and electives, but we don't have the space. This is not what equity looks like. And it's not just a logistical problem. It's a systemic one. Collocation is not an effective way to manage space. It is an actively harmful practice that forces
438schools to compete for the very resources students need to thrive. Please vote no on renewing Gabriella's contract. Our students deserve the full promise of a community school, not a compromised one. Thank you. I yield the rest of my time. >> Good afternoon. My name is Cheryl Ortega. I'm a UTLA board member and I'm a 20-year former teacher at Logan. I was here in this room 15 years ago and 10 years ago to make the same complaints that I'm here to make today. They have not been resolved. When Gabriella arrived, they appropriated our auditorium. They filled it with multiple desks, chairs, lamps, flags, flowers, plants, all kinds of things. But due to Logan pro parent protests, those things were removed quickly. The collocation plan resulted, among other things, in a speech pathologist giving classes to children
439in a closet, a small closet with no windows. Was the speech lab? >> May I continue? >> Well, there was only 40 seconds left on the initial speaker's time when you when you began. >> Well, I'm I I will just say it's not about complaining about Gabriella doing an excellent job. It's that Logan is prevented from doing the same excellent job because the space isn't there to provide the the uh the place for it. >> Thank you for your time, >> Selma Martinez. >> I'm going to split my time with um with Okay. Okay. I'm a proud parent of two children at Logan. I'm concerned for their education. And for the past few years, my then middle school daughter was not able to have a healthy middle school experience. The stress from not having PE
440changing rooms, locker rooms, a gym, and having limited space had an effect on her and her classmates. There's no rooms that can be used for activities outside of the already used classrooms. I am also a proud parent volunteer and many parents and the coordinator have created a strong community. And being that we are a title one and community school, there's so much that we can offer the community and our children like computer lab, science lab, dance room, art room, a health center, not a health cart. But there's not enough rooms to build something that we can only dream of. And that dream can come true if you all revoke Gabriella's contract and or have them abide by Prop 39. Established in the 1800s, Logan has a rich history in the community. And last week, Mr.
441Carvalo acknowledged Los Logan's academic improvement at a press conference. Gabriella has 30-year contract like no other in LAD, had over $900,000 in debt over many years, robbing LUSD students and Logan community, and raises serious financial financial concerns. Thank you. >> So, I have uh some >> Please use the mic. Yield the time. I yield the time. I'm >> Oh, go ahead. >> Just speak. You got about 45 seconds. No rush. Just Thank you so much for um giving me the time. Um I would like to talk a little bit about the chair use uh agreement that for the past five years having been um uh negotiated because Gabriella has refused to work with our principal. Uh she they just did it uh this year but because they have to renew and they they want to
442look good. They they gave a hundred um $800,000 uh check and they um work with the principal to with the to to to write the the new share agreement but because they needed to renew not because they they really wanted from their heart. >> Thank you for your time. >> Thank you. Don't >> renew the contract. Uh, Roxanna Eagle wrangle envelopes. >> I'll come get the envelopes. Come on down. Uh, Miss Egleston Wrangle, you have two minutes to speak. Why don't you begin? >> Hello, members of the LA USD Board of Education. Um, my name is Roxanna Egleston Wrangler and I've been part of the Gabriela Charter School community for since 2015. When my daughter Mia was ready for kindergarten, we were searching for a different option than our local school, but we couldn't afford
443a private education. That's when we discovered GCS. And I have to say that that changed everything for us. Um, Mia attended GCS from kindergarten all the way through 8th grade. Today, she's a thriving sophomore at LA USD John Marshall High School. She's enrolled in honors, AP classes. She swings for Play LA and for the Marshall team. She volunteers to support women in need. Um GCS gave her not only the academic foundation for that but also the confidence to succeed. Um I also have a son David. David he started transitional kindergarten at while Mia was in eighth grade. Around that time he was also diagnosed with autism and faced significant challenges with emotional regulation. Mornings were incredible. They were very difficult, filled with tears and resistance, but with the consistent and also the compassionate support of
444his teachers and the entire GCS community. David has made remarkable progress today. He looks forward to going to school. He has friendships. He finds joy in learning and he's also dancing alongside his peers. Um, I'm deeply grateful for GCS for walking with our family every step of the way. It truly takes a village to raise a child and for us, for my family, that village is Gabriela Charter School. Um, thank you for your time, your service, and also for your continued support um for schools like Gabriela Charter that believe in every child's potential. Thank you. >> Thank you for your time, Miho Mariah. And then after Miho is Chara Guesma. Okay. Oh, she's gonna go first and then outside to not cause a disaster in library. whereas the other school has two or three different
445rooms and their own. So please don't sign the Gabriel art contract because every school needs a dignified space for the students. Thank you. >> Grader who's in the dual language program at Logan Academy. I chose Logan because of a small safe environment for my daughter with autism and it was one of the only two dual language programs in Regent East for grades TK through 8th grade. Little did I know that Gabriella Charter School was colloqu colloccated here because of the lack of space. Logan only has one special special day class for students in grades three through five. These are cons there are concerns that it may not even exist next year since the district is moving towards Full inclusion does not work for all students and parents have the right to choose which schools that
446the variety of programs that work for their unique child. What disturbs me the most, however, is that I recently found out that Gabriela Charter in Echo Park owed LA nearly a million dollars in facilities charges for the use of our campus. While they have recently paid back most of what they owed, what is concerning is the lack of oversight that this board had over the significant debt spanning over several years. How did this happen? It is because Gabriela Charter is the only school that has a special 30-year contract with the district that allows them to not adhere to Prop 39. Not only is this unfair, but it circumvents their financial obligations to the district, which n naturally affects our students. Therefore, Gabriella's contract must be revoked. Thank you for your time. >> Thank you for
447your time. Okay, next speaker is Chomara Auarezma. >> Hi. Zomar is a parent at Trinity Elementary School. She had to leave to um go pick up her babies. Um so I'm speaking on her behalf. She left her comment. uh and she's been organizing parents over at Trinity who also shares campus with um uh Gabriella. So um Trinity is experiencing a loss of space and opportunity due to the collocation. Trinity has lost critical classroom space including kindergarten, first grade and um special education. Meanwhile, Gabriella Charter has expanded to a full K through 12. They've experienced erosion of school identity. Uh we're losing our school culture, our history, and our role as a cornerstone in South Central. We have ongoing safety concerns. They're uh not abiding by their shared use agreement. Um they're dropping off middle school
448students during the middle of class time, which has been disruptive. There's no communication or accountability between the Gabriella staff and Trinity staff. There's been a high impact on morale um with educators and with uh students. So um our ask is especially to board members to consider um cancelling the collocation at Trinity and each of you guys uh have received a copy of the petition. Um, Zomara has gotten over 140 parents calling on them to restore um, their K through 12 and special education classes back at Trenby. And I'll share with you. >> Thank you for >> Good afternoon members and superintendent. I'm here basically just to support basically what everybody else said about Gabriella. We're not here to criticize just like Mr. Ortega said, "We're not here to criticize their uh their skills and what
449they do, but we are here to ask for our space back for Logan because our students are being under service for lack of space." Thank you for your time. Thank you for your time. Uh and then we've got Leela Sang. Leela T. Come on down. You'll have two minutes to speak once you begin. Y time to Liza. Good evening board members. I'm Liza Burkovichi. Thank you for giving me the opportunity to speak tonight. As some of you know, Gabriella Charter School, sorry, was founded in memory of my daughter Gabriella, who I lost, who passed away at the age of 13 26 years ago. Gabri loved to dance and in her memory, we first started a dance program for children who couldn't otherwise afford the cost of dance classes. That program continues to thrive 26 years
450later and to serve hundreds of Los Angeles children. The wonderful families that I met as part of the dance program persuaded me that we should open a charter school based on the same principles that animated our dance program. Quality instruction and high expectations for our children. Gabriella Charter School opened in 2005. Three years later, at the behest and urging of then local superintendent Richard Alonzo, we forged a partnership with LA USD and relocated to our current site in Echo Park where we are today. I think Richard, this Richard Alonzo believed that our eighth grade graduates would be excellent feeder students to the naent LA USD High School for the Arts, which was about to open. And sure enough, over the years, we have sent numerous children, numerous students, excuse me, and alums to both uh
451Cortina's High School as well as the LA County High School for the Arts. Since we opened in 2005, we've faced the occasional bump in the road, but by and large, we have seen our children flourish and our families succeed. None of that is ever going to mitigate the loss of my child, which is a loss that will always be with me. But as one parent said to me just before I retired, I think I think your daughter would be proud of you. >> Thank you for your time. Thank you so much for your time. >> Thank you. And thank you for allowing us to continue our partnership with LUSD and to serve so many wonderful children and families. Thank you. Okay, that concludes public comment on the item. Uh the item is now up for
452discussion amongst the board. >> Okay, I'll start. >> Yeah, >> go ahead. Okay. So today before us um I will be making some comments that are in relation to not only their renewal but also their multi-use agreement because they go hand in hand as to the benchmarks that were placed in the renewal which was actually very unusual. It's never been seen before to see these two types of benchmarks in a renewal. So um what we have heard here uh from Logan is that before us is not a standard Prop 39 collocation agreement. This is a multi-year multi-use agreement that has operated outside the normal Prop 39 parameters. We apply to every other colloccating charter school from the very beginning. This arrangement has been unusual, inconsistent and inequitable. and my comments and my qu uh my
453questions are directly connected to the renewal. Um so the this charter renewal is about a school that is colllocated at Logan Academy uh global ecology of global ecology. Um can uh Miss Marmont can you um my first question can you describe the agreements of a for a typical collocation under Prop 39? what are the agreements that are established on a typical agreement? >> Um well, good evening now. Um well, one thing I would say for a typical Prop 39, um it's an annual process. That's one piece of it. So, uh basically on an annual basis, uh charters submit their request. It's has its analysis and then space is offered. Um so that's one one part of the if you want to call the more typical Prop 39 um process. >> And for shared use agreements
454also >> yes shared use agreements are also um um worked out between the district principal and the charter uh principal as in the Prop 39 process >> on a yearly basis. They don't lag until two or three or five years >> on a yearly basis. >> Um okay so stay there. I have more questions. Um, so the Gabriella Oh yeah, no actually. Um, can this collocation is not typical. So instead the district and Gabriella Charter School has a multi-year agreement. Can you describe this multi-year agreement between Gabriella and the district and what is the duration of this agreement? How long is it for or this is probably for you or lawyers or >> I would defer that to U. Mr. Ryerson to talk to the multi-year collocation agreement. >> Afternoon, Nate Ryerson, Office of General
455Counsel. >> Hey, good afternoon. >> So, you want me to repeat the question? >> Yes, please. >> Yes. Uh can you describe this multi-year agreement between Gabriella and the district? What is the duration of the agreement? How long is it for? And how would you characterize this agreement? >> Uh so the term of the agreement uh being a multi-year agreement um it is in in existence for the duration of the charters charter school's existing charter and if the charter is renewed then the term of the agreement is renewed as well for the same amount of time. We did hear 30 years. Is that something that is up to 30 years or around till the renewal? We did hear a year of 30 years. >> It is to be consistent with the duration of the renewed
456charter. >> New charter. Okay. Thank you. Um so really quickly I this agreement is unique would you say? >> Yes. So for the benefit of the public and correct me if I'm wrong about some of the key terms of a girl's agreement automatic continuity the agreement extends automatically with any charter renewal rather than requiring a new annual facilities allocation exclusive and shared uh premises. Gabriela has designated exclusive use of classrooms uh shared use of common spaces like the playground multi-purpose rooms and other spaces. um financial commitments. Uh Gabriella is obligated to pay a prora share of operations, maintenance, oversight, and insurance costs to the district uh with non-payment subject to direct deductions. >> Uh some corrections to that. Okay. >> Um one is the exclusive use premises that the charter school occupies is static o
457over successive years. The shared use agreement is an annually negotiated uh document that is negotiated between the colloccated administrators and is subject to change on an annual basis. Um the uh prorata share the facilities related costs that the charter school pays um is is uh related to prop 39 uh single-year collocation type of agreements. There are some deductions for the exclusive use premises that the charter school occupies and in the shared premises the charter school pays the same amount that the quoteunquote traditional colloccated charter schools would pay. >> Um and there are the are there are there broader privileges like the agreement provides um flex unusual flexibility for third-party use filming community access privileges not typically afforded in a prop 39 collocation. There are provisions in the agreement related to filming, civic center, etc. I'd
458have to go back and do a, you know, a line by line comparison between the two types of agreements to see what the specific differences might be, but I know that there is language in the multi-year agreement relating to uh to filming and civic center, etc. >> So, why did the district and Gabriella enter enter into such an agreement? How is it that Gabriella Charter got this sweet deal? I it predates definitely my time at the district. Um we've heard public comment from folks who may have been u involved in those negotiations and so I'd have to defer to them. Um I was not here to be able to to share the the origin story so so to speak. >> But from your knowledge or any background of of the origin of the multi-use agreement,
459do you recall anything? I I just understand that it was a mutually agreed upon arrangement between district leadership and Gabriella leadership um that had these unique terms. >> And is this the only agreement that is in existence for all colloccated uh charter schools? >> We we have lots of different types of agreements uh for colloccated charter schools. We have um single-year collocation charter schools under Prop 39. We have sole occupant agreements. Um we have leases. We have public school choice facilities agreements as well. Um so there are various different ways that charter schools occupy district facilities. >> And for this multi-use agreement is this it does not fall fall under the prop 39 sort of agreement or parameters that are set. >> Um the the original basis for the charter school uh or the multi-year
460agreement indicates that um it is pursuant to Prop 39. It is part of Prop 39. >> That's what the recital state. >> Um so this multi-year agreement really sets Scarabella Charter School apart from other I mean colloccated schools because it does stipulate um in the agreement that they have to do a shared use agreement you know do that with the school on an annual basis. Have they been doing that consistently since they started? >> The the agreement does require the annual shared use agreement. Uh there have been a lot of challenges over about the last half decade in uh in negotiating a mutually agreed upon shared use agreement. Um pursuant to uh discussions between the district and Gabriella over the recent weeks and months um all of the past shared use agreement uh terms and
461conditions have been mutually agreed to. So they are all caught up and for the 2526 school year there is an executed shared use agreement as well. So what were some of those challenges as to why the shared use agreements were not um you know finalized on an annual basis? >> Uh there were probably a host host of different reasons. Um they they originate u as local school site challenges. Um and the district I I'm in the office of general counsel. It usually doesn't elevate to um something that has to involve the attorneys um until later on. uh but in my observation there were challenges about agreements as to what spaces each of the respective colloccated uh schools would occupy what those schedules would look like etc. >> I have here a document that says that
462uh from the outset after principal Rooney who was the the principal at at Logan when this agreement was signed uh which is an agreement in 2009 the charter school did not annually sign the shared use agreement. The first shared use agreement was signed by principal Rooney in 2011 and 2012 uh which is two years after the execution of this agreement uh between the parties and after that uh the next executed share use agreement was in 2020 2019 and 2019 to 2020. So there it was not if it was it was part of their agreement of their their their multi-use agreement that they have to do an annual but they never did since the beginning. >> At least that's what I have here for a document. >> Okay. Um it's it's my understanding that there are
463um multiple additional executed share use agreements for the years that you are referencing. So I don't know that that statement would be true >> in its entirety. >> This actually comes from the district. This is a document from 2023 um from the district itself. >> Okay. >> I I don't know the origin of that of that document, but I can tell you I have seen uh shared use agreements that have been executed for additional years in the time frame that you referenced. >> So the next questions are um so this is in regards to fiscal soundness. Um so that was the context of the prop 39. So these are my concerns in regards to the renewal. First of all, this fiscal unsoundness. So Gabriela Charter recently made an agreement to pay approximately one to one
4641.2 u million payment just before the renewal with the $800 um $800,000 check and at least $250 placed in escrow. Why didn't uh did they pay earlier like like in 2019? Why is it now that all of a sudden within a month or so they paid $800,000 which was owed years back? >> As as a initial point of clarification, I don't believe they agreed to pay $1.2 million. Uh they agreed to pay the $800,000 and deposit $250,000 into escrow. >> Right. So there's 800 and 250 in escrow. >> Yes. Yeah. Yeah. And potentially could be more because that's still under contention, still been allegated as to what they will continue to owe. >> That's correct. Yes. So, the district and Gabriella have disagreed and they've been in a dispute as to the amount of money
465that that Gabriella owes. Um, they had been paying a monthly amount. Uh, the district uh made the contention that the amount that they were paying was inadequate and that they actually owed more. The charter school disagreed. um a legal dispute was initiated and has been going through the dispute resolution process to address those issues. >> And part of the agreement it says that the parties agree that the statute of limitations to collect or uh dispute any amounts due and owing under this agreement shall be four years from the date. So have these disputes and how much they owe past four years? Um the there are some amounts over the totality of the years that are beyond the statute of limitations. Um there are other amounts that are timely. Uh the district has collected some of
466those amounts and the district and the charter school have signed a tolling agreement with respect to the remaining uh unresolved claims to preserve their respective rights and defenses. So, it's it's interesting that all of a sudden an 8 $800,000 check just appeared when they owed this money. Why didn't they pay it earlier? I know you said they were in disputes. Um, so is this money that was in reserves? Did they take out a loan for this money? So, how did this money just appear and just paid in full? >> I would have to defer to the charter school division's oversight team in terms of, you know, the fiscal oversight to be able to address that question. I'm sorry. Can you repeat the question? >> Um, they owed $800,000. Do you know how they came about
467this money so quickly to pay for this and also add $250,000 in an escrow account? >> I'm going to defer to Lily and Lee as to their fiscal condition, but they have always had a pretty strong fiscal condition overall. Um, and so they were able to uh pay the $800,000 and the $250,000 in the escrow based on their overall strong fiscal condition. But if you have maybe further questions um I can have Lily and Lee come up here as the fiscal administrator >> in your report and I'm going to look for that. um and mentions um on page 12. According to Gabriella Charter, the projected they have a net loss of 104 for a fiscal year second interim primarily due to decline in average daily attendance. Um as well as a higher than expected substitute
468costs based on the charter schools review of the uh based on the uh charter school um district. uh department, excuse me, the review of the Garbella charter on audited actuals submitted to the district. The charter now projects a net income of 811 resulting in a net asset balance of 5 million. So they have a net loss, but at the same time they have a balance. So how can you explain that? >> Yes. Uh good afternoon. Um my name is Lilian Lee. I'm the fiscal administrator in the charter school division. Um after the second interim the uh the WL charter actually reported 811,000 income uh leading to a net positive net assets balance of $5.8 million. So they they have been financially healthy and they have met all the financial ratios during the chart uh operative
469charter uh about this district's recommended uh threshold >> despite uh lo have losing enrollment since um 2020. >> Um that's correct. So they have maintained a balanced bud budget despite a decrease in enrollment. Um it does also mention um higher than expected costs for substitute and also there were some contractual fees that were also increased substantially. >> Uh that was their recommend uh that was their feedback uh their explanation when we uh prepared this star uh when they incur they when they projected the net loss. I just find it interesting that they've owed this money but yet decided to dispute it with the district and all of a sudden within a month they come up with an 8 $800,000 check plus $250 in escrow. So is it typical for a charter school colloccated charter school
470to place funds in an escrow? I know it's part of their um agreement but overall do they do that? Uh to my knowledge uh my understanding is when there are there's dispute >> when there is a dispute they do that >> dispute and um why is it that there are benchmarks in their charter renewal uh for paying this overallocation fees and also for um shared use agreement. This is the first time and um during our oversight all these years we could document based on what OGC provided to us. Uh so this dispute has been disclosed in our oversight report at least for the most current three years. >> It's the first time so it's unprecedented that we see these benchmarks >> for this type of benchmark to my knowledge. >> Interesting. So uh financially the
471timing and circumstances um around this renewal just raises red flags. Um from my perspective they have breached their contract because they didn't pay their overallocation fees. They rather than pay they wanted to dispute them. And also for the shared use agreement, it is stipulated in their agreement that they have to uh uh have a shared use agreement uh signed and with the with the principal and yet they have not done that and they've taken quite some time to force them to do that. Um so for governing for me there are some governance failures based on this. Uh there has been a long history of disputes over shared use agreements. Um at Logan Academy, the multi-year agreement relies on best efforts, a clause to figure out any disagreements. Yet disputes with Logan and the district have
472p uh with between the charter and district have persisted for years in negotiations through mediation and notices of alleged violations. So what did best efforts grant Logan Academy and the district? >> I cannot speak to that because we are part of the dispute uh mediation process. >> So M um maybe our council here can probably speak to that. What did the best efforts gained rather than long dragged out disputes? So, if you could uh point me to the provision that you're that you're referring to. >> Well, it it stipulated that, you know, based on um good efforts um best efforts between uh Gabriella and charter, they would um you know, sign a shared use agreement. So if we've asked them for our best efforts and yet that has resulted in nothing but disputes, why would
473we continue with asking continuing with some best efforts if this is doesn't result into anything? I >> if if the provision you're referring to is the best efforts to u to work on a on a shared use agreement to negotiate and execute a shared use agreement. Um those are the responsibilities of the colloccated administrators on behalf of the respective schools. Um and there is a provision in the in that agreement that if a dispute are is to result there is a dispute resolution process that is outlined as to how those disputes are to be resolved. So um if there are disagreements between the parties and they don't reach that mutual agreement notwithstanding best efforts they can avail themselves to that process. If one side or the other feels that um the other party is not
474exercising their best efforts they can invoke that dispute resolution provision to try to compel them to to follow those terms and to come to the table to negotiate those shared use agreements. Well, to me it seems like this pattern of continued conflict suggests chronic governance dysfunction not in alignment with sound oversight or collaboration standards on the part of Gabriella. This is a governance based on reneging on meeting basic agreement obligations and disputing with the district through litigation and mediation that has prolonged for years. This is what best efforts have resulted in. Uh we have been ongoing disputes, negotiations, and even mediation with this operator for years. That is not what partnership looks like. Persistent conflict signals a deeper issue of accountability and cooperation that has never been resolved. So there are ongoing disputes even today.
475If the district denies the renewal petition, will Gabriella be responsible to continue paying the money that is in escrow? The yes, the the money on escrow is has been deposited with um instructions that compel the title company to hold the funds until either there are joint instructions issued by the district and the and Gabriella or a final unappealable order from a court. Um, so moving on with um I know there's other questions I want to ask, so I'll just go ahead and conclude there. I have other questions. But as far as uh this agreement, a multi-use agreement, Gabriella Charter has not met its obligations under this shared use agreement. When we treat one operator differently, when we bend rules or overlook patterns of non-compliance, we compromise the integrity of our entire oversight process. That is
476not fairness and that is not transparency. The entire situation from fiscal irregularities of the governance to the governance disputes to the deep inequities also in student performance particularly for students with disabilities is unfair to everyone involved particularly Logan Academy. is unfair to um the experience of uh the students as we have seen some pictures here that um there is no respect from Gabriella on Logan or the teachers and students or even the parents as you can see here in some of these questions some of these pictures I have heard direct experiences from teachers uh from Logan parents and students as well um of how they're disrespected not only from the from students but also from teachers. They don't respect Logan space. They actually invade it. Um so the lack of shared use agreements is directly
477that they don't want to agree to anything because Garbella feels entitled to the entire space of Logan. Um so it's unfair for the staff and students of Logan who have carried the consequences of this agreement. They have worked hard but it has been under stress and duress and disrespect and unfair to every school that meets um and it's also unfair to charter schools who are colllocated and do abide by the parameters of agreements. They sign the shared use agreements. They make their payments but yet this charter school is held under different standards. We have other schools with overallocations and they pay in full or installment plans. And Gabriela should not receive special treatment just because it has become accustomed to exceptions or just because they choose um to go to mediation or to go to
478court and I will leave it at that. >> Okay. Thank you, Rosio. I just want to add a couple questions onto your line of thinking and also then to go to uh Carla. So, um, if Gabriella was a Prop 39, uh, charter school, the district has the authority to recover funds from the school's uh, state aortionment account, but as they are not a Prop 39 uh, location, the district can't collect from them. So, that's kind of a a negative right there. I have heard from teachers at Gabriela that I'll give you an example. Prop 39 locations, you have to abide by the host schools rules. If the host school says we have to go out for a fire drill, everybody has to go out for a fire drill. That's just understood. And I was told
479that Gabriella refused to leave the building when the fire drill was being held. That's what I was told. I was not there, but that's what I was told. So, the failure to obey the host schools rules and regulations for safety is a very, very serious problem. Lastly, the young lady who talked about Trinity. So, does that mean that kids cannot go to Trinity because there's no room for them in kindergarten? Is that what that's what it means? Well, that's that's their school and they should be able to go to their own school. If that's their neighborhood school, they should of course be able to go to that school for that grade level. And I thank you and I'll pass it on to Carla. >> Thank you. Yes. I you know I just have some comments
480because it's very frustrating to me that in these times when we are facing some financial uncertainties we were owed almost a million dollars and we did not collect it until now and that is very frustrating to me. This kind of lack of accountability is harming not only the students at Logan but also students everywhere else. I have two schools that are colllocated with Gabriella and I know that collocation is hard. It is very hard. I worked at a colloccated school. But when it makes it harder when one of the parties is not willing to meet with you about shared use agreements to refuse to meet with the other school to talk about how they're going to collaborate and cooperate with one another. These shared use agreements not only speak to spaces that are going to
481be used, but it also speaks to safety. That is a huge conversation that needs to be had by the whole school community. And it's the LUSD principal who is in charge of all of that. So I am very concerned about these behaviors that have been happening by Gabriella at Logan and at my other schools at Trinity and at West Vernon. Um this this can't it can't take us this long to collect the fund that is owed to us. This is our students funding. It's not anybody else's. So when and and in times like this, when we're thinking about all these things we want to cut, we should be right there actively trying to collect funding when somebody owes us money. That's all I have to say. Thank you. This $800,000. Will Logan see any any
482any of these funds? Will any of these funds go to benefit Logan like other co-located charters? >> Well, as you said, it is a different agreement. Um, and it's different fees. It's per rat share and not overallocation. You're correct. And the more we'll call it the more traditional or typical Prop 39 annual agreement, there's a portion of the overallocation fees that does go to the host district site. As far as this money, I think that's being reviewed right now. If I'm if I'm understanding the latest um as to that, do you have anything else to >> There's the latest. Okay. >> I know. I don't I'm just saying I think it's under review. >> It just seems there's always the latest here. >> No, it's under I didn't get that way. I mean, it's under
483review because it is a type a different type of payment to the district. is paying them for service calls um and different things the district um did at the site versus the overallocation fees that are collected. So there's guidance as far as the overallocation fees since this is a different type of fee um for different type of services. Then it's being reviewed as to um any any how being reviewed is how it will be distributed or not. It's it that's where my understanding it's being reviewed. From what I was informed, Gabriella will not see any of this money. Um, as opposed to other charters who are who are in colloccated um they do pay and the monies do go to the host schools. So based on the duress and the stress that Logan has endured
484for these past years, it's very unfair. So I have more comments, but I'll let Miss Hendiny Bill proceed. >> Go ahead, Charlotte. Uh just had a couple clarifying just so that we're all kind of speaking the same language here. When we talk about a traditional Prop 39 versus this multi-use, can we give some clear direction so the public kind of understands exactly what we're talking about? If if it was a Prop 39 collocation and this specific tradition non-traditional >> Yeah, I can um explain it. So there's different as Mr. Mr. Ryerson said there are different types of agreements that we have with charter schools that are occupying district sites. Um, one of them is the Prop 39 annual process that we are more familiar with. We also have this charter schools person sole occupant agreements.
485We have charter schools through lease agreements and then we have this um multi-year collocation agreement. a lot of the terms are are in the agreement itself. Um, as to uh the different requirements and the length and those types of things, I would defer if you had specific questions about specific agreements or types and I would defer to the real estate department on that. Um, but essentially there are different types of agreement and agreements um that we have with charters. So with the traditional the and right now we're talking about a multi-year agreement and we're talking about in what we're used to with a Prop 39 collocation. What would happen in the essence if this was a traditional Prop 39 collocation? What would have happened under the circumstances of what we're hearing about today? Well, what
486I can say if it was uh let's say changed or became a Prop 39 annual process, >> um I can say that that each year it's based on certain data points since it's an annual process. And so it would probably look a bit different. Um though I can't speak to it because it's based on the annual review process and those data points, but I'll give you a couple examples. One thing is currently the Logan parking lot is not currently shared. Um and the Gabriella dance rooms are not currently currently shared. That may under the uh annual Prop 39 process. Um those may be shared. So that's just an example of how it would look different potentially if it was put through the Prop 39 annual process. >> Thank you. And then because what was mentioned
487I guess like the locker rooms I guess one school has space for that one school does not and so that would be something that would be a shared use agreement that they would have to discuss annually to come up to an agreement because it sounds as if they haven't had space like that for the term of this agreement 2009. Is that what we're talking about? >> Yeah. I will say we understand that uh the space sharing has been difficult on that campus and our operations coordinator has worked with the region the region operations coordinator, district principal and charter principal have worked together to try to ease the space constraints. Um and also I want to mention the health and safety um because that we take very seriously. We um do want to mention that Gabriella
488is included in the district's safety plan. Um and we they do coordinate around emergency preparedness um and they should be participating in joint safety meetings there. Uh per our operations coordinator who did talk to both principles in the first evacuation drill, they did not participate. That is correct. Um but moving forward uh everybody's understanding that they will part they will coordinate uh as far as health and safety and that's true of all colllocation sites they should be coordinating as far as health and safety drills being on the safety plan attending safety meetings. So that is the expectation for all colllocated schools. >> Thank you. And then how many multi-year agreements do we have in our charter division right now? I think I would if you refer that back to Mr. Ryerson or real estate. Not
489sure. >> Hi, Christina Tuks, director of facilities. Um, I don't know the exact number of sole occupant agreements that the district has. It's something that we could get back to you, but I think it's in the realm of about 15 to 20. >> Thank you, >> chief facilities executive. Thank you, Dr. >> Thank you. Um, just a couple more questions on just clarification just so we're again in the same language. So, the dispute amount that we discussed earlier, um, that's owed, there's a statute of limitations on that. So if it exceeds the time in which they discuss a dispute, could it be resolved with non-payment or just on a different amount? >> You want to speak to that? >> With respect to the uh current claims that are in dispute, the parties have signed a
490tolling agreement. A tolling agreement freezes uh the party's rights and defenses and claims um as of the date that that agreement is signed. That agreement was signed with an effective date of sometime in 2022. So until and unless that agreement is terminated or the parties resolve their disputes, all the claims and defenses that the parties had as of that date are preserved. So there's not a risk, I think, to your question of as more time goes on, is the statute of limitations going to drop some of the district's older claims off? The answer is no. As of that date, what the what uh what the district's existing legal claims were that date have been preserved. >> Thank you. And then for the the sake of the the agreement originally was I guess 19 was when
491this sum or dollar amount was owed. Is that correct? Is that >> Yeah, I I believe the the district's uh request for payment went back to right around that 2019 window >> and then the agreement was signed in 22 what you're referencing and then now we're in 25 and we're still at a impass kind of so to speak because >> some yes on some of the issues the district and and Gabriella have resolved uh many issues um as we've talked about they've paid $800,000 and put 250 into escrow pending further resolution of those claims. The parties have agreed on all of the shared use agreements uh that had not previously been uh finalized. Um they signed the tolling agreement. Um and and and so there are there's been progress, but there are still issues that
492remain part of uh ongoing rather intense negotiations. >> Got it. And so the shared use agreement that's been signed now, is that something that obviously it's shared use um that they both felt confident or they just kind of came to this agreement this year but not subsequent years prior to this renewal? >> Um they uh I I I would have to defer to the district's side administrator in terms of how they felt. Um but uh she did execute the agreement for 2526. it is status quo from 2425 school year. Um and more recently the school years that were really uh where there was a lot of disagreement were the ones from about up until then. Those are what uh both colloccated administrators have likewise mutually agreed to since then >> and has the leadership been
493the same at Logan this entire time since 19 to 25? >> I don't recall what year the current uh schoolside administrator joined Logan. I would have to defer to others for data point. >> No one knows that just kind of >> asking >> they can respond to the principal ship. The CEO as she mentioned was two years recent and then there was a prior CEO uh for many years before that in terms of the topline organizational and they could if you'd like they could speak to their exact principal. >> I was referencing our principal. >> Oh, our principal. >> Oh, the district principal. >> A district principal was at the same leadership the entire time. So that would have some >> No. Has it changed? >> I think she's uh been there for at least
494uh four years I believe. >> Four years. Okay. just trying to get some context as to who's been there, who knows the history, because many of the questions cannot be answered as to when this began and obviously we're bringing it forth now because obviously there's been some history even in the short period of time. And so just for my own knowledge and understanding. Um, and so just for clarification, there was an influx. Someone mentioned that there was 5 million within budget, but they were unable to pay the 800,000 plus. Is that true that that was noted? Someone mentioned that they did have a healthy budget, but they did not pay what was asked by the district to pay. Is that true? >> I mentioned that they had net assets over $5.8 million as of projected
495as of June 30th, 2025. Um they recently negotiated um so they paid um but that's separate from their uh financial health. >> Got it. Okay. Thank you. Oh, you may you may >> just briefly because I know it's come up come come uh come up just to underscore in short everybody I would say for the district's part would have wanted this to be resolved a long time ago to be very candid and and I know that's not a surprise certainly the charter school uh took its actions to try to exhaust its disputes as the district approached this renewal uh in this span because we've obviously um been involved during this time. Uh the district conferred and with all renewals, staff looks at amounts owed, debts, liabilities, etc., whether it's overallocation, parata share, and the like.
496And while there were dispute elements, working with our leadership and working within the confines of renewable law established, that's why the district sent a notice of alleged violation to deal with this issue. And I can't speak to why the charter school hadn't paid before, but they obviously responded to the notice of alleged violation and took the actions uh that have been discussed today. Uh certainly uh while we're pleased to have those actions now, um I think I would say both parties probably wouldn't want to have resolution sooner. So uh we we come before the board uh with these additional benchmarks to Dr. Rivas's questions which are unique but it recognizes also the fact that u it's taken some time to get here and for the ongoing oversight that the team will con conduct which relates
497to a prior question from board president about ongoing oversight on on issues that that will be also measured and monitored. So I just wanted to underscore that uh you know supporting what the staff has shared but I understand the questions come out to why is it being resolved now versus before and while there are legalities we're not speaking to that it's more about um we wanted to make sure at renewal time we could address it as best we could considering the factors. >> Got it. And just last question. So what happens just for the public if a school is not in complian with Prop 39? >> I would say it depends on what part of the compliance with non Prop 39. Um because that's a big, you know, it's there's an agreement and there's a
498lot of pieces of that agreement. So I think it would depend on what part piece of the agreement. Um I do think that we work together with our our team, the region, the district uh administration, the charter administration to resolve um issues um at the local level um especially when it impacts space and things like that. So I would say it would depend on what what exactly was the issue that could not be resolved. >> Could you give us an example of an issue that could not be resolved that how would What would change the direction of a prop uh a compliant with Prop 39? >> Well, I will say that um we have as far as let's say the overallocation fees um the charter schools division uh this was a couple years ago. It
499hasn't happened as of late, but when we had um some charters that were um had received notice of their overallocation fees and had been contacted with a due date and still had not paid the money, we had issued notice to cures. So, we had issued a handful of notice to cures um as as to the overallocation amounts that were not paid. And I will say as a result of that, everybody ended up paying the overallocation fee. So that's an example of of of what could happen. >> Thank you. >> Okay, let me tell you the questioning line. Tanya, >> Kelly, Nick, and who's ever next? Okay, go ahead, Tanya. >> Super fast. I just want to make a point that it's 5:30. We still have five charter items to discuss. I did ask months ago
500for board leadership and charter school division to consider adding additional meetings because I'm nervous that this board is going to make decisions based on our energy level and our ability to focus at this time uh and as the hours pro progress through the evening. We still also have public comment, general public comment. So I would just encourage my colleagues to be as concise as possible and as equity and student oriented as possible. I'm excited to vote on this as soon as we can get to it. Thank you. >> We hear you. Go ahead, Kelly. >> Thank you. Um, well, I appreciate everyone's questions. I I have similar concerns and certainly heard the the concerns raised by speakers. So, I just have a few additional clarifying questions. Um, first, I just wanted to clarify sort of
501with regards to the ongoing issues that we've seen um with space sharing and on the financial front, what are our protections um moving forward against these ongoing issues recurring? Well, I would say one of the things as we discussed is the benchmarks that have been recommended uh the two fiscal benchmarks as far as the um shared use agreements and the fees. So, that's one one protection of sorts if you want to use that terminology, but that's one one thing. Um in addition, I think it's just the continuing monitoring and ensuring uh that the charter school fulfills their obligation under those two benchmarks. And that's something continue that continued monitoring. Would that be part of the CSD's ongoing oversight? >> Yes, since it's a it's a benchmark assigned to the school through this process, uh that
502would be under a CSD's oversight to monitor those benchmarks and fulfilling those benchmarks. >> And would there be a way for the board to get kind of to get more regular updates on um adherence to those to those benchmarks moving forward? >> Absolutely, we could do that. Okay. Um, and then I wanted to ask, so, you know, we've been talking a lot obviously about the unusual nature of this particular space sharing arrangement. Um, and we had heard some concerns about, uh, certain parts of the annual PRP 39 collocation process not being afforded in this particular instance. one, you know, is UTLA's contractual right to have a collocation coordinator and the second is uh, you know, UTLA's involvement in the development of the shared use agreement, which I understand also happens annually at this site. Can
503you share whether or not those same rights are are afforded in terms of participation and and the selection of a collocation coordinator at this site? >> I would refer the first question to Dr. Murphy. Thank you. >> Okay. >> Hi, Kristen Murphy, associate superintendent uh talent and labor relations. Um, so yes, the UTLA contract, I'm going to test my memory here. Article 29, section 3.0, O, I believe does allow uh for UTLA to appoint a um member using their own process at each site who will serve as a collocation coordinator and who would have the right to uh attend walkthroughs, review any site plans um and and work with the principal. whether or not it's a Prop 39 collocation, it's still in the contract. >> So that pro that contractual provision does still apply in
504this particular case. >> Yes, it does. >> Okay. All right. That's helpful. Um and then with regard to the to the funds that are in escrow and and the fees that have been recently paid back, I I I think I heard you you say, Mara, that we were looking into um whether any portion could go back to Logan. Is that something that the board could direct that some portion of funds or or the entirety of funds, whatever is appropriate, could could be redirected back to Logan? >> Mara, I'll answer it. >> Oh, thank you. >> So, this this was a feature that uh of this conversation uh when I was made aware of of this long-standing debt. I injected myself into that conversation. The result is where we are now. I cannot speak to the
505pre-existing conditions that uh led not only at this school but many other schools an accumulation of debts to the system that rose at one point up to $15 million. What I can tell you is is that since that time to now we have recouped about 86.7% of that. So that's terrific progress. I was unaware about uh where the funds would go. I was happy enough that we were able to reach an agreement that resulted in that 800,000 with the 250,000 going to escrow. To board member Gonz's question, I do believe it to be appropriate, ethical, and necessary to provide degree of support from from those funds back to Logan. I don't see how we would manage that in any other direction. With that said, this is a condition that has no precedent because of the
506this type of agreement. But if it was a typical Prop 39 condition, that's the way we proceed. So I think we ought to follow that same model. So you have my commitment that uh that as these issues are finalized that a necessary handsome adequate contribution will be made and through a reinvestment back to Logan. And and the the other point I'd like to make because we've hinted around this sort of the the collocation coordinator again was not aware that one did not exist at Logan. I think it is appropriate to have one. Uh what makes this school so different? uh it is appropriate to have that level of supervision and and assistance at the school even though the methodology and the contract that led to this partnership is different from your typical uh Prop 39.
507>> That's helpful. Thank you, Superintendent. Um just just a couple more questions because I think what I heard from the public comment speakers is is general concerns with having adequate space on the campus and with a desire for certain specialized spaces. I know a steam lab was discussed. Um so I just want to understand and I think board member Hendy Newville was also asking some of these questions. What would be what would an alternative space sharing arrangement look like if it were not this multi-year agreement and were instead uh your traditional annual Prop 39 agreement? Um, and specifically kind of what would be the implications of a denial of their renewal both obviously there's the appeal piece of it which it would be helpful for you to talk about but also on the facilities component
508of this conversation. Um I'll speak to the first piece and I addressed this a little bit earlier. So essentially as we said the more traditional we'll call it uh prop 39 process. It's an annual process done on every year. So it would be the space allocation would be based on the data points for that year. Um in saying that it could look different. Uh and one example is and a couple examples I gave is couple like the Logan parking lot is currently not shared as well as the Gabriella Damp students rooms are currently not shared under uh Prop 39 or traditional Prop 39. They may um that may be considered for sharing. So it would look different. I couldn't speak to how different because it's it's an annual process and those data points would be
509key into determining what the space um is allocated to Logan. And to the second point, I'll um >> could I just one follow up on that piece? Could could it affect the classroom footprint that is allocated to the school? >> It potentially could foot could impact the classroom footprint. And then so just to to understand if you could speak to you know if the board were to vote to deny I just want to understand what are the implications for this charter school being colllocated at the site that it is at currently at Logan >> you want to talk to the agreement um Mr. Ryerson. >> So if if the the agreement states that if Gabriella's petition is denied for renewal, the the agreement shall automatically terminate 30 days after the date of denial and Gabriella
510shall vacate the Logan site. However, if Gabriella elects to appeal to LEO or the state, uh then the agreement shall only be terminated 30 days after Gabriella has exhausted its appeals rights. And if either LEO or the state approves Gabriela's appeal, then it may continue to occupy the Logan site uh but the parties shall enter into a single-year facilities agreement and thereafter Gabriella will would need to make annual Prop 39 facilities requests and the district would make its best efforts to allocate Logan site to Gabriella. Everything I just described is a contractual provision of the multi-year agreement. It's not within Prop 39 statute or regulations. >> Got it. Thank you, Mr. Ryerson. So essentially it wouldn't end a collocation at Logan, it would it would should an appeal if if Gabriella were then to appeal
511successfully at at the county or at the state uh it would it would shift the collocation over to the annualized process that we've that we've spoken about. >> Yes, in that hypothetical. >> Okay, that's helpful. I'm um I'm happy to pause uh until others I have some more but I'll >> Thank you. Thank you Mr. Melvoyne. >> Thank you. Um and being cognizant of Miss Ortiz Franklin's request and others who have had some of their questions but I you know this this has been both a confusing and frustrating conversation to witness I think for a number of reasons. One because there are a lot of factual allegations that have been thrown out and I think really disputed by district staff and then just we move on. And there's also a lot of conflation of terminology,
512differences between overallocation penalties that the district by their own policy didn't collect for years, fees, rents per ratishares. Um, and I also think some and and the superintendent was only, you know, despite being the longest serving in 20 years, has not been here as long as some of us to know that uh actually Miss Goldberg, Jackie Goldberg and I tried to bring a policy to give colloccated fees to the colloccated schools and we're told repeatedly by CSD that that's not possible, that it's too complicated. So I really do appreciate some of the energy and momentum to say wait collocations are tough uh and there are ways to try to um absolve some of that difficulty. I guess rather than asking some questions of all these allegations I mean my understanding and maybe miss Wilmont or
513Mr. Mr. Ryerson, you can tell me uh because this is unique despite the 15 or 20 shared use agreements we have. But my understanding is that when this was implemented in 2009, the district wrote this agreement, not the charter school. Is that correct? And as you're coming up, I say this because we're living in a current environment where we're trying to maybe unstick some things and make this work out. I have a lot of empathy for Logan and I'll get to that in a second. But my understanding is that the dis this is a district-ritten agreement that was hoisted on a charter school a few days before they opened in 2009 when none of us were here. I have to preface with none of us including myself were here at that time. Uh but it
514is my understanding that the agreement and the arrangements were uh pursuant to detailed discussions between Gabriella representatives and district representatives from the uh I believe the original um executive director and founder Miss Burkovichi um as well as uh real estate department staff and office of general counsel. They negotiated the agreement um in concert with uh approval from then district leadership and then in the 16 years since then I mean we're here this can you or can someone just articulate this dispute because there are different things there's an overallocation penalty it is not a fee it is a penalty that the district had a policy that we were not um collecting and then that policy changed and that's some of the 15 million that the superintendent was alluding to. There's also, you know, over Prop 39,
515what would be, for lack of a better term, just call it rent. Uh, this SUA or this FUA, facilities use agreement, has rent. My understanding is that there was a rent the district had agreed to and then said at some point we actually need to up the rent and but you also you're in a rears for years that that you didn't know that you were paying us. So this $800,000 that we've been discussing, they're paying back. there some in escrow like what did they just say one day we are not going to pay the district like what is the nature of this dispute u initially I'd like to point out to your point there is a distinction between the different types of costs that are being discussed here um what is at issue here is
516not overallocation reimbursements uh those are for space where a charter school on an annual basis makes a projection of how many students it will have it doesn't meet that projection and under a statutory form formula, the charter school owes a reimbursement for overallocated space to the district. In those situations, the board had uh had adopted a resolution that directed staff to redirect those funds back to the district quote unquote host school for those funds. Separate from that and what is in dispute here is prata share. Uh prata share, you use the word rent. Um because I'm a lawyer, I don't use the word rent. Rent has different legal connotations. I'm a lawyer too. I'm just saying for layman's terms like it's basically what they pay for use of the site >> for use of the
517site. Correct. And it's a per square foot amount that is paid to the district as a reimbursement for the benefits they receive for those facilities costs. Those costs are things such as custodial uh utilities, rubbish removal, uh insurance, uh insurance, uh uh its LA school police services, etc. um uh debt service on cops. There's a whole line item that is authorized under Prop 39's regulations as to facilities costs and the charter school pays the prata share of those costs. What is in dispute here is the amount that the charter school owes for that prata share each year. Uh it is based on the per square foot amount that the charter school occupies. So part of the dispute was with respect to what amount of space did the charter school occupy and at what percentages and
518also what is the appropriate per square foot rate that uh the charter school would be obligated to pay. And third are any credits or offsets that the charter school would be entitled to for amounts that it had paid or for services or benefits that it felt that the district did not provide but that the charter school is being charged for. Is that proratic in this case something that the district sets annually or is it co-terminous with the charter so it's a five-year allocation like at what point did this dispute start such that there was a difference between the parties the district was saying X and the charter school was saying something else the the district uh presented its its claim for that that charter school owed additional amounts in I believe it was fall of
5192022 looking back several years and to your first part of your question the amounts do change each year. Um it the same per square foot rate that is established for all of the other single-year collocations are is applied here. >> But can I just stop? So we said at one point that looking back you actually owe more the last few years that we never told you about and now you have to pay up >> that there was a a reconciliation when the district went back >> perspectively because I just want to be clear here. I mean I think perspectively if there's you agreement and negotiation there's cost excellation that's one thing but I just want people to think about their own situations as renters or a mortgage like what what the district said is actually
520in the last few years we have been wrong you've owed us more pay up the the district did not tell them that they needed to pay a certain amount and they paid it and then the district changed its mind the charter school had continued to pay a static amount >> which is what they thought they owed >> I won't put any thoughts into, you know, I I can't assume what their thoughts were. >> Was it a contra? They weren't making up a number. It was a contractual. They were >> It was a static number from in the past. Absolutely. >> It is contractual. >> Yes. Okay. >> And and when the district identified the amounts that uh it believed the charter school owed the delta, that is when the district staff >> But retroactively again.
521>> Yes. For several years within the statute of limitations. >> Okay. Well, but but just again, we basically they were paying what they thought they owed based on our contractual agreement. We decided they owed us more and instead of saying going forward we're renegotiating we said the last few years for students who might not no longer be at the school for fac like for money that you might not have you now have to retroactively pay. That's the dispute >> or part of the dispute. >> That is part of the dispute. >> Okay. I just want to make that clear because I think you know there's a lot I mean there are bad actors out there and then there are folks who are confused and this seems to me if someone came to me and said
522your mortgage payment actually was wrong and you owe us $100,000 more dollars for the last few years I wouldn't be in a position to pay that and I don't I think most people would be quite confused and think that that was unfair. So the fact that that's where this dispute is in my understanding about this negotiation that is one of the benchmarks and and part of the renewal of dubious legality in my mind whether these can be coupled but is there agreement to say yes we still in good faith want to want to negotiate something going forward. Now my other questions are around Mr. Schmelson had said something about if Prop 39 if they're out of compliance we can force them to pay but we can't do that in this situation. Is that true? like
523if we I mean if they aren't paying us, we have no is there a difference in mechanism between Prop 39 and this agreement to force payment or to make sure that they're in compliance? >> The single-year use agreement that I think board president Chmelson is referring to has some different terms with respect to uh payment of the pratishair amount uh versus this multi-year agreement. Yes. And so to his point, um the ability to uh deduct the amounts from escrow after providing notice and opportunity for the charter school to pay does not exist in this agreement, >> right? And it's something that potentially could be added in the future. >> Sure. If the parties mutually agreed to it. >> And I also and and this might be a um I think this is Miss Grego who
524mentioned this, so maybe this is from Miss Wilmop, but is it true that the charter school principal has refused to meet with the Logan principal over the SUA? >> I would need to defer to those staff on that >> and sorry correct me if I'm wrong I heard I heard something about refusal to meet with the with the with the Logan >> that is not our understanding there is a signed executed SUA for this current year >> okay because I think that's and I'll just make a few comments and then wrap up I think that is that is not my understanding we've heard that a lot we've heard some allegations from board members I think all in all in good faith I'll say that. I mean, this is a complicated situation. And then we've heard
525charter staff say that's not true. Um, I think these are complicated conversations. You know, Gabriella is not in my board district. It's a school that's close to my heart. Gabriella was a classmate of mine. We lost her after our seventh grade year um far too soon. And she was a source of joy and light. And I have to say, Liza, you and your family and the legacy that you have built in her honor is incredible. Um, and I've been always proud to support this school and the work that you do. At the same time, collocations are tough and I have a lot of empathy and understanding for Logan not knowing it's not my school. Um, and I think that it's really incumbent upon us, the adults who are the stewards of the children in this
526situation to come to creative solutions on behalf of kids. It seems like this agreement, these collocation, maybe it worked in 2009 is tough. Um, and I would ask us to come with the generosity of spirit to try to make this work. That requires meeting whether or not there's a collocation. um coordinator per UTLA's agreement and I'm happy to support that. I still think that you know in a high functioning collocation you would have people walk the space and see what makes sense. It's actually one of the reasons that in board district 4 we have six fewer collocations than when I got elected because we've worked to move people off space uh find private sites um try to reduce footprints. Collocations are tough. It's also why Miss Goldberg and I brought a resolution to have colloccated
527grants and I hope that Logan and Gabriella have um received the $100,000 from a few years ago. Um and uh I also think that when I look at that even just looking at the landscape that you're in, the early education center across the street from Logan according to our dashboard has fewer than 11 students. And I wonder if that's a space that folks could utilize to try to, you know, uh benefit kids here. So I have again I have a lot of empathy for this situation. you have two K8 schools that are pulling almost the same number of kids from that community and I think we owe it to them to try to work something out. Um I don't know that this has been the way to do it. Uh but I hope going forward
528uh that we can have a collaborative spirit and really try to support support all the kids here. So I I'll pause on that for now. >> Thank you. Thank you, Rosilo. >> So basically what it all boils down to is that this multi-use agreement is just not working. Not only did Gabriella breach its obligation by not signing the fair use, the shared use agreements and not paying their Pratta share. Um they have not met the obligations which is why it has to be now a benchmark to benchmarks in there. And I will say that in their notice to um notice of alleged violations, it specifically says the charter school has repeatedly refused to meaningfully renegotiate and execute shared use agreements despite its obligation to do so. We I'm not making this up. It is right
529here in this document and it's in in all of the documents that it's in the documents that were shared to us. It repeatedly says they have refused. The district has also made additional goodfaith efforts and subsequent verbal and written communications to annually negotiate and execute share use agreements and they have also made efforts and ma you know letting them know that how much they owe. So it's not that it's something that was made up. It is in all of these documents that we're reading. So nobody is making that up. Um, additionally in the report, it also mentions that uh charter schools alleged refusal to meaningful negotiate and execute shared use agreements. Among other things, the response to the uh notice of alleged violations challenged the district's stated fiscal and governance concerns, asserted various objections and
530defenses, claimed the Gabriel Charars has disputed the district's claims and amounts due started that the stated that the parties have been engaged in mediation to resolve the disputes. So they had this has been dragged on. So what it tells me is this multi-use agreement has not worked. Uh particularly since now it has errors. They owe more and because it's static, it meets the needs of Gabriella but is not meeting the needs of the district. So as far as I'm concerned, this multi-use agreement should be nullified. And we start a yearly and we start over with newer terms with accurate program share. Now overallocation fees with shared use agreements and this is why this in this entire process um indicates a pattern. So although it's a benchmark and I know you're going to have oversight, it
531doesn't guarantee that they're actually going abide by it because of the patterns that they have showed. So with that said, um if if it's not renewed, we move on to LEO and then if they get um approved, they come back, but it comes out in a fairer process than when it is now. This multi-use agreement was done years ago, different district leadership, different circumstances. Now we're facing with a whole different set of circumstances. the fact that Logan Academy is a community school is now a span school circumstances for them have changed and that is what we need to take into consideration. So as far as I'm concerned this most high use uh agreement should be nullified they have breached their obligation and to drag this on in mediation is just wasting not only the district's
532time but also overall the time of of students particularly at Logan. So, I would like to bring to um uh a motion to not renew this contract. I would like a second. >> For clarification, board member Rivas, is your motion to deny the charter renewal? >> Thank you. >> But we still have some more speakers uh from the board. board members still want to speak, >> but I would like to bring this into into motion right now. >> Okay. Okay. >> So, can you can you state the motion for me? I'm sorry. >> I I bring a motion to not renew um >> to deny the the charter renewal for Gabriella. I'm going to just confer with council because that sounds like a no vote on the underlying on the underlying motion to sounds like
533a just one second. >> Um okay, let's do this motion and then the under the original the original one as well. So this is a motion to deny the charter application. Correct. Okay. Do we have a second? >> I'll second. >> So moved by Dr. Rivas, seconded by Mr. Smurlson. >> Let's vote. M >> tell us what a yes and a no vote means. >> Yeah, that's right. >> Yeah. >> Well, I'd be curious what a yes and no vote means and also discussion because I'd like our general counsel to opine on my understanding of charter laws. We would need grounds to deny given that the factual record is grounds to renew. So if can you walk us through what can can we just have a motion to deny whole cloth or what is the
534procedure? >> The board can make a motion to deny as Miss Rivas has indicated has moved to do so right now or the board can revert back to the original motion that is um to approve the renewal of the charter petition. So the board can vote on that as well. As far as the findings that is required to deny um we will um submit if the board does deny the charter renewal, we would submit the board transcripts and the deliberation and the underlying um reports that the charter schools division has provided as grounds for denial and it written findings of fact. >> Right. And I guess my question is either for you or maybe Mr. Wilmont is given it's a middle or maybe you can edify the public and the board it's a middle performing
535charter what are the criteria for the grounds for denial and given that we have a factual record that recommends based on the academic and fiscal performance renewal what would h it just seem I'm just talking to my colleagues it just seems like this would go up to lake and immediately get remanded or get approved and then we have a nondist approved charter operating on a district site like and we have not solved anything if anything. We've just made it more problematic. >> What we've solved is severed the multi-use agreement and making it a proper Prop 39 agreement. That's what solved. We're solving the situation that has taken place right now for too long and that's what needs to be rectified. >> My question still stands. >> Let me grab the policy just to make sure
536I'm accurate. >> Sorry. Can I ask for clarification? Dr. Are you asking that we um end the multi-year and shift to a one-year renewal for the Prop 39 location, not that we deny the entire charter renewal? I was hearing something a little different than what you were saying right now. So, I'm just trying to understand. >> Well, based on the agreement, if this the charter renew the charter renewal is not renewed, um then that pretty much severs their multi-year agreement. >> Okay. But are you asking this board to vote to close charter, you know, Gabriella? Well, as we know, they're not going to close. They're going to go to LEGO and they have a appeal processes. So, it's not something that they still have all the year. Their their um charter petition doesn't end until
537June. So, there's not going to be closed right away. They still have the appeal process, but for this moment, this is the moment to address this multi-year agreement. And just for clarification for the board and the public, what is agendaized today is the approval of the charter renewal for Gabriella and um not the collocation agreement. >> Uh can I ask a procedural question as well just to make sure I'm clear? Uh Miss Nava Reed, why does the motion to deny supersede the existing motion? Is that proper via Robert's rules? There is a motion underlying motion. We can do it either way. I think we arrive at the same um result. So if the board wants to go back to the underlying motion then we can do that and the board can vote on that as
538well. Thanks. >> Clarifying, we would vote on motion that's right now and motion that was agendaized. Is that correct? >> If the board votes on Dr. Rivas's motion right now, then that's essentially the the vote for the renewal or non-renewal for Gabriella. >> So, if it's going to give us the same result if we vote, then I will remove I will withdraw my motion and then move on to to vote on this renewal. If it's not going to change my vote, >> I don't know that that's true. The act the inaction for The absence of four affirmative votes for renewal is different than four votes for denial is my understanding. But I also still my question still stands about what the grounds are for denial per state law. >> Um so I want to talk
539about criterion three if you're um considering a recommendation of denial under substantial fiscal factors or governance factors. Um I will mention there has to be a notice issued and the notice of alleged violation was issued as you see and um you know based on our review of that uh response and where we are we did recommend the the staff recommended approval. Um but per criterion three there you can make a recommendation for denial based on substantial fiscal factors. >> Thank you. So I guess Miss Nea read the question of which motion to take up and whether there's a material difference. >> I hear Dr. Rivas is saying that she's withdrawing her motion. >> Right. My follow-up question is if there are not four affirmative votes for the renewal, is that the same as a denial?
540My understanding is no. It requires four votes for a board to adopt an action. So if the underlying um >> right but so there is a motion for approval that the superintendent has recommended to this board that we approve this school um per state law and middle performing criteria and what we've heard there if there are not four affirmative votes for that my understanding and maybe this is different post 1505 but that is it it doesn't mean that this does it let me ask the question does it mean that the school is denied or does it mean that no action was taken and if no action was taken what are the steps. >> We have taken a no action as an appeal to LEO. >> So if there are four if there aren't four affirmative
541votes for this charter, there is no action and then LEO >> and the action fail >> the no action >> the item fails and that is could be taken to LEO for an appeal. >> Okay. So >> procedurally on this, if I could just pop in Robert, going back to Robert's rules of orders, it's my understanding it sounds like Dr. Reevas's motion is another main motion. We cannot have two main motions on the floor at the same time. So in this instance, the underlying motion is resolved or amended or voted on and then another motion can be made, but um it's two it's two conflicting motions on the table at the same time. So one must be resolved before the other >> under Robert's rules. Okay, just for point of uh personal privilege. So just
542to what you mentioned, so if we move to deny based up substantial fiscal factors and also governance factors which were mentioned in your notice of of alleged violations, then that is something that we can do to deny based on these factors. >> That's in the criterion three. And it goes into demonstrably unlikely factors. >> Kelly, you have another question for us. >> Well, not exactly a question. Um, I just to speak on the the topic at hand. As we talked through, I am I am concerned about whether you know the action that was proposed. I know that motion is not on the table now, but that that would actually get to the outcomes that we are hearing stakeholders from the school communities raise. I from what staff described uh reversion to the annual Prop 39
543collocation does not get rid of a collocation and may result in more space being provided different spaces but more space being provided. So due to those unintended consequences, I I have circulated an amendment um an amendment to the board report. Um and I think we have printed copies in the boardroom. Um and I'll I'll read them out loud um for uh for clarity for the public. Um, so first, UTLA has the ability under Gabriella's multi-year agreement with the district to designate its collocation coordinator pursuant to its own procedures at Logan Academy under article sorry Roman numerals article 29 section 3.0. Uh, staff support for the shared use agreement processes that are provided to traditional Prop 39 collocations can and will continue to be provided to Logan. District staff will renegotiate the multi-year collocation agreement if
544and when it is deemed necessary to meet the ongoing needs of students at Logan over time, including needs for essential operational and instructional spaces and of the funds recently paid by Gabriella Charter to address outstanding previously disputed monies owed. District staff will allocate a significant portion to to Logan. So that's that's my amendment that I would like to put forward. So I I'll move my amendment. Well, I would like my motion to still stand first. Um, I just was saying if I would do that, it would say result in the same um um agreement or vote, but I would like to continue with my motion. Den I and it was seconded by Mr. >> Okay. I'm sorry. >> I thought it was withdrawn. >> I was passing out notes. Um, I was passing out Miss
545Gonz's uh proposed amendment to the underlying main motion. It's my understanding of Robert's rules of orders that there can't be two main motions on the table at the same time. So, the board uh uh motioned and had a second to bring uh TAB 19 to the to the table for discussion. Um, a motion to amend the um underlying motion is proper because it's a subsidiary portion of the underlying main motion. a brand new um item which you're sounds like what you're proposing is considered out of order. I'm just giving you the the rules of the how it works with under Robert's rules of order. Um I'm not sure what what the board wants to do with it, but the procedurally you can't have two main motions on the table at the same time. So there
546would be the first in time and then perhaps a main motion brought after that after action is taken on the underlying main motion or amendments that you may wish to make that would be in accord with the what you're attempting to do with a brand new main motion clarification. >> Okay. Um but if we go ahead and go with the main motion and we and there's um a majority no that means that the motion fails that means that the renewal does not happen and like D'Vorah said they can go to LEO and appeal. Am I correct? Okay. I did not hear uh certainty in that. Um but if that's what you're telling us, Mr. Na Reed, >> because again, I'll just I know this is the third or fourth time. The absence of a um
547affirmation or renewal is not the same as a denial as a for affirmative votes for a denial. We have had precedents before where the board has not reached four votes to approve a charter petition and that has been treated as denial. That is the procedure that we will attempt to do and we can see what LEO says from that. >> Well, Miss Gonz has offered an amendment. I'll second her amendment so that the board can discuss if this amendment appeases our concerns because then once we vote on the amendment, you know, we can decide if we go forward with the approval of the renewal. Um, but I don't know if people want to discuss this to see if this is meeting some of the concerns that were raised, but I'll second it for purposes of
548discussion to see if that would help. >> So, for clarity, we have the underlying motion and now Miss Gonz has presented an amendment to the motion. It's been moved and seconded. And now it's appropriate to discuss the amendment that's being proposed. Then what happens is the board decides to vote. The board votes on this amendment. Yay or nay. If it passes, it's amended into the language of the underlying motion. If it does not pass, we only the board only votes on the underlying main motion. >> So we should vote on this amendment. >> Typically, you discuss first and then and then go from there. I mean I have already spoken about it. I think we can call the question. >> Okay. Call of the question requires a second and a twothird vote which would mean
549five of seven need to approve the call to the question. Call of the question is when all debate stops on the underlying or subsidiary motion and then the board moves on. So, we have a motion uh to call the question made by Miss Gonz. Do we have a second? >> Otherwise, debate can continue. >> Sorry, I'm just calling the question means that we would proceed to voting, right, Mike? We're not voting on the That's correct. >> substance of the amendment. We're voting on whether we should move to voting or I guess our we Mr. Schmolson could also say let's vote. >> Let's vote. So, this is just this is this is just to end discussion on the amendment. >> Quick question. Do we need to give the charter school time to respond to any of
550this? There's something in there about them having equal time to >> respond. Not equal time because it's been a lot of time, but whether on the amendment or on the issue if this would help solve >> maybe from CSD's perspective. Yeah. What what is the right of the charter school through all this discussion and with an amendment in terms of their ability to speak? >> I would defer that to council. >> Council who's busy with Nick. Okay. And is there any way we would um postpone this item to tomorrow with close session so that people can figure out what's happening here and then, you know, not waste the public's time. Could we postpone this item to tomorrow? Attach it to close session >> so that people could decide because we still do have a a
551pretty full agenda. >> I'd like to finish this. >> Yeah, we have a close session that's packed. It's going to No. So I do do want to note on that fact um as you see in our materials that board action is required to board is required to take action by October 16th 2025. That's the timelines per AB1505. >> It just looks to me like we're not ready to vote. >> Well and also Miss Wilma, can I just I don't I'm ready to vote. >> I don't mean to be a broken record, but >> does no action mean action? I would defer to council on that. Yeah. >> Well, I'm not because you Miss Wilma just said that the board needs to take action by the 16th and if no action is taken, meaning there's not
552an affirmative vote. I >> we don't take action. >> That's not what we just heard from our general counsel. >> We could act on the underlying motion. The and there there's a motion to amend the underlying motion. We could start with that and let's see where that goes. And there's a if there's a motion to deny the charter school after that, we could take that motion and that would be an affirmative vote as well. If there's still no action, if there's still no four votes on either motion, then we will attempt to fashion that as a denial, as a failed action, and the charter school can attempt to appeal that to LEO. Okay. So, there was a call to the question. We need a second to that. Call the question or or >> debate can
553continue. Well, we can't >> we're on So, we're on Kelly's amendment. So, she called the question. So, uh we have it moved. Do we have a second to call the question? for for Kelly's amendment. Call to the question in this instance would be to approve or disprove Kelly's amendment to the underlying motion. >> So the call to the question has been seconded. >> Um we just need a three-fifths vote. So uh Miss Newell. >> No no this is this is this is just this is just to get to the vote >> to end debate. This is just to end debate >> on the amendment and then we get then you get to vote on the amendment afterwards. It's a procedural mechanism just that we have clear starts and stops on what is being discussed underneath.
554So miss new bill. >> No >> wait >> call the to vote. >> Yes she voted no. >> Okay. Okay. A no vote would mean >> discussion continues. >> Yeah. Mhm. >> Okay. Yes, >> Dr. Dr. >> Dr. Revas. >> Yes, I guess. Yes. >> Yes. Uh, Mr. Melvin, >> yes. >> Uh, Miss Grigo, >> yes. >> Uh, Miss Gomez, >> yes. >> Uh, Miss Ortiz Franklin. >> Yes. >> Board President Schmurson. >> Yes. >> And a student advisory vote for Mr. Yang. >> Yes. >> So, that was just for the call to the question. Now a vote on the underlying motion discussion on on which has concluded. Okay. Um this is for the language that Miss Gona has provided to us and to the into the the public. Um Miss Newell, >> no. >>
555Dr. Rivas, >> I appreciate the intent, but it was more of the same. I vote no. >> Uh Mr. Melvin, >> yes. >> Miss Grigo, >> no. >> Miss Gonz, >> yes. Uh, Miss Ortiz Franklin. >> Uh, would have loved more time to understand, but um, we'll say yes for now. Uh, >> Mr. >> No. >> And an advisory vote for Mr. Yang. >> Abstain. >> So, we have one, two, three, four nos and one, two, three yeses. So, the amendment is not added to the underlying motion. Now the board can continue to discuss the underlying motion under tab 19 or it can move on. >> Let's vote or can move on to a vote. >> Let's move on to a vote. >> Okay, here we go. Uh, Miss Newell. >> Yes. Okay. So, right
556now the the board is voting on approval of the renewal petition for Gabriella Charter. Um, I didn't mark a mo motion in a second, so I'd like to do that now. Um, can I have a mover in a second? >> I move it. >> Yeah. Thank you, Miss Newell. >> I second. >> And a second. Thank you, M. Board President Morrison. Okay. Now, we're voting. The board is voting on tab 19, approval of the renewal petition for Gabriella Charter. Moving forward. Um, Miss Newell, >> no. >> Dr. Rivas, >> no. >> Mr. Mr. Melboy, >> yes. >> Miss CGO, >> no. >> Miss Gonz, >> yes. >> Uh, Miss Ortiz Franklin, >> yes. >> Board President Schmurson, >> no. >> And student board me >> abstain. >> Okay, that is one, two, three, four nos
557and one, two, three yeses. So, um, the approval does not pass. [Applause] Okay. Tab 21. >> Type 21 is denial of the renewal pet petition for learning by design charter. We have Uh 15 public speakers. Do we have the presentation here? The presentation deck. >> Nothing. Nothing. Oh, it's 21. Okay. Tab 21, learning by design. Will there be a presentation made? I have a note that um there will be a presentation, but I don't have a slide deck. and I have Charla Harris and Diana Garcia making the presentation. Okay, let's >> Charlotte. >> Okay, good to see you. Let's uh just let some folks are are leaving and it'll quiet down for a moment before before you go before you begin. Okay, the two minutes is yours. >> Thank you so much. Good evening. My
558name is Charlson Harris and I'm the founder and executive director of Learning by Design Charter School. I am also a mom of two black boys, Cameron and Jaylen. And it was about seven years ago that I stood before this board to share my personal story, my why, the reason why I wanted to start a charter school in South Los Angeles. As an educator and a mom, I wanted a particular kind of educational experience for Cameron and Jaylen, one that I thought would be most beneficial for them. I was challenged in finding this experience. So, I ended up homeschool homeschooling my sons until I found the perfect progressive and project-based school for them that actually resided in LA Unified. I knew from experience that many others that looked like my sons desired the same kind of
559learning experience and would benefit from this greatly. But they also struggled to access this type of learning experience. Thus, learning by design was born. Today, seven years later, I can say with pride and confidence that learning by design has proven to be a successful and wonderful learning experience for students in South Los Angeles, particularly board district 1. This is seen in our test scores where we are outperforming the resident schools. But we also know that test scores are not the only marker for determining success. So today I've invited some of my team members to join me to share with you the story of the deeper impact that we're having on students, the families, the staff, and the larger South Los Angeles community of which we are very, very proud. And finally, we will show and
560prove that we are positioned to be able to sustain a thriving progressive and project-based educational program for our students and their families, which they desire and deserve. We are a good school. Closing learning by design is not in the best interest of our students and we're going to prove that to you today. Thank you for your time. >> Thank you for your time. >> Okay, let's see. We have Sida Johnson. Please come on up. Apologies if I've mispronounced your name. >> Okay, it's not an easy name, but it's Sita Johnson. Thank you so much for the time. >> Good evening. My name is Sita Johnson. I am the proud parent of a third grader at Learning by Design Charter as well as the parent and community programs coordinator. My daughter entered the school as a
561kindergartener and just in a few years she's had life-changing experiences. She studied abroad in Costa Rica, learned Spanish, was exposed to an entirely new culture, something I never thought possible for my child. At LBD, my daughter is more than just a number. She is cared for and taught by black and brown people in her community where she is experienced in private school education in a charter school environment. She's exposed to highlevel enrichment such as robotics and co coding, culinary arts, socioeotional learning activities, gardening and music. There are these are unique experiences that most inner city students don't get the privilege to be exposed to. My daughter has developed new ways of thinking that will carry her far into this world that may view her as too much, too ethnic, too confident. And instead of her
562power being diminished, she is uplifted and poured into on a daily basis by people who take pride in teaching children that come from the communities they themselves were raised in. As a parent coordinator at LBD, my feelings echo what the parents say during our SSC meetings and the pride they take in their children finally finding a school home that uplifts and encourages them. For most of us, LBD is the only school our children have known, which not only gives them stability and familiarity, but they trust that our staff they trust our staff with their secrets, their pain, their wins, and their dreams. LBD is our home because the students not only are cared for by these teachers, but they love them and it shows in our kids' eagerness to learn and it shows in our
563test scores. Closing LBD is not in the best interest of any of our students, including my daughter. So, I look forward to you guys giving us the opportunity to stay open. Thank you so much. >> Thank you for your time. Ariadna Martinez. Ariadna. David Richardson. [Music] >> Hey y'all. Uh, good evening everyone. It's been a long day. Give ourselves some grace. My name is David Richardson. I'm the director of local advocacy with the California Charter Schools Association and I'm a product of this district. I came up through LUSD schools district run magnet and charter programs. I want to thank the district staff and school police for helping with logistics today for keeping our families safe and out of the cold and the rain as much as possible. We all work together strong collaboration although it
564was chaotic we made it work and that's what partnerships look like in action. I'm asking today that we continue that same spirit of partnership between this board and learning by design charter school. I've worked with LBD nearly three years now and I know members of the team for even longer, probably most of my life. What I've seen is a school that listens, adjusts, and delivers. LBD is a black woman led, predominantly black serving school in South LA that's showing up with strong leadership, accountability, and growth. It represents what happen when innovation and community come together. Most students that arrive there come from school environments that were restrictive or punitive. But at LBD, they find something different, a school that is safe and affirming. The leadership team is competent and steady. Charlotte Harris, the school's founder,
565is a mother and a powerful community leader who leads with integrity and purpose. The budget has been modified and now reflects accurate, conservative, and strategic projections. The families are staying because they see progress and stability. They're a great school. They're on solid financial footing. Closing learning by design is not in the best interest of students, which is a legal standard of AB1505. The law requires renewal decisions to be based on performance, progress, and community impact, and LBD meets that standard. We've heard district staff and board members say charter schools do have a place in this district as long as they're innovative. Learning by design embodies that. is innovative and effective. I'm asking the board to continue this partnership, vote no on this denial recommendation, and work with us to keep LBD open. Thank you. >>
566Thank you for your time. Donald Batty, >> come on down. You'll have two minutes to speak once you begin. >> Donald B, are you here? Hey, Jesus Sea, are you here? Jesus. Jesus C. Joseph Williams. Come on down, sir. You'll have two minutes to speak. Why don't you begin? >> Good evening, board members. My name is Joseph Williams, and I have the privilege of serving as the director of culture at Learning by Design. This is my 21st year in education, and throughout my career, I have had the opportunity to work in a variety of academic settings, but none like Learning by Design. Learn learning by design has built a culture rooted in connection, care, and accountability. Our families believe in our mission because they see the daily growth within their children. I stand before you
567not just as an educator, but as a witness to the lives being changed through this work. And as someone deeply concerned about what would what would be lost in our if our doors were to close. Sadly, I've witnessed as well as experienced the effects of a school closure within the community. This South LA community in particular, it is not just the loss of a building. It's the loss of stability, the loss of relationships, and loss of trust. Learn by design has become a safe haven, a consistent space for our children who are seen, known, supported, and cared for. When schools close, families left scrambling. Students lose their teachers, their peers, a sense of belonging. This deeply impacts students confidence levels and their well-being, their emotional well-being. Thank you for your time today. I value I
568value being provided opportunity to speak on the behalfs of our students, our families, our members, our staff members, I'm sorry, and those within the South LA community at large who make up the heart of learning by design. Learn by learning closing learning by design would not be in the best interest of our students, our families, our teachers. Again, I've been a witness to what a school closing our community would do to our families, and I do not want to see another summer spent of our families being dislocated. Thank you. >> Thank you for your time. Uh Charla Harris, I know you did your first two, but now you're entitled to two under the public comment portion. >> I appreciate that. I'm going to yield my time to Scott Warner. >> Okay. Thank you. >> Good
569evening. I'm mostly here to answer some fiscal questions. Um, I've been in the charter school world for better part of 15 years. Been with Charlotte in one capacity or another for ever since they've been open for seven years. Um, I am a independent consultant right now and Charlotte has asked me to help with the budget. there were concerns on the budget that was submitted um the fiscal budget that was submitted for this this petition renewal and I re went in and looked at it and reworked it and be willing to answer any questions that you have on it. Um the school has always been fiscally solvent. We've we've been fiscally solvent. um two or three years ago um they had a sped couple sped cases that were really tough and um drained a lot of
570their resources. Um and now they are at the point where they can easily get out of this hole that they're in right now this year um given the fact that the other local school um was was closed and they have absorbed a lot of their their um enrollment. So, um, they've increased their enrollment from 120, 130 all all the way up. They're at over 180 right now, which is more than enough for them to, um, dig out of their hole and and grow. Uh, we have not absorbed all of the kids because we're trying to be fiscally conservative and do this in the right manner, but we uh, absolutely can get up to 250 300 uh, as cash flow can handle. So, I'm here to answer questions. I would love to explain what happened and
571what I did to to fix it. And um thank you. >> Thank you for your time. Uh Danna Garcia and then after Miss Garcia is Ed Harris. >> Good evening. It's truly an honor to speak with you today, not only as a director of operations at Learning by Design since our founding, but also as a parent and someone who was raised in South Los Angeles, where our school is now proudly rooted. This is more than just a professional role for me. This is personal. This is home. When Learning by Design opened, my daughter became the very first student enrolled. Today, she's a proud alum. I watched her grow, thrive, and build a strong foundation in a school designed to be small, safe, and student centered. She was known, she was supported, and she was empowered.
572This journey is full circle for me. I too am a product of a charter school. I experienced the impact of social emotional learning firsthand, and it shaped who I am today. That's why it means so much to help lead a school that places at the core of everything we do, that values student voice, and that creates a space for belonging. We don't just educate minds, we support the whole child. At the heart of LBD is our project-based learning model. It empowers students to be problem solvers, creators, and collaborators. PBL doesn't sacrifice academic rigor. In fact, it raises the bar. We exceed state standards while also building the 21st century skills our students need to succeed long after graduation. My daughter thrived when given real world problems to solve. And as a parent, I was proud
573to see her learning skills that truly matter. Collaboration, critical thinking, and confidence. With smaller class sizes, strong teacher student relationships, and a culture rooted in care, respect, and high expectations, we built a school where kids feel safe to take risks, to grow through challenges, and discover who they are. LBD is more than a school. It's a reflection of what's possible when education is rooted in community, compassion, and purpose. That's why I'm here today to express the critical importance of renewing our charter. Renewal means continuation. It means stability. It means we can keep providing this unique and effective educational option to families in South LA. Families like mine who deserve to have access to models that fit their children's needs. LBD changed my daughter's life, and every day I see the difference it's making for others.
574Closing LBD is not in the best interest of the students at LBD. Thank you for your time, your leadership, and your consideration as we seek to continue this important work. >> Thank you for your time, Ed Harris. And then after Mr. Harris is Elizabeth Gomez. Ed Harris not here. Elizabeth Gomez, are you here? Elizabeth Gomez. Alyssa McDaniel. Eeki Wyatt. Good evening esteemed board members. I serve as the director of the student wellness to support services at learning by design charter school. I initially came to learning by design as a substitute teacher with no intentions of or expectations of to taking on a long-term position let alone a leadership role. But when I arrived on campus, I immediately recognized how special the school was. For me, the word of the year is alignment. I have been
575very intentional about ensuring that every decision I make is fully aligned with my values, morals, character, goals, and passion. Especially in my professional life, I visited many schools and received offers across different fields. But no organization made me feel as aligned as learning by design. From the school's culture to its holistic approach to social emotional learning, I experienced a level of fulfillment I had never left felt before. I evidenced by the immediate sense of purpose and belonging I felt within a community. With a background in psychology and African-American studies and experience in behavior therapy and teaching, I have the honor of overseeing a department in which I am deeply passionate about within the very community where I grew up. Representation is everything to me. At Learning by Design, I see my younger self in every
576boy and girl on campus, many of whom sim who many of whom share similar experiences to those I faced growing up in South Central Los Angeles. It is a true honor to serve within an organization where mental health and social emotional learning is prioritized. Learning by design has made a monumental impact not only on our students but on me personally. I have the p privilege of witnessing and collaborating in the development and empowerment of countless young people as they grow into powerful women and men. Closing learning by design is not in the best interest of the students we serve. I see the potential, the influence, and the lasting change this school will continue to bring to our students, families, and communities for years to come. Thank you very much for your time, and by faith,
577thank you in advance for your renewal of a learning by Design Charter School. Thank you. >> Thank you for your time. Uh Rodri Soel, Rodrik S. Uh Janie Harris, are you here? Janie Harris and Lena Semens. Lena S, are you here? Okay, that concludes public comment on tab 21. Um, can I have a move motion and a second to discuss? >> Move it. >> Moved by board presidentson. Second by Miss Ggo. Okay. The item is up for discussion. It was specifically pulled off the um order of business and put on discussion as opposed to consent. >> Oh, that's right. That's right. It's a denial. >> Yeah. No discussion. >> Okay. Shall we vote? >> Can I ask um maybe Miss Wilmont or was there someone from CST back at the day? Um I uh appreciate
578the analysis. I think this is a more nuanced data story than some, but I I understand the district's reasoning. Um it's always tough to close a school. I think this one in particular seems like a third of their enrollment was recently had recently come from which is another school that the district closed and I know that we always ask the question about what happens to the students in um event of a closure and we're told that the district works with them to find new placements and uh it seems like to the extent that we did for some of these students uh they're now at another school that closed. So I guess my my question which is unrelated to the school performance but just thinking about the most important factor here which is the children who
579attend the school is in the event of a closure uh in a if a denial is un if an appeal is unsuccessful what explicit assurances can this district give these families that their children will end up in in stable educational environments given that they will have gone to potentially three schools in three years. >> Yeah. and I appreciate that and we did think about that in consideration of the previous closure. Um we definitely want to ensure those students have a stable educational environment. We are student focused. I will say that we have developed a process in place where CSD works with the strategic enrollment office as well as the office of data accountability to ensure that when the school closes. We have to be also though cognizant of the appeal process, right? Allow the charter
580school to go through their rights if they pursue that. But ultimately, if the school is determined to close, we do have a mechanisms in place where we reach out to those families um to talk about the district options. >> Yeah. And understanding that we don't want um in the event that the school does close, the district to be seen as um coming in too soon and and um poaching, if you will, students. I do want to make sure that we work and to the families that are are watching and listening and are not happy with what likely will be the board's decision on this school that we have resources um uh to work with them and make sure that these students end up in in stable school environments. Um and I would want to think
581I mean I know that in the event of school dis um displacements that have through natural disasters or other things that have affected district students in the last year or so that we've also been able to give prioritization or really help families uh en enroll in high performance schools and I would just ask that we do the same if that's the case for students who um particularly have been disrupted by two school closures but but all the students. Um, hi. Those were mostly my questions just in in looking at this one in the unfortunate circumstance. I I just want to acknowledge the parents who came and the staff who came to advocate for their school and share what they appreciated about their school. Um, but I also or I shouldn't say but and I also
582want to invite you to visit some of the schools, LUSD schools because we also have project-based learning and we have a lot of resources for our students and we are constantly advocating for more and more resources and like a parent said that she valued going take sending her child to a school were the people who staffed that look like their child. I want to acknowledge how important that is and I want you to know that we're working hard in LA USD for that to be true for all of our students. >> Miss Gomez, >> thank you. Yes, and and certainly it's a it's a difficult moment on a a human level um when thinking about the impacted students. Um I did have a question just on the the finances of the school. Um, Miss Wilmont,
583if you might be able to speak to it. I was reviewing um some of the information in I think it's pages 552 and 553 um of the board materials uh where weak fiscal condition negative net assets um and trying to understand so there's been a a recent growth in the student enrollment like whether that um tempers any of our concerns about the ongoing fiscal condition or whether because it's been an ongoing trend you I know that kind of overwhelms uh the fact that there's been a recent increase in enrollment. >> Yeah, I do want to note um that um when they uh initially responded to our notice of alleged violation, they did uh base an enrollment on 175 and we did projections I want to say of 175 and we did do our analysis on
584that and still landed in the same place. Um, so it it's it it's been gone ongoing and even in the increase in enrollment rectify the situation at this time. >> Doesn't amilarate our concerns. Okay. Thank you. >> Anyone else? Just wanted to for clarification um I know mentioned um the enrollment of had increased and I think mentioned here by Nick was that due to the absorption of another school um that also was closed and if that's true wanting to know what is in place obviously as these times come where schools are going through you fiscal instability. How do families know where to go? Because you allegedly felt like you were going to a place that was great, but then you find out something new on that end. Is that preventable or how could we do
585a better job of notification or how do we assist families to do more investigative research or if that's even possible? Well, I think it's important that parents have choice and they and they take those choices. So, um I mean one of the things parents uh could look at is the performance category of the school. That's public information. Um that's one data point to look at. Um and also just the the dashboard data and things like that. And um but we do have mechanisms in place in order to support the families to enroll in the district. Um, but it's tricky when it's a fi fiscal issue like this. >> But through to to the board member's question, I mean, we have a a professional responsibility and a practice in the past of when there's a closure
586of a school where it's voluntarily done by the charter school or by the board, we do deploy staff to make presentations to the families and students to let them know the options available to them. Certainly, as board member Grigo stated, options available for similar programs that are taught within LUSD. We've done that in the past recently when schools for a whole host of reasons, usually financial reasons reasons aside to to close. Every child's important, every family is important and depending on uh the direction that the board takes specific to this item, we will do the same thing to the extent we are invited in or have access to the families and the students in those schools. >> Thank you for that clarification and two just appreciate the voices that we heard today on behalf of
587the schools. Thanks. Anyone else want to speak? >> Okay, Mr. McClean. >> Okay. >> Um, you gave you you you gave away your spot. Yeah. Thank you. I appreciate you believing in the rules. I do appreciate that. Are you calling for the vote? >> Yes. >> Okay. Uh, vote on tab 21 denial of the renewal petition for learning by design charter. Miss Newell. Yes, >> Dr. Rivas. >> Yes, >> Mr. Meline. >> Yes, >> Miss Grigo. >> Yes, >> Miss Gomez. >> Yes, >> Miss Ortiz Franklin. >> Yes, >> board president. >> Yes. >> And student board member Yang. >> Yes. >> Okay. Tab. Moving on to tab. 25. And we have a two-minute presentation for tab 25. Tab 25 is the approval of the renewal petition for Synergy Kinetic Academy. Um, please go ahead.
588The floor is yours. >> Great. Um, good evening board members. Uh, my name is Rhonda Diamo. serve as the CEO and superintendent of Synergymies and I'm here today asking you to vote with Superintendent Carvalo's recommendation to renew Synergy Kinetic Academy. Um, Synergy Kinetic clearly meets all renewal criteria set by state law. Uh, we've been open since 2008 and we have since then provided a high quality STEMfocused education. Uh we also offer enrichment in music, art, and athletics. And we are strongly supported by our families and our community in South LA. As a middle track school, our students growth on I Ready is clear and convincing. We submitted four years of verified data to show that we not only met but exceeded the I Ready growth targets for all students and subgroups for all of those
589years. We see this growth reflected in our most recent ESPback scores uh which were just publicly released last week. Congratulations to the district on your increases as well. Um and we're happy to see increases in both ELA and math. We do have benchmarks in our recommendation to increase outcomes for EL students and based on these uh this growth, we expect to meet those benchmarks as soon as the 2025 dashboard is released next month. I'm happy to share some additional uh data that shows the impressive progress that our multilingual learners are making. Our English learner progress indicator has been much higher than both the state and the district. And the last time Synergy Connectic came before this board for renewal. Um I believe it was Dr. Vlativ who served in board district 7 acknowledged our strong
590reclassification rate but challenged us to get to 20%. And I'm happy to report that we have met that extraordinary goal in four of the last five years. We have had strong oversight scores in all years of our current petition. Um just a couple photos of STEM lab classes, art, music, and athletics. Um and just a note of the strong support we've received from both national and local organizations. Um and on the bea be behalf of our students and families ask that you renew our school for another 5 years. Thank you. >> Thank you for your time. Um board member Grigo, you have we have public comment, but I think we'll hit Miss Ggo's uh questions first. >> Yes, this is for the charter school division. um for schools that have benchmarks. I'm wondering how can
591you explain the use of these benchmarks for the charter school division and for the school like you you're talking about the assignment of the benchmarks in the recommendation and the renewal. >> Yeah. So we have a criteria established to assign benchmarks. Um and in this case for synergy kinetic it was the English learners in English language arts and the English learners in math and based on our uh established criteria it for a student group if it's lower than the state and red then we recommend a benchmark um for that particular area and then we monitor those on an annual basis through the oversight process. And what if they don't meet the benchmark? How is that used? >> So it's used as part of the comprehensive re review as part of renewal time. So it is
592a data point that's reviewed and that's in our reports. If they have current benchmarks, we report out on those in our materials and if we're recommending current benchmarks. So it's the overall comprehensive review, we we consider the benchmarks as well. >> Oh, so benchmarks do become part of that decision? Yes. At the five-year mark. >> Yes. I see. Um, and I noticed like do they change? So if a school doesn't meet it, uh, do you continue with the same benchmark or do you create a new benchmark? And if you create a new one when they did meet the last one, what's the rationale for that? >> Well, I would say there's a couple different things. Uh, number one, we want to assess their current data as to the assignment of any recommendations for benchmarks. Um
593and so we do evaluate their previous benchmarks and then we assess their current data to determine if there's any needed further benchmarks. So I'll give you an example for Synergy for example. Um you know unfortunately they re state has not published reclass rates. So we were unable to um evaluate that for was not me uh said no data available for those years. But we do but it's different now. We do have the LP. So sometimes things change. So, reclass is no longer being published by the state, but we have the English learner progress indicator that does speak to uh English learner performance on the ELPAC. And in this case, the LP um they were doing uh as compared to the state, they were higher than the state. Um so but do you do you go
594ahead just not necessarily with them but when if they don't meet their benchmark do you continue with the same benchmark or do you change the benchmark? >> It depends. We have to evaluate whether they met that benchmark. We have to evaluate with if that benchmark is still appropriate is if it's still a data point or data that's being published by the state let's say and then looking at their current data is it still important. So really current benchmarks are really when we are recommending a benchmark with appro with for approval it's based on their current dashboard data. >> Okay. All right. Thank you. >> Anyone else? >> We can move on to the public comment for for this item. Um Maria Cruz, are you here? Maria Cruz, you just want to do you want to
595decline? That's fine. That's fine. Thank you. I appreciate it. For those just watching, um the members of the audience are signaling to me and telling me that Maria had declines. Christina Vogle yields. Uh Rhonda Deomano. >> Thank you. Oh, Anna Loose Morales. >> Okay. Okay. She's going to speak in Spanish. So, if you'd like to hear what she's saying in English while she's speaking in Spanish, please put your hands up and we'll get you these translation headsets. Okay, gracias. >> Um, no. Good evening everybody. My name is Anna Morales and I am a mother with two students that currently assist or attend Synergy School. My older son, Jonathan, attended Synergy Kinetic since he was sixth to 8th grade. Now he's in his last year in high school and he's getting ready to see what the
596future beholds and hoping of the opportunity to go to the college. My youngest son Nathan, he is currently at Synergy Kinetic Academy. And today I am here to share my experience as a mother of two students that have had a lot of success in middle school energy synergy kinetic. This school has helped my students a lot in education. They taught them subjects just like math, science, English and history. And what I did not hope that they also taught them technology, uh, programming and laboratory work. My students had the opportunity to learn about the different careers that they could pursue in the future and they were introduced to careers such as medi medicine medicine engineering and production and physical therapy just to name a few. This is something new for my children but it's also necessary
597for them and for all students to know about this mot uh of careers and they motivates that they could be doctors teachers or whatever they want to be the schools and all the tutoring have helped my students when they needed help giving them always the uh trust and the support that they needed. I always was certain that my students were in good hands at these schools and I am This has helped me to return to work and to look after uh my family. I am concerned for my students education. I decided to get more involved in the schools and growing and I know that they need good um counseling so that they are successful in life and I hope that you vote yes to the re uh renewal for Synergy Academy. >> Jennifer EPS. Thank
598you. Uh, Catalina Hernandez. Catalina Hernandez. is I am Karolina and I am a mother of three children and I am at Synergy Academy and my daughter had the satisfaction of having attended at Synergy Kinetic uh Academy since TK and now she is at Synergy Kinetic Academy. before making the decisions and electing a or selecting a school a parent and I went personally to meet the principal, the teachers and the students to see how they worked in the school and what was their priority for each one of them. I like what I saw and I decided to enroll my daughter but unfortunately she was on the wait list and I remember that I was called to let me know that she was on the wait list and that before her there were 10 children. I remained
599positive and my mother's the heart of a mother told me that they would call me and that was what happened. Since my student went to Synergy Academy, I see that it's a school that is preoccupied for looks after the education for her and other students and to meet the expectations of high academic achievement in school. As a mother, I can tell you that I'm so proud that my daughter is a school where they offer a better academic education for all students. And this school uh cares for its students because they offer them tutoring, counseling and different opportunities so that they can keep out of trouble. And in the same way, Synergy at Kinetic offers supports, workshops, and resources and opportunities to engage all parents because this is important for uh uh school success for our
600students. And that is why I'm here today to ask you to vote for the synergy kinetic renewal. Thank you Martha Mahia. >> Good evening. Good evening chairperson. After my hello, I want to say something. If they ask me what is synergy, the word says it itself between parents, teachers, and alumni. We form a synergy where they empower us to learn and how to guide our students for success. Not just as students but as as children as people and as as colleagues and citizens for the society for a better future more than teachers they become family because they support us in reading tutoring messages emails and it it feels we feel the importance that the children receive and the families. This is the reason why I believe that Connecticut deserves the funds of renewal so that
601their doors can remain open. Based on my experience, I'm a single mother. I haven't felt alone because God put in my path the help so that my son will begin his path from elementary, secondary and they continue to support me now with high school. And this is why with all my heart and all honesty I ask there is no I tell you that there is no better money to be invested in Connecticut. God bless you all. Thank you. >> Thank you for your time. A >> thank you Myra Baragan. >> Good evening members of the board, president and superintendent. Mr. Carvalo. My name is Maida Maragan. I'm a mother of Emma Rajo, student of 8th grade student that attends Synergy Kinetic Academy. And I come before you with much respect in favor of Synergy Kinetic
602Academy to ask for your vote of the renewal of our wonderful school so that it can remain open so that we can continue helping our students to make their academic dream possible. that every one of us as parents couldn't reach. As a mother of a student that attends Synergy Kinetic Academy, I am very grateful with the principal and school personnel. I thank you for the programs in which my daughter has been part of. Thank you to thanks to the Synergy Kinetic Academy, I can say that my daughter has reached her goals to become a forensic scientist. I believe that the fundamentals that have given to my daughter from Synergy Kinetic Academy will help her take better to be better in the future. With my hand in my heart, I ask for your vote to renew
603not just so that their educational dreams of my daughter can become true, but the dreams of 470 students that attend Synergy Kinetic Academy and so that they can also be reached. I thank you for your time. Thank you for your time. Marisella Perez. >> Good evening. My name is Marcela Perez. I am not a mother. I'm a grandmother of students. One is in Kinetic and the other one is in fourth grade. Kinetic is is not a regular school. It is the second home of our students. It's family. At Kinetic, we've found the support that we needed during difficult times. If a student is going through a tough situation or a problem with their family, the counselors, the teachers that are there are there to help us. We always have someone to support us. We also
604have we have also visit the universities to prepare them and so that they can continue with their studies. We have several activities like sports, music, art and we also count with a variety of personnel that is available to identify when children need help. students that have low grades, the teachers give them tutoring so that they can raise and maintain their grades. I've checked other schools uh grades that are around and these are those kinetic elementary is the one uh that has a higher learning level and I asked for us to take us in consideration and and support the students and the community that needs to continue with this type of education so that we can continue and show our country that we can be good people. Thank you. And I thank you. I would ask
605and thank you for you to vote. >> Sylvia Mahia. Sylvia Mahia. >> Ted Morris. Ted Morris. >> All right. Veronica Garcia. Veronica. >> Okay. >> Good evening, members of the board of LUSD. My name is Veronica Garcia, mother of three beautiful children. I am here to ask for your vote yes to the renovation to the renewal of Synergy Kinetic Academy. synergy has formed part of the success of my two daughters in which they are assisting. They're both attending university from two since 2007 when Connecticut Academy opened. My oldest daughter attended that school. Uh she is now at the university, but it wasn't easy. She needed special education and Kinetic was always there for her to support her and myself, giving her tutoring. and they created a special plan for my daughter and I know that
606was very fundamental so that she can attend where she's at now. My second daughter is named Datiana. This is her first year at the university. She also attended Synergy Kinetic Academy in which my third son, his name is Alexandre Andres. He is at he's at 8th grade. when he entered sixth grade. Synergy Kinetic it was very he was very low academically but Synergy Kinetic has great programs is steam program gives them a lot of learning and it opens their thinking to find different ways and different careers. My favorite son's class is lab because that is where they show him different teachings how to cook, how to learn, turn on a lamp and my son never liked physical education, but he is now an athlete and I know he will I know Synergy Quantum Academy is
607fundamental to continue the same steps as his sisters. Please, I am here to for you to vote yes to the renovate to the renewal as Synergy Kinetic. They embrace all families. They don't discriminate every anyone. I thank you with anticipation for the future of various students that I know that you will give. >> Thank you for your time. Anna Chavez, >> thank you. Uh Maria Rafanti. All right, that concludes uh public comment. I believe uh Miss Grego made her comment. Is there any other discussion pending >> discussion? Okay, >> time to vote. >> Take the vote. Okay, this is for tab 25 approval of the renewal petition for Synergy Kinetic Academy. Um, Miss Newil, how do you vote? >> Yes. >> Uh, Dr. Rivas. >> Uh, Mr. Melvin, >> yes. >> Miss Ggo, >> yes.
608>> Uh, Miss Gomez, >> yes. >> Miss Ortiz Franklin. >> Board President Schmurson? >> Yes. >> Student board member Yang? >> Yes. >> We have the votes for We have one, two, three, four, five. Five yeses and two not yet um lodged. So, um the approval moves forward. All right. This brings us to tab 27. Tab 27. May I have a move and a second? This is for approval of the renewal petition for Vox Collegiate. >> Move it. >> Moved by board president Schmurson. May have a second. >> Seconded by Mr. Meline. Um, we have the PowerPoint up. We have Okay, we have four board members. >> So, whenever you're ready to begin, the two minutes is yours. >> I just use these buttons to go. >> Yes, precisely. They'll >> um Okay. Good evening,
609uh, LUSD board superintendent and board secretary. I'm Dr. Jasmine Banks. I'm the head of school at Vox Collegiate. Want to say thank you in advance for your time today to review our materials and also to see the impact that Box Collegiate has had for the past few years. So, at Vox, we are committed to academic excellence through rigorous curriculum and character confidence to ensure that our students excel in college and beyond knowing the power and the potential of their voice. Speaking of voice, we know it as a core of our programmatic model so that our students take speech and debate. We have cross-content literacy development and we also have opportunities for them to engage civically within their society. So for example, we had our girls in STEM club which partnered with our Los Angeles uh
610clean techch incubator. They created a fashion line where they are able to talk about sustainable fashion, the impact of it and they were able to present that at city hall. In addition, we have been named a 2024 California Distinguished School because of our outstanding academics, in particular for our numerically significant student groups. Most notably, our black students have outpaced the state in 2324 by 60 points in ELA. We were also above the DFS for ELA and we're above the state by 45 points for math. When it comes to our English language progress indicator, we've also outpaced the state for the past three years due to our integrated ELD, our language development strategies, and our schoolwide literacy intervention model that all of our students are able to benefit from. Uh we also know that like superintendent
611shared that it is important for us to not just test for the uh sake of testing, we also do it to ensure that our students are growing adequately for their individual levels. So according to our NWA, our students have made above one year's growth in ELA across all three grade levels and most recently two to four years growth in one single school year according to math. We also provide wraparound services through our partnerships with Shields for Families, uh CD8, Dreamhouse, just to name a few, who provide therapy, counseling, mentorship, as well as resources. And with that being said, we hope you use your voice today to vote yes for Vox to continue our work serving South LA. Thank you. >> Thank you for your time. >> Miss Newell, did you want to give your remarks
612or questions for was it this item? >> Yes, I did have some questions as far as um the the stability I guess fiscal stab stability of the school and I know you guys have given us a report on that and then just with the numbers of enrollment. So you can see on the report on page 957 um that the Vox has had a positive fiscal condition in upward trending since 2020 2020 2021 and you can see also the enrollment trends from 2020 2022 138 to the 2425 5 it was at 224. So there is no uh fiscal concerns with this school. >> Got it. And then just um with the number of students because I know their capacity is at supposed to be 525 but not being able to meet that number or if they
613in their plan did they give us what they were projecting to do to get to that number? Well, first off, I do want to note there's a concurrent material revision that is reducing the enrollment um in in addition to reducing the grade levels to 6 through 8 is reducing the enrollment from uh 525 to 400. So, they have made they made adjustments and adjusted their budget to that uh requested enrollment change in the material vision. Got it. And then as far as the feeder patterns for those that they will not have anymore, where would they go or do they have a plan for that? >> Yeah, that's a good question. So, uh, essentially they never serve those grade levels. So, where they wrote, so when they were approved, they were initially approved for six through
61410th grade. And why that was is it was the grades that were going to be rolled out in that renewal term with the intention when they came up for renewal that they would uh at when request the 11th and 12th grade during CO and this is explained in the materials a bit but during COVID they requested a delay in the roll out of those grade levels and then ultimately never served uh the the high school grade levels. So they've only been serving sixth grade and that is the purpose of the material revision to modify their petition to only be a 6 through8 school. Got it. And then the only other question I had, obviously we're all facing some of the similar things, but their absenteeism there is kind of higher than the state average. Let
615me take a look at that. So yes, their most recent dashboard chronic absenteeism, they were higher than the state um all students and their student groups, but please note they were they are declining or declining significantly. So we do see that as you know, oopsie, we do see that trending downward as positive. And so that's something we look at too. So although they were higher than the state, they didn't qualify for a benchmark in that area because of the declines. >> And then just I mean obviously we're talking about the reduction in another um in the material revision um to 400 and they're at half of that right now. Is that correct? there. Let me look at the most current norm enrollment because at the time of the writing of the materials, we didn't have
616the most recent 25 26 norm enrollment, but we have it right here. They're currently at 243 at their 2526 Norman enroll moment. >> All right. Thank you. So what I see So what I see is we had a question answer asked by Miss Charlotte and any anyone else have a question because I'm I'm pretty convinced from your opening that uh this is going to be a good school continue to be a good school. So I just don't know any other questions from my board members. No, I think we may even be able to vote now. You were so convincing. All right. So, folks will have the option. Is that a is the comment done from the board? Discussion or comment done from the board. Um, folks will have the option of yielding their time or
617or speaking. So, I'll read out your name if you'd like to yield. Um, let me know. Um, if you'd like to speak, that is your right. Okay. Uh, Jasmine Banks. Good afternoon, distinguished guests of Los Angeles and Mr. Superintendent. It's a privilege for me to share my experience as a mother regarding Box Collegiate. I've been a part of this family for a long time since my first son went to to school here and he had a culturally relevant experience and he had the opportunity to connect with other programs. This helped his growth in mathematics and during his process through throughout his process in box as well as his academic growth. For this reason, I never doubted that box was the best choice for my youngest son because this was a safe space full of opportunities
618with support for the students and their families. And this in the future will cons will build a better community since there is respect and integration of different cultures that form our community. This is why tonight we would love to expect a good news about the approval for Vox Intermediate so that our kids can have strong bases to help them have a very successful high school. Thank you. I see you have your hand up. >> Yeah, just for the sake of time, I was curious if we wanted to move both items together, the renewal petition and the material revision so that we just have to vote once on both of them. >> I I don't see why not. Miss Newell, did you you also had 28? Is it the same comments applied to both? So, no
619additional comments necessary. Okay. So, um we'll we will take both with um I'll just apply the mover and the seconder from uh 27 and 28 if everyone's agreeable to that. Um and then if folks want to continue to make their comment, uh they can. If they want to um decline to comment because things are moving swimmingly, you you may do that also. Uh Ty Davis, >> I'll yield my time. >> Thank you, sir. Ashan Hunter, >> Elaine Corona. Elan Corona. >> Okay. Dear LD school board members and superintendent, my name is Elena Corona and today I want to take a moment to talk about how Vox Collegiate has truly changed my life. When I first started here, I came in with low confidence and self low self-esteem. I stayed quiet, unsure of myself, and unsure
620where I would fit in. But over time, being part of this school helped me grow in ways I never expected. With the support of my teachers, classmates, and the whole school environment, I started to find my voice. I gained confidence, discovered passions I didn't know I had, and slowly began to believe in myself. Whether it was through class discussions, school projects, or just being encouraged to try new things like speaking at graduation, I felt like I finally found my voice. In my eighth grade year, I was able to participate in a class called Speech and Debate run by our founder, Mr. Davis. It helped us improve our debating and speaking skills. And one day, he says something I didn't know would change my life. If you need a breakup with someone, just tell Elanie to
621write you a poem. Those funny words encouraged me to write a poem for my eighth grade graduation and face my fear of stage fright by speaking in front of all my peers and their families. I encourage you all to improve of Vox's approval. I learned um I encourage you all to approve of Vox's approval. Our school motto is your voice is power. It isn't just a saying because at Vox, I learned that my voice does matter. And when you realize that, everything begins to change. I'm so thankful to have been part of this school. It helped me become a stronger, more confident, and better version of myself. and I know I'll carry everything I learned here with me for the rest of my life. Thank you. >> Thank you for your time. Let's see. Eric
622Cruz. Eric Cruz. Okay. U Brandon Amaya. >> Uh hello LA USD board and superintendent. My name is Brandon Amaya and I have attended Vox for 2 years. Throughout these years, I have been provided with nothing but support from my classmates and my teachers. Vox Collegiate has helped me and many others who have attended grow as people and expand our knowledge. Our community builds a strong and diverse education system for scholars. Vox Collegiate is a very safe and welcoming environment to all new students. All staff members provide their students with h and help them succeed. Scholars are able to confide in our school staff members and build bonds with others. From my personal experience, I easily befriended and created bonds with other scholars or staff members at Vox. At our school, we participate in town halls,
623which are fun activities where we are able to build connections with others. Vox Collegia also provides many new kids with many new uh programs that could benefit their education. These programs include beam literature clubs and even writing for USC students which introduces scholars to new subjects. Last year I was introduced into beam which is a mathematical program used to further advance kids in math subjects. The program has opened many new opportunities for me and my education. Not many other schools have the ability to introduce their students to programs like the one Vox has. It is a privilege as a student to be given the chance to improve and exceed in school subjects. Myself and all my siblings have attended Vox Collegiate. We can all agree that this school has helped us become the students we
624are today. It has shaped our learning mindset and helped us succeed. Thanks for your time. >> Thank you for your time. Kareem Hughes. Kareem Hughes. Dana Gomez. Gain >> wave. Okay. Uh, Raymond Gonzalez. Good evening, LUSD board and superintendent. My name is Raymond Gonzalez and I attended Vox Collegiate from 7th to 8th grade. My time there changed and shaped who I am academically and socially today. Vox to me was a school where I truly felt that every teacher and staff member cared about the students. During my two my two years there, I learned habits that helped me adapt to new experiences, communicate better, and gain the confidence to speak like I am today. The school offered diverse classes that help me grow as a student. And because of the smaller school, teachers are able to
625focus on each student one-on-one to build skills that other schools might not have been able to. Vox prepared me for high school by teaching me responsibility, organization, and how to push myself to do better every day. I'm proud to have been part of a school that believed in every student success. I encourage you all to approve of Oxford renewal. Thank you for your time and letting me speak on behalf of my school. Thank you for your time, Kaden Molina. Good evening school board members and um superintendent Mr. Calvaro. My name is Kayen Molina and I'm a proud eighth grader from Boss Collegiate. I'm here to share with you how great Boss Collegiate is and I hope to win your votes. >> Box truly is a great school and although having only two years at the
626school, I've felt welcome. I've created lasting memories and have improved in my academic skills. The thought of transitioning from an elementary school to a middle school was quite scary because I thought I wouldn't fit in. But I heard of Vox and decided to give it a try. Immediately, I felt like I belong here. The students didn't look at me as an outsider, but as a new friend. Fox's students are taught to be a team and do everything as a community, which I learned, experienced, and enacted. Teachers also try their best to make me and other students feel comfortable, making it their first priority aside from teaching. Box has a system called art values that stands for ambition, respect, and team, and that everyone in our community follows. For me, ambition and my voice is the
627motor of my learning and I carry this value with me in classrooms. Teachers trust and believe in students. They teach with passion and now work seems to stick with me. and test and quizzes seem easier and I am able to find the motivation to come to school every day. At last, I would like to talk about my memories of Vox. The field trips full of joy going to places like Knottberry Farm and Six Flags, the schoolwide competitions and games like the ones every Friday that excite the students and bring us together. Furthermore, the people that make the experience so ecstatic and make whatever event worth the wait. Therefore, I improve you wait. Therefore, I encourage you all to approve of Vox's renewal. Thank you for your time and consideration. >> Ryan Cooks, Ryan Cooks. >>
628I'm Melanie Cooks. I'm speaking on behalf of my son, um, Ryan Cooks. He had to leave. Um, hi, my name is Ryan Cooks and I am a graduate of Vox Collegiate. Vox Collegiate has helped me grow in many ways that go far beyond the classroom. I wasn't always confident in speaking up or sharing my thoughts, but Vox changed that. It made me more comfortable with using my voice and standing up for what's right. The teachers and staff encouraged me to be a leader and make a difference in our community. And because of that, I gained the confidence to serve as a school president during my eighth grade year from 2023 to 2024. That experience taught me how powerful I can be to in using my voice to help others. The small the smaller class sizes
629at Vox also make a huge difference. They get this give teachers more time and focus each on each student. That one-on-one attention helps us learn better and feel more supported. You can tell the teachers here really care and not just about grades, but about who who we are as a people. That's why Vox Collegiate should stay open. It's not just a school. is a community that helps that helps student find their voice, build confidence, prepare to make a positive impact in this world. Thank you for your time. Thank you for your time. >> Za Gallaliano. >> Good evening, LA USD board president and superintendent. My name is Sida Gallaliano and I've had the privilege of being at part of Vox Collegiate since 2021. I first joined as an operations coordinator and now serve as a
630community schools coordinator. In both roles, I've had the opportunity to see firsthand what makes our school so special. The sense of community, the dedication to learning, and the genuine care we provide for every student and family. At Vox Collegiate, we believe education is about more than academics. It's about creating a safe, welcoming place where students feel seen, supported, and encouraged to grow, not just as learners, but as people. We offer family workshops on topics like social emotional learning, navigating middle school, and support student success at home. We also connect our families with trusted organizations that provide student and family therapy and counseling, giving our school community a safe space to process, heal, and grow together. Every member of our staff works together to make sure our students are prepared for the future while also feeling
631cared for in the present. What truly stands out is the connection we have built with our families. Many of our new students are siblings of former students. Family who continue to trust us with their children year after year. Parents tell us they recommend our school to neighbors, friends, relatives that they see. The dedication, communication, and love that go into everything we do. And those connections don't end when students leave our school. We stay in touch with alumni, supporting them with letters of recommendation, volunteer opportunities, and encourage where whenever they reach out. It's rewarding to see how proud they are to have been part of our school community and how often they come back to visit or just get back. At Vox Collegiate, we built more than a school. We've built a family. When we're learning,
632care, and community go hand in hand. Our family know we've invested in their children's success. And we're proud to be a place that they can count on. Thank you for your time and for continuing to support schools like ours where every child, every family, and every connection connection truly matters. Thank you. >> Thank you for your time, Desiree Gordon. Uh good evening uh school board and superintendent. My name is Myra Hernandez and I'm here today as a proud parent speaking on behalf of Vox Collegiate. My son Raymond Gonzalez, who also spoke, attended Vox from 7th through 8th grade and the experience he had there was truly transformational. Middle school can be a difficult time, but at Vox, he was supported not just academically, but emotionally and socially as well. Because it's a small school, Raymond
633was able to receive consistent one-on-one attention. The teachers and the staff built strong relationships with him. They held high expectations, but always led with compassion. It was clear they truly cared about his growth and success, not just in the classroom, but as a young person, finding his voice and path. Thanks to Vox, his transition into high school was smooth and confident. He entered ninth grade prepared not just with strong academic skills, but with self discipline and confidence. He's a now thriving 10th grader, maintaining a 4.0 GPA, and I credit much of that to the foundation he received at Vox. Vox didn't just prepare my son for high school, it prepared him for life. So, I encourage you all to approve of Vox's renewal. Thank you. Thank you for your time. Uh Dakota Bernard. Good evening,
634LA USD school board and superintendent. My name is Dakota Bernard and I am a proud alumnest of Vox Collegiate. Vox was more than a school. It was a place of community and empowerment. Every single staff member at the school works together to ensure that students not only feel safe but are ready for success. When I started attending the school in 2021, I was afraid that I wouldn't be able to make friends or that I wouldn't fit in. However, I was welcomed with open arms by students and staff. While I was at Vox, there were many turning points in my life that my teachers were willing to help me through. While these experiences created challenges in my life, I knew I had more than my family by my side. Box was also like a college prep
635for me because of how the classes were structured and engaging. The enrichment classes were a fun addition to the school day as well. Along with our weekly town hall events, we had celebrations like fall festival, winter wonder, winter wonderland, and the sneaker ball. These events, much like town hall, were to build community and to have a good time. Vox also has a student government called LCC where students came together to find ways to make the school better. They were also in charge of setting up these events at the school. Every day up to graduation and beyond that, we were all told that our voice is powerful and we need to speak up for ourselves and others as well as embrace ourselves and others. All these things are what makes Vox a special place to me
636as an alumnist and why Vox should be able to continue to help students thrive in middle school and beyond. As I started high school, there were many staff members who checked on me both during my many visits to the school and outside of that. These check-ins gave me the confidence I needed to succeed in high school. To me, success is more than good grades. It's taking the time to build community within the school, being active in sports and/or clubs, and getting connections because of it. Vox taught me that it is okay to be nervous and scared to make that transition to to high school. However, they taught me that I shouldn't let that stop me from being the best version of myself and letting others see that my voice is powerful. Thank you for your
637time. And then connected is item 28, the material revision for Vox Collegiate, which has already been moved and seconded. We're going to take that item at the same time as 27, but there are there's no discussion on it. Um there are some speakers, uh who may wish to yield or speak. Uh Jasmine Banks, >> uh Ty Davis, >> Ashan Hunter, Thank you, sir. Uh, Elanie Corona, >> Eric Cruz, >> thank you. Uh, Brandon Amaya, >> uh, Kareem Hughes. Not here. Uh, Dana Gomez Gain, >> thank you. Uh, let's see. Raymond Cruz, uh, Kaden Molina. >> Thank you, sir. Okay. So, now, uh, the board will vote on tabs 27 and 28 simultaneously. Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. >> Brigo, >> yes. >> Miss Gomez, >>
638yes. >> Miss Ortiz Franklin, >> yes. >> Board President Schmuren, >> yes. >> Okay, so that's seven eyes. Approval petition passes as is the proposed material revision. U Miss Gomez, uh can I collect your votes on tab uh tabs 13 and 14, please? >> Yes and yes. >> Thank you. Um and Miss Ortiz Franklin, uh can I collect your vote on tab 25? >> Yes, >> that is a yes. Uh and uh Dr. Rivas, may I record your vote on tab 25? >> 25. >> Yes. Thank you. >> Okay, we are moving right along. We're now on to tab 39, which has uh 24 speakers, folks who've been here nearly all day long. Um, this is a public hearing. I'm going to read a public hearing the public hearing statement. Before action is taken on
639the following, a public hearing must be held. This constitutes a public hearing on Catch Prep Charter High City Language Immersion Charter, ICF Innovation, Los Angeles Charter, New Los Angeles Charter, Stella Middle Charter Academy, STEM Preparatory Elementary, Camino Novo High number two, Extera Public School number two, Rise Cohen Elementary, Matrix for Success Academy, H High-Tech LA, H High-Tech LA Middle, Valley International Prep, ICF Vista Elementary Academy, Inenium Charter Middle, Magnolia Science Academy 4, Citizens of the World Charter School, Marv Vista, ICF Vista Middle Academy, Equitas Academy 5, Pa TEC Los Angeles, Prep Techch, I think Los Angeles, Wallace Annenberg High, Accelerated Charter Elementary, Poma Charter Elementary, and Valor Academy High. Um, a maximum of 24 individuals who wish to address the board on the item will be heard. Those who wish to speak should sign up
640online. Speakers have already signed up and we'll go through this. Um, and I'll call on the folks who are listed as being in person. Nicole Duket. >> Who's ready to celebrate some charters? >> Greetings, President Schmelson, Dr. Rivas, Superintendent Carvalo, and members of the board. My name is Nicole Duket, proud executive director of Extera Schools. We are here tonight to celebrate that Exttera 2 is an excelling school and we look forward to your favorable 5-year renewal vote next month. Extera students are academic rock stars. We serve 100% lowincome and 98% Latin students who outperform their statewide peers in both English and math. Our English learners outperform the state on the ELPAC with a greater percentage of our students scoring a four or a three. We foster the whole child. We offer intervention programming over 30
641extra instructional days, student council, and wraparound steam clubs both during and after school. We have earned the PBIS silver award celebrating our comprehensive program to elevate student leaders, foster connection and community on campus, and provide positive encouragements alongside tiered interventions for behavior and mental health supports. At Extereroa, we take pride in offering unique learning experiences for our student cultural field trips, our signature art walk and community expo at Mariachi Plaza. We teach ongoing integrated art projects celebrating the proud culture and heritage in East Los Angeles. And we take our students on overnight camping trips to connect to our science standards and our core values. We prioritize serving the entire community through parent university programs and ambassadorships. We serve on the rapid response network with Procto Pastoral and we're members of the Chamber of Commerce participating
642in key community events. We take pride in serving our entire community since 2013 and we thank you in advance for supporting my students, my parents, and our proud community. Good evening. >> Thank you for your time. Caitlyn Allen, come on up. And then after Miss Allen is Michael Horn. Caitlyn Allen, then Michael Horn. Good evening, members of the board and superintendent Carvalo. My name is Caitlyn Curry Allen and I am the founding principal of Rise Coyong Elementary School. We are here today to advocate for the renewal of three of our Brightar schools, Balor Academy High School, Stella Middle Charter Academy, and Rise Coyong Elementary School. We provide rigorous and supportive learning experiences for over 3,700 TK through 12th graders across Los Angeles. My school, Rise Koyong Elementary, is a California community school and we serve
643families within Korea Town and Westlake. We work alongside our community to ensure that all students have access to the medical, financial, academic, mental health, nutrition, and immigration resources they need to flourish. Last year, our family satisfaction rate was 96% and our petition demonstrates the positive impact that we've had on our students and the community. I would like to highlight a few of our accomplishments. We believe that all students deserve an opportunity to thrive and through our commitment to equity and our multi-tered systems of support, we provide rigorous instruction for everyone. Our school has outperformed California in math for two years. Most of our subgroups, including our English learners, students with disabilities, and lowincome students, outperformed these subgroups at the state level in math and ELA. and all ARKS scholars show greater proficiency in both subjects
644than students at most local neighborhood schools. RKES is an excellent option for all students in our community regardless of need or ability. Our social emotional learning program is also foundational to our success through restorative practices and direct SEAL instruction. We equip our students with essential uh skills for community care, emotion regulation, stress management, and goal setting. Each year, our students show growing proficiency with these critical life skills. We have significantly reduced our chronic absenteeism and suspension levels over the past three years. And our students report feeling safe, engaged, known, and cared for. We urge you to vote for the renewal of Riseco Elementary, Valor Academy High School, and Stella Middle Charter Academy. Thank you. >> Thank you for your time. Michael Horn, come on up. You'll have two minutes to speak. And then after Michael
645Horn is Dr. Brena Perski. >> Hey. Um, pres president, board members, superintendent Carvalo, and the charter schools division team. Um, thank you for the opportunity to speak today. I know it's been a long day, so I'm going to keep my comments brief. Um, so Valley International Prep High School was founded on a simple belief, which is that public school students deserve the same access to information that families with means take for granted. Our mission and work is to level the playing field in college admissions, college preparation, and college success. And of course, ensure that our students are making adequate progress in relation to the standards and graduating high school prepared for the next phase of their lives. But to be clear, we serve all students and our goal is not to say that every student
646must go to college. Our goal is to make sure every student understands that they can go to college and to keep that door open until graduation so they can make an informed choice. Too many students are told the opposite too early, that they're not college material or they haven't been provided with the knowledge and resources they deserve to navigate such an important decision. So, we counter that message with rigorous instruction, small classes, and college counseling expertise that meet students where they are. And the results show up in the data. Our students have regularly outperformed state and district averages on academic measures like the CASPY exam, AG satisfaction rates, and collegegoing rates. Um, we're particularly proud of our collegegoing rates for our Hispanic and Latino students and students from low-income backgrounds. They also include highly selective
647matches through programs like QuestBridge and the POSI Scholars program, which predominantly serves first generation collegegoers. So, we send students, artists, and scholars from all walks of life who might have been overlooked elsewhere to college. And we are a small connected community by design. It's that small size that allows us to know each student by name and plan and to keep families informed and supported throughout the process. So, thank you for considering our renewal next month and thank you to the CSD staff for the professionalism they've demonstrated throughout this process. We value the collaboration with the charter schools division and the district and the high bar that you've set for charter schools here in Los Angeles. We look forward to continuing all st to serve all students to level the playing field and ensure real access
648to the full range of higher education options. Thank you. Thank you for your time. Uh, and according to board rule 55A, I need a two-thirds vote to continue the meeting past 8 p.m. So, >> if uh if we don't, uh, get a two-thirds vote, then the the meeting must, I guess, end. >> So, we How about a a move and a second to undertake this? >> Move it. >> Second. >> Writing it down. >> Okay. Okay. Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Meline, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President, >> yes. >> Unanimous. >> Okay, let's continue with public comment, please. Uh, Dr. Brena Perski. Perski. Okay. Um, Nasario Vasquez, please come on down. You'll
649have two minutes to speak once you begin. All right. Good evening. My name is Nasar Vasquez Jr. and I'm a proud I sorry I speak today uh as both a proud teacher and a parent at the accelerated schools community. I teach Spanish at Wallace Annenberg High School where I began last school year after spending two years teaching in LUSD. In my 17 years though in education across different districts, different positions, different charter organizations, I've learned one simple truth. The strongest schools are the ones deeply rooted in their community. That's exactly what uh the accelerated schools are for me and my family. My family and I still live in South Central LA. My two sons attend the Accelerated Ele Charter Elementary School or ASUS for short. One in fourth grade, one in second grade. And every
650morning they walk onto campus with joy, pride, and a sense of belonging on Fridays at the dance leona. Uh as a parent that means everything to my wife who also serves as the attendance clerk at ASUS and to me. So it really has become a family affair for us. We know our boys are not only learning academics but are being seen, supported and inspired every single day. As a teacher, I experience the same uh culture of care. The accelerated schools uplifts teachers voices and stands uh beside us as partners through professional collaboration, through our UTLA partnership and through a shared belief that great teaching changes lives. That support allows me to show up every day to give my best to my students. For me, this is also deeply personal. I still remember being a high
651school student myself, wanting to attend Wallace Sandenburg High School when my family was affected by redistricting and I was moved from Jefferson High School to South LA new area, new high school number one, now called Santi Education Complex. But now years later, I stand here teaching in that same organization that once represented that uh goal and that dream. My sons are now growing up in the schools I once hoped to attend. That's what I call a full circle moment. So on November 18, please remember me and uh vote yes. Thanks. >> Thank you for your time. Uh Jillian Holt. Jillian Holt. Uh Jacob Face. Good afternoon, good evening members of the board. President Chmelson, Mr. Carvalo. Thank you so much for having me today. Thank you for staying this late in the evening and voting
652yes so that I could speak to you tonight. Um, I'm Jacob Tyson. I'm the proud principal of Magnolia Science Academy 4, where we soar as Eagles. I stand before you today to ask for your support in renewing our charter over the next 5 years. And I want to tell you why that's important to us and to me. Um, first and foremost, I want to let you know that we have a college and career readiness program that is evolving on this campus so that all high school students are involved in dual enrollment from their very start and that once they leave, they're prepared if they choose to enter college with an associates degree. Beyond that, we have a partnership with West LA College that helps them to facilitate that partnership. Uh we have expanded our learning
653opportunities offering enriching Saturday and summer school programs to our students and they have shown bright and they have grown much as proof with our recent ESPback and verified data scores. Speaking of which, we are making waves academically. On the recently released ESPback data, it has MSA4 has kept pace and outperformed both LUSD in the state in ELA and CASP with a score of 56%. And we are continually showing growth in both math and science. As Mr. Carvalo mentioned earlier in the meeting, these academic strides and growth do deserve recognition. Uh here's something special. Over 10% of our staff are former alumni of the campus that have chosen to come back and spend their time further enriching the community that they came from. As a community school, we take pride in our partnerships with babyto baby
654and family to family to give students and families the resources that they need to thrive. And just uh as as equally important, onethird of our students are participating in extracurriculars, including athletics, uh community service, leadership opportunities, and enriching college trips. We've created an environment that not only focuses on academic excellence, but also nurtures our community. Thank you for considering our renewal and championing the future for our incredible students where Eagles soar. Thank you. >> Thank you for your time. Margarita Rodriguez. And then after Margarito is Dr. Julie Trilleti. Margarita Rodriguez. No. Uh Dr. Julie Trleti. Come on down. You have two minutes to speak. Once you begin. >> Hello and thank you. I'm Dr. Julie Trilleti, the principal of Inenium Charter Middle School, where every student's story matters and every dream has a place to
655grow. At ICMS, our students are the heart of everything we do. They are thinkers, creators, leaders, and change makers who bring curiosity, determination, and hope into our classrooms every day. Our student body reflects the vibrant diversity of our community with over 90% of our families identified as unduplicated. Their rich cultural backgrounds and life experiences inspire the resilience, compassion, and creativity that make ICMS such a special place. Our students face real challenges, having experienced homelessness, family separation, food insecurities, but those experiences do not define them at ICMS. We see the whole child. We listen to their stories, celebrate their strengths, and walk alongside them as they grow into confident learners and kind and capable young people. Through trauma-informed practices, we ensure that every student feels safe, seen, and supported. We know that a mind in crisis
656cannot learn, which is why our staff is trained to recognize and respond to the emotional and social needs of our students. Working closely with teachers, our dean of students, school psychologist, and school counselor, we've built a school environment where students know they are surrounded by trusted adults who care deeply about who they are and who they're becoming. We are not just a school. ICMS is a home base for belonging, healing, and growth. By nurturing both heart and mind, our students are achieving academic success. They have exceeded the national growth percentile on NWA MAP assessments, showing that our commitment to personalized, rigorous instruction is making a measurable difference. We are especially proud that our English learners are performing in the green on the California dashboard's English learner progress indicator, a reflection of their hard work, our
657teachers dedication, and the powerful learning community we've built together. Thank you. >> Thank you for your time. Jake Tompty or Jake Tommpt and then Patricia Smith. >> Jake T. All right. Patricia Smith, are you come on down? You'll have two minutes to speak once you begin. Good evening board members, President Schumathon and uh Superintendent Kavalo. My name is Patricia Smith and 22 years ago I founded Catch Prep Charter High in South Central Los Angeles to create access, opportunity, and hope for black and brown Latino students. For over two decades, Catch Prep has stood as a bridge connecting generations from our community to college to careers and to futures our parents and grandparents once only prayed for. Our graduates are first generation college students, Gates Millennium Scholars, QuestBridge finalists, and change makers who come back to
658pour into their community and neighborhoods what has been poured into them. Catch Prep was built by community for the community and today we continue to stand tall as a testament to what happens when equity meets excellence. Thank you for believing in our students. Thank you for believing in our story. And thank you for considering the renewal of our charter. Thank you. Thank you for your time. Lawrence Boon. Lawrence Boon. Cesar Lopez. Sylvia Fardo. >> Oh, I'm moving quickly. Apologies, Mr. Lopez. >> Okay. >> Just go ahead and share our time together. Hi uh board members, superintendent Carvalo, it's a pleasure to be here and uh I'm Caesar Lopez, the founder of Matrix for Success Academy and my co-director Margaret Wii. And because you approved us seven years ago, we have changed the lives of thousands
659of kids on the streets. We've picked up hundreds of pregnant and parenting kid uh youth, hundreds of kids in and out of jails, probably thousands of credit deficient kids all over LA. and that uh and we want to continue that work, but we need your support. We need your affirmative vote in November. And I'll yield the rest of my time to my co- director Margaret. >> Thank you. Thank you, Mr. Lopez. Good evening again, board members and superintendent Carvalo. Um thank you again for giving us time to comment today. As Caesar said, we represent Matrix for Success Academy, the only flex-based DOSs school dashboard alternative school that has been authorized by LUSD. For the last seven years, we have worked collaboratively with area high schools to serve students who have not been able to find
660success in traditional school settings. Approximately 90% of our students are either credit deficient, former dropouts, pregnant or parenting, involved in the youth justice system, or a combination of all of those. In the last seven years, we have been able to graduate hundreds of students who had given up on earning a diploma or had the traditional system give up on them. We are a benefit to the LUSD schools that we partner with as we help convert non-grads and dropouts from those high schools into high school graduates. We look forward to continuing that collaborative work we've been doing since 2018. At Matrix for Success, we're not only graduating students students, excuse me, we're preparing them for college and post-secary career in life. We've had students begin community college while enrolled with us, attend and graduate from public
661and private 4-year universities, and begin career training as well. Our motto, any student, anytime, anywhere, has been our driving force and bottom line since the beginning, and the evidence of the work our teams do, shows in the success of our students. Thank you for your time this evening and for your renewal votes in November. >> Thank you for your time, Sylvia Aardo. Silia, Okay, please go ahead. >> Hello. Good evening. Very long evening for all of us. My name is Teresa Thane and I am a parent to actually four LUSD children, but I am also a teacher at Borman Charter. I started there on day one of the charter when we were granted our independence from LUSD into being a charter. Um, I believe it is important in this strange time of our city and
662our country that public schools, both charter and LUSD, stand together and continue to look after the welfare of our LA students. Um, which is why I'm here to speak on behalf of Aquima Charter. Um, as I said, I've been teaching there since July 1st, 2003. For 23 years, working in this groundbreaking school, sorry, 11 hours waiting. Um, I've watched McCoy Charter School move from one of the worst schools in California to now being one of the most successful in our area and no longer a low performing school. This was not an easy task. It took hard work, thoughtful planning, and reflection to see what our students needed and how we could overcome some of the barriers that surround our students and community. Throughout the years, our leadership, teachers, and all of our stakeholders have had
663the same goal. Reach the highest possible success for Pquiman Charter students. After becoming charter, we were able to address many of these barriers. Academic needs were just one of these challenges. We created a neighborhood school with wraparound services that address academic, social, and emotional, medical, and basic needs for our students. We all know that a student cannot learn if these needs are unfulfilled. Proudly because of continued efforts and goals, our students are not just receiving interventions, but are also getting a variety of exposures to experiences with art, science, music, robotics, sports, and many other special programs that once uh that continue to bring the highest level education to a community that was most forgotten by most. Thank you. >> Thank you for your time, Rachel Voboos. And after Miss Vobos is Lordes via Seor. Good
664evening, board president, LA USD uh board and superintendent Carvajalo and congratulations. My name is Rachel Vobos and I am the I serve as Alta as a prepote superintendent. Next to me is Dr. Newle and he is our head of school for Prepachitech Los Angeles. Together we have been at Alta Public Schools for eight years. Prep is rooted in the heart of Huntington Park, Southeast Los Angeles area, a community with deep needs and even deeper potential. Our students are 98.7% Latino with nearly 90.9% qualifying for free or reduced lunch and many are first generation as well. We don't just serve a student. We serve entire families looking for a bridge to both opportunity and global learning. Our students consistently show growth in both ELA and math benchmarks. Our English learner reclassification rates has steadily improved and
665our collegegoing culture is deeply embedded with all students participating in the international baloret middleears program. Prevatech is one of the few tuitionfree public school charter schools in Los Angeles offering the international bachelorette program. It is an internationally recognized model that prepares students to be thinkers, problem solvers, and global citizens. This isn't just about coursework. It's a whole child inquirybased approach that encourages deep learning, second language, and intern intercultural understanding. Our Purp Cult team has also earned our WASK accredititation. Our IBY accredititation and we are also recognized as PBIS gold. Families choose Prep Techch because they see it as a safe, rigorous, and valued driven environment where students are known, seen, and given the tools to grow. We are trusted partners, and we also want to thank you for your time and your hard work. Thank
666you again. >> Thank you for your time. Uh, Rachel Vobos. Oh, >> I'm sorry. Apologies. Lordis via Seenor. Good evening, Superintendent Carvalo, board members, families, educators, and community members here present today. My name is Lues Via Seenor, and I have the privilege to serve as the principal of Equitas Academy number five. I am proud to stand before you to present our case in preparation for our trial renewal vote next month. At Equit House number five, we are guided by four core values. Joy, belonging, advocacy, growth, and community. They shape everything that we do. When students walk into our building, they are greeted with smiles, celebrated for their successes, and they participate in classrooms that radiate energy and purpose. Learning is meaningful, engaging, and joyful. We work intentionally to create spaces where students feel a sense
667of belonging, where their identity is affirmed, their voice is heard, and students feel safe being their full self. Through advocacy, we teach our students to speak up for themselves and others. Our staff and families matter model what it means to challenge injustice, remove barriers, and ensure every student has what they need to thrive. We are committed to both personal and professional growth for students, families, and staff. We believe in learning from our challenges and in continuously pushing ourselves to get better because our students deserve nothing less. Above all, we are a community, a place where families are partners, where staff collaborates, supports, and uplifts one another, and where students feel the power of a united network that believes in them and walks alongside them every step of the way. Renewing our charger is not just
668about continuing our work. It's about deepening it. It's about standing in our values, learning from the past, and building a future that our students deserve. On behalf of the entire Equitas 5 community, I thank you for the opportunity to share our story and for your continued support as we write the next chapter. Thank you. >> Thank you for your time, Andrew Madreel. >> Hello. Well, good evening, Superintendent Carvajo, President Smelson, and other board members. My name is Andrew Madrill, and I am currently a senior at Catch Prep Charter High School, and I'm expected to be my class's saludiatoran. With me is Deani Mateo, who is expected to be our class's validictorian and will also provide an interpretation of this speech in Spanish. My plan is to attend MIT to major in biomechanical engineering while Deani
669is planning to attend UCLA majoring in biology. As of this year, I am a QuestBridge National Match finalist and both Deani and I are Gates candidates running in run in the running for $500,000 each. However, our achievements only tell a part of the story. The greater story is of resilience behind them. Even though I lost my mother in the ninth grade and Deani's story is one of immigrants, these challenges didn't define us. They empowered us. These are just two struggles of the many that children and students in South Central Los Angeles continue to endure. Losing loved ones, raising themselves, and finding the strength to rise above it all. These hardships echo through the classrooms of South Central Los Angeles. Catch is more than a school. It's an opportunity we and we are living proof of
670what Catch stands for. Excellence, perseverance, and hope. Thank you for believing in us and supporting Catch Prep Charter High. I will surrender the rest of my time today on you. My colleague Andrew Maduro is a student in the last year of catch high school and it's expected that he'd be validictorian. The plan has been to assist mi to attend MIT for biomechanics while mine is to attend UCLA and study biology. This year, Andrew received a QuestBridge and Gates funds for every student that was awarded this. And the story is an immigrant story. Stories that don't define us, but make us stronger. That's why I'm saying that Catch is more than just a school. It's an opportunity. And from Catch, we will be will have perseverance. and then Justine Gonzalez. >> Good evening board members and
671superintendent. Thank you for the opportunity to address you. My name is Keith Deloquil. I'm with the California Charter Schools Association. And I first want to um advocate for and state our our support for the schools that are coming forward for a vote next month. Many of them wanted to be here, were here um but after 12 hours just could not stick around to address you and to share their stories. And so I would ask of you um to take meetings with them to understand their school communities. Earlier today, I was devastated to see this board vote to close two schools, Gabriella and Learning by Design. Uh those were decisions for uh middle performing schools, school, schools with incredible academic results and track records of working in partnership with this district. There are times when we
672understand y'all are going to vote in a way that maybe not everybody agrees with that happens. But these were not votes that I can look at and say we're done in good conscious and with good faith for a meeting that started with an hour and a half discussion, rightful discussion about the bright spots and the improvements in LA Unified. We didn't talk at all about students or learning for either one of those schools. We talked about facilities and we talked about facilities understanding only a limited portion. We didn't hear from the Gabriela community. We talked about the learning by design budget. We didn't hear from them and ask them with those 80 students who attend the Creed Academy next year with the improvements there. What is not reflected? What are we missing? We might disagree,
673but we can't do that if we're going to have one-sided conversations that don't enter into the decision about school closures in good faith. We need to do better than that. We might not agree. I understand that. But we cannot repeat the process that we saw here next year and maintain faith in government, in institutions in a year in 2025 when families across Los Angeles have been so devastated by the shared threats from Washington. When our schools have stood together, when we have learned from each other, shared resources, tried to protect one another, to come here today and to see decisions made with such callous disregard for the truth and experience of families is not something we can stand by. >> Thank you. We can do better. >> Thank you for your time. Drew Barker. Drew.
674Justine Gonzalez. >> Uh, Katana Simmons, Casey Kokenda, and we have one person calling Brooke Rios. Brook Rios, 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. Brook Rios. >> Hi, good evening, Superintendent Carvalo and esteemed members of the board. My name is Dr. Brooke Rios and I'm the CEO of New Los Angeles Charter Schools. I'd like to begin by thanking you for your continued commitment to equity and to families who are navigating immigration challenges across the city. Your leadership tells our communities that every student in Los Angeles deserves dignity and opportunity. In that same spirit, I'm asking for your support on the renewals of New Los Angeles Charter Middle School and City Language Immersion Charter School this November. These schools show
675that equity is not a slogan. It's daily work that delivers results. On the 2024 California dashboard, both schools outperform the state. At Click, students exceeded state performance in ELA and math with African-American English learners and students with disabilities surpassing state averages. New LA Middle School showed two years of growth in math outperform the state in ELA and saw African-American English learners, Eltel, and Hispanic students exceed their statewide peers. These outcomes grow from a system built on inclusion, care, and high expectations. Social emotional learning is woven through every grade level at both schools. Mindfulness, identity exploration, restorative circles, advisory programs help students reflect and thrive so that they are ready to learn. Both campuses are located on clean, safe, and welcoming private sites with strong emergency protocols and staff who know every student well. Beyond academics,
676these schools anchor their neighborhoods, hosting pop-up markets, running gardening and sustainability programs with local partners and advancing mobility justice with community organizations. Students at Click learn through a 9010 dual language immersion model. And at both schools, project-based learning is grounded in real life social justice experiences connected to the community at large. New LA Middle and Click students are becoming bilingual thinkers, bridgebuilders, and advocates. They are the future of the city. I ask that you continue being champions for equity and action and renew LA Middle School and click your >> Thank you for your time. That concludes speakers for tab 39, which is the public hearing. U we'll now go to tab four, approval of procurement actions. Um there are 10 speakers to this item. Mr. Tokovski, are you here? Uh not here. Uh Win Martinez,
677are you here? Akira Gurolof Ramoto, are you here? Akira. Uh Tariq Hussein. Did I miss your name? Um, so I win Martinez or Akira. >> Okay. So, um, let's let's do it in the order. So, Win Martinez. >> Okay. Akira. >> Uh, this is for tab 4. Um, procurement items. Hello, my name is Akira Gerola Furoto and I am a ninth grader at the North Hollywood High School Zoom Magnet and I want to share why programs like the UCLA's Center X ethnic studies grant are so important for students like me. For the past four summers, I have participated in the Community Action Research Program or KARP, which brought together students, parents, and educators from over 25 LUSD K through2 schools to learn youth participatory action research or YPAR. This program was co-f facilitated by Sea
678Sun's CHO studies department and the Hispanic Serving Institute. At KARP, we learned how to collect and analyze data and how to apply social science research skills in order to improve our school communities. I helped to conduct research at Carlos Santana Arts Academy and Valley Oak Center for Enriched Studies or VOSES. It gave me confidence and leadership opportunities where I helped other students develop these same skills. That experience showed me how powerful learning can be when students are given real tools and knowledge. YAR is an important part of ethnic studies. UCLA Center X helped to train many of the educators who implement CARP and YPAR in UCLA and LAD. Center X trains dynamic educators who help students think critically and engage with different perspectives and improve their school communities through social science research. For example, youth
679and educators trained in ethnic studies and YAR have used these skills to develop dream centers which support immigrants, students, and families. This is so important as our communities face unjust attacks by ICE. As a ninth grader, I am genuinely concerned for the future of my country and and I want to be a part of a school that values critical thinking, meaningful dialogue, the histories of all people, and develop students who can tackle the most pressing issues of our time. This happens when you create a school environment where educators have the academic freedom to support their students critical thinking skills. This is what ethnic studies does and part of why I hope that you will continue to support the UCLA Center Xgrant so that more students across LUSD can experience growth, empowerment, and opportunity. Thank you.
680>> Thank you for your time. >> David Tokowski, come on down. You're uh the first person to speak. I called your name earlier. You weren't here for tab four, approval of procurement actions. Thank you very much. Speaking on contracts, first and foremost, congratulations to the superintendent on his contract and to congratulations to legal council and the uh executive officer for presenting the contract in the new statute from the Bell, city of Bell, the city of Bell now requires that every senior manager, not just the superintendent, but every senior manager's contract has to be presented in an open public meeting and expressedly tell you what's in it. So it's not just I have an annuity or I have life insurance or I have a car but it's has to be delineated from what I understand the
681legal requirements after the spate of legislation that came in after bill contracts. Today you have a contract uh with respect to the workforce investment act. This is something that the inspector general should look into if the inspector general had some general fund money to do so. Every city, 26 of them, the county and the city are cannibalizing the Workforce Investment Act monies and moving it into their cities when it's supposed to be the youth workforce investment. Number two, oh, I did the IG. Third, the ELOP, $500 million. That's more than Title One. That's more money than Donald Trump is even trying to take away. $500 million. and you are starting to do things with that money that may not be yielding the bang for the buck. Make sure you look at that money before somebody
682else's. And finally, with respect to the charters today, Learning by Design should have been an affiliated charter from day one. Those two women would have done an affiliated charter, but there was no process for them to become an affiliated charter. Strategic enrollment, what you saw, CITE closed and they just went to another charter. That's going to continue to happen. And finally, you have an empty school now at the Cortineas. That school when I was on the board was 1,800 kids minimum. You're under a thousand kids now. That's 800 empty seats for the arts. I can't imagine Gabriella not thinking of that on their own. And you will have a good chance for the little kids to see really talented big kids learn. Thank you very much. >> Thank you for your time. Uh let's see.
683Tariq Hussein, are you here? Tariq. Come on up. You have two minutes to speak once you begin to tab for procurement action items. >> Hello, my name is Di Kosin and I'm a student at Taft High School. I want to share why I'm really looking forward to taking ethnic studies over this summer. I've heard so many positive things from other students that have taken it. How it opened their eyes, made them feel seen, and gave them a space where their stories and their classmate stories truly mattered. High schools can sometimes feel like a place where you have to hide parts of who you truly are just to fit in. Ethnic studies is different. It's a class where students feel that they belong, where their identities are respected, and where they learn to respect others. And
684a lot of this would not be possible without the UCLA Center X grant. This grant is what helps train our teachers so they can teach ethnic studies in a way that is thoughtful, inclusive, and supportive. Without it, students like me lose out. At a time when there's so much division in our world, our classroom should bring people together. >> Please keep this program available because students like me and those after me need it more than ever. Thank you. >> Thank you for your time. All right. Uh Osman Khan, come on up. You have two minutes to speak. Why don't you begin? >> Good evening, esteemed me board members. First of all, thank you for your endurance this day. My name is Assman Khan. I am the director of the center for the prevention of hate
685and bullying, otherwise known as the CPHB. A central theme of our mission at the center is to combat hate, bias, and discrimination in California schools. And we do that through data collection, staff trainings, and partnerships with districts. For well over a decade, our bianual schooling reports have found persistent alarming pattern. Roughly 40 to 55% of Muslim students report being bullied because of their faith. And most recent studies show similar patterns of feeling unsafe, unwelcome, and uncomfortable at school due to their Muslim identity. These are not abstract numbers. They are your students in your classrooms. Today, I'm here to urge L USD to maintain the implementation of the relationship with UCLA Center X. Because the research is clear, when students encounter culturally relevant curriculum, engagement rises, GPA climb, attendance improves, and graduation rates increase. Ethnic studies
686is not a political luxury. It is an academic intervention and improves outcomes. LUSD has already taken the important steps towards ethnic studies graduation requirement. And we encourage you to build on that commitment with the inclusion of ethnic narratives for your black, African-American, Middle Eastern, Muslim, and South Asian communities and students. These can be done through the implementation of ethnic studies in curriculum and instruction, religious religious literacy education and the celebration of diversity of all cultures including Muslim cultures and combating the realities of Islamophobia. Only then can Muslim students see themselves as a story of Los Angeles and not just as bystanders but as the architects. Our ask is simple. understand that enabling strong and robust ethnic studies and curriculums will uplift all children in meaningful ways. Also, we ask that the staff be trained recognizing
687bias against the Bamesa students as well as educating curriculums and programs that reflect their heritage. Only then will these students realize that they are part of a diverse tapestry that makes Los Angeles the city that has prized itself upon as one of the largest diverse epicenters of diversity. Thank you. Thank you for your time. Jerome Palasios Meerson. Jerome. Okay, we have a couple of folks who are speaking remotely. Uh Olivia Weber, you're signed up to speak remotely. I don't have you online right now. Olivia Weber. Okay. Uh Sue Ezra, you're signed up to speak remotely, but you're not signed in. Are you in the room? Sue Ezra? No. Uh, Sabiha Chowry, you're signed up to speak remotely, but I do not have you signed in. And then, Nilofar Mulik, you are signed in to speak
688remotely. Nilofar, please press star six to unmute yourself, and you'll have two minutes to speak once you begin. >> Uh, good evening, respected board members and superintendent. Uh, my name is Melifer Mul and I'm the parent of a high schooler here in LA USD, District 3. Um, now as many of you know, it's not easy to get a teenager to admit they actually like a class. Uh, but when my daughter came home and told me that ethnic studies was her favorite class, I knew something special was happening. Um, she said it was the one place she felt truly seen and where the stories of students from all different backgrounds were treated with value and respect. that really touched me as a parent because the world we live in is a rich tapestry of cultures and
689identities and LA USD is a living example of that diversity. Um, ethnic studies doesn't just teach content. It helps students understand one another, break down stereotypes, and find belonging. Of course, this only works if our teachers have the right training. That's why the UCLA Title X grant is so important. It equips teachers with tools to guide these sensitive but vital conversations um so that the classrooms are not just about academics but also about respect and inclusion. Let's keep encouraging and supporting this program. If a teenager is excited to come home and talk about a class, that tells us it's making an impact. Let's not take that away. Thank you for your time. >> Thank you for your time. That concludes public comment on tab four. Can I have a motion in a second to start
690discussion and then a vote? >> Move it. >> Oh boy. Moved by board presidentson, seconded by um Mr. Ortiz Franklin. This was pulled for uh discussion. This is tab four, approval of procurement actions. Okay, I think I'm the one who pulled it. Um yeah, I just wanted to speak on let me see here tab four on um item L um which is um it's the one that h we have a lot of vendors who come to our schools to do some some work right around enrichment and uh and tutoring I believe and mentorship um and student outreach Um, so just wanted to make to ask are any of these services that we're receiving from them replacing any services that we can get from our own employees? >> No, not at all. These are supplemental services.
691>> So they're working alongside with many of our staff that are at the school site, but they're strictly supplemental services to support our students. >> Okay. So like nothing from like uh school climate advocates and >> No, they're not they're not replacing the work of our PSAs or PSWs or climate advisors. No. >> All right. Okay. Well, I just want to uplift the work of our PSAs and our um PSWs and our school climate advocates, our RJ coordinators um who do this kind of work as well. And also our um um our Oh my gosh, I'm sorry. blocking out the uh supervision aids and and folks like that. So, that was all. >> Okay. >> Would you identify yourself? >> Yes. Good evening. My name is Elsie Rosado and I'm the administrator for the student
692support and attendance services branch. >> Thank you very much. >> And Miss Gomez, you have your hand up. >> Yes. A question actually for the same item. Um good evening. I I wanted to to know if we um as we are bringing on different organizations, if we look at the geographic service areas of different organizations and how do we ensure equitable access to to different communities to these types of services. >> So when we submitted this RFP, we did not restrict vendors to a geographic area. So our our hope is that this is available to all of our entire district. If we do come across that certain schools or areas are not able to access, we will ensure that we're following up so that they are able to access this. >> Yeah, it might just
693be something to consider for future RFPs. It was an issue with the safe passage vendors. There were actually none that service the the northeast San Frernando Valley and that um caused problems with us actually getting those important services to our campuses. So, just a suggestion um for the future and thank you for answering my question. >> Thank you. Um and then I just wanted to make a positive comment and appreciate item B um the expanded contract with the San Gabriel Band of Mission Idians and um to thank uh MMED for their work. I know I've heard really good feedback about the professional development opportunities that we are doing in partnership with um our tribal partners and you know this really ensures that our land acknowledgement that we passed last year is not simply something symbolic
694but we are actually actively countering anti-indigenity and ensuring greater education um about our local tribes in our schools. Miss Ortiz Franklin, >> just super briefly, um, and we talked about this a bit in the briefing, but, um, for back on item L, we had several partners we worked with in the previous bench and then it changed. And so, I just want to appreciate the team for helping to make sure a continuity of services so that our students weren't missing out on some of the amazing supports that they get. And I know there's a little bit of bumps in the roads on the kind of materials that they have to submit, but I appreciate you all for working with them through that and um, ensuring we have a better process going forward. So, just want to
695thank you all for that. who Bill? Um >> I think L is a hot topic here, but just for clarification with our bench because I know we say that term the bench and we have different benches. So can you clarify with the services provided here that may be different from those that are on a BAP bench or is there some difference that we should be aware of? >> Good evening. Matt Freriedman, chief procurement officer. Um so this bench is specific to a set of scope um no different than say BAP or any other. Um it highlights specifically what the the services are being performed within each of those benches. There may be overlap in some areas. Um so duplicative efforts but in general each bench it has serves a specific purpose. >> Got it. But
696the overlap can happen. So someone could be on this bench and then also service on another bench. Yes, definitely that's the case. Yeah. >> Okay. Thanks. Any other discussion? No. Let's vote. Okay. Uh tab four. Uh Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Melvinne. >> Yes. >> Miss Frigo. >> Yes. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin. >> Yes. >> Board President. >> Yes. >> Okay. Moving right along to tab five, [Applause] approval of facilities, contracts, actions. We have three speakers. Uh Lauren Kushner, are you here? >> Hi, come on up. This is for >> facilities, contracts, actions. >> You called my name, so I'm going to speak. My participation grades were always low because I don't love public speaking, but the UCLA Center X contract is too important for
697me to stay silent. I'm here as an Atwater Village resident, the daughter of a public school teacher, a mother, and a fiercely proud Jewish American. One of the things I love most about Judaism is its emphasis on questioning and learning. So, I must ask, why is a program that's been successful and that's been in place since 2013 without controversy, um, that's old enough to be a bach mitzvah, suddenly at risk? Why is this year different from all other years? This year, we've seen our country backslide into censorship, akin to the Red Scare, and it has many of us acting out of fear instead of living our values. We absolutely must stand up to anti-semitism, but the curriculum is in no way anti-semitic. And to call it such is to dilute the genuine anti-semitism that endangers
698my family, my friends, and my community. We cannot censor our way to safety and we cannot threaten our sty teachers. Our children are going to continue to face an onslaught of information and disinformation online. Don't we want them to be able to come to their teachers who are well educated in creating safe uh and supportive learning environments for all students, particularly the most vulnerable minority groups. We owe it to our children to show them an expansive view of the world that reflects our diverse community. We must encourage deep thinking and learning about themselves, but more importantly about those who are different. This keeps us all safer. Please keep the contract in place for the benefit of all teachers and students um including my Jewish son and the children of um my fellow Jews who were
699here this evening but unfortunately had to leave. Thank you all. >> Thank you for your time. Maya Sandival. Maya Sandival. Uh and then Raju Kapul. Uh you're signed up to speak remotely but you're not signed in. Okay. So there was some discussion for tab five. I just had one question either from Miss Tes or I've spoken to the superintendent about it so I can direct it to him on item um on item I which is the Hamilton comp mod. Hamilton is not my school. It's just outside board district 4 although many people think it is including on a district zoom last night where someone thought it was and so I'm happy to adopt it or at least be a a friend of Miss Hendy Nubo when it comes to Hamilton in the greater complex. Um,
700and I'm excited that this iconic LA high school is having this modernization, but the price of this one, um, $424 million just about is definitely the most expensive compod that this district's had. I think maybe the RFK, the building of the RFK complex was slightly more expensive, but it's also one of the most expensive school modernizations in history. And so I my question is just what assurances do we have for the board, for taxpayers, for those who support our bond that this will be a project where uh one this is the best value that we could get. Two, that we will get $424 million worth of value that this is critical work and that students will and taxpayers will see the benefits of it. just given the price, I just wanted to add an additional
701layer of um of accountability, I guess, um going forward. So, I plan to support it. Um but I just would love, you know, to make to flag it and make sure that we're aware given the the sticker shock that I think many of us had. >> As we've discussed before, thank you for the question. Uh I mean obviously considering the price tag attached to this much needed uh uh upgrading of this historic school there's going to be heightened accountability uh measures around it uh such as milestone auditing uh meaning throughout this phase uh there will be milestones that will be achieved and uh and those will trigger automatic uh review of expenditures, change orders uh the trend etc. So I I understand your concern. Obviously we have fredded over this. We made the decision to
702bring this recommendation at this point because if we don't if we were to divide this next phase into two phases uh we would be flirting with cost escalation driven by just the cost of doing business in addition to the yet to be seen uh impacts of of the tariffs. So it is a high price tag but I think with the heightened accountability, the milestone audits, roving audit and a careful accounting for change orders uh I think will lead us to a position where a good product will be delivered. Still an expensive price tag but certainly not uh not as expensive it would be would have been should we delay it. >> That makes sense and the bifurcation or triification could lead to that. I will note too that I think initially at least when there
703were three biders they all came in within the certain range and so this that you know this does seem to be potentially what it costs at least the way we do business and on that note the last thing I'll say is that I know the board and the public are expecting the independent analysis from MGT I think in coming days that look at work that we can all do to uh decrease costs and increase efficiencies and I know that those learnings will be applied to this project as well. So, um, and Sherlette, just cuz you were out of the room, this was about Hamilton, which I had flagged for the board member, uh, to let her know I I plan to support the school modernization, but we had similar just, I think, concerns, questions about
704the cost. So, thank you, superintendent, for those assurances. And thanks, Miss Tes. >> Any other questions? >> I wasn't going to ask a question, but now since we're here, might as well ask one. Um, for item D, um, the architectural and engineering contract specifically for Dena Elementary School. Just want to know, um, what's been taking so long for this project since we voted on it back in 23, two years ago, almost two years ago. Um, and it's still in the architectural sort of engineering phase. So, what's going on with Dena Elementary School for their green schoolyard project? Uh, Vice President, uh, board member Reus, I don't have the exact details on Dena. I'm happy to get, um, back with you. I do see, um, that we're looking to complete that project or we've completed it,
705and this is for ratification. So, let me get back to the details. >> Oh, so it's just ratification, but the work is done. So, this is after the fact. >> Yes, this is a ratification. Okay. All right. Never mind. Thank you. >> Anyone else? Charlotte, >> just and I was listening to you, Nick, and yeah, it is in BD1. I know folks often um get that mixed up, but um just as we're doing this, and I know this is um kind of the largest project that we've done, but it is going to be an extensive amount of time um to that community. What can we from our facilities be able to help them? Cuz a lot of spaces will be out of commission, their baseball field, um eventually the gyms. What kind of accommodations will
706we be able to help provide them with in this long period of time? >> Sure. There are several things that we do to make sure that we are um lessening the burden to schools while they're under construction. Part of the reason that this project uh this phase is slated to take approximately four and a half years is because we had to build a large interim village. We're going to be doing um two phases, two classrooms at a two large classroom buildings at a time, moving them into the interim portables. When those are done, students would move back and then we could start the historical buildings. In the meantime, um we do know that the softball field and baseball fields are impacted because that's where we put the interim portables. We do have a project at
707Webster Middle School that is reconfiguring their large playground or uh playfields to be used for practice baseball and softball and eventually competitive so that they have interim uh fields while we're under construction. And then in regards to the gyms, we plan on doing each gym separately. So at all given times they will have a gym. >> So I know the time frame is four years and eventually for competition. Is there plans for them now for competition? What would be the recommendation for them now? I believe that they are will be able to start using that Webster field within a matter of weeks or months and we have been working with the um athletic directors now to identify other spaces I think um we have them using other fields um with the idea that they use
708Webster as soon as it's available. >> Thank you. And then is there any hopes to partner with the city to use their facility in the interim? We always ask the city as well if they have um spaces available that we can use and we pay whatever fee um you know we agree upon to use their fields for practice and competition and that's an arrangement we have at other schools as well that will be helpful because I know they're also in competition with other fields needed fields like our laces who doesn't have a field so there's going to be an impact there as well so if we can definitely make it a plan. Thank you. >> So, Charlotte, if I may, I've had several schools in board district 3 through compods and somehow someway it always
709works out. I don't know what you do, but it always works out. So, have faith. Okay. >> Okay. Any more discussion? Looks like a vote is in order and a motion and a second. So, let's do the move it. >> Moved by board presidentson. >> Seconded by Miss Newell. And the vote. Miss Newell. >> Yes. >> By Dr. Rivas. >> Yes. >> Mr. Meloy. >> Yes. >> Miss Grigo. >> Yes. >> Gonz. >> Yes. >> Miss Ortiz Franklin. >> Yes. >> Uh, board president. >> Yes. Did you forget Mr. Melvin? >> I did not. >> Okay. Sorry. >> I did. >> Getting late. Okay. >> It is late. Okay. So, now we move on. That's tab five. Now we move on to tab uh seven. We have uh one um person listed for public comment
710and she is not online. Um Ena Quite, are you in the room? Ana. Ena. Nope. Not here. So, this is uh tab 7 donations of money to the district. >> I have a question. Sorry. Um, I just noticed um a donation uh from Ker Canyon Parent Support Group and they are an affiliated charter. I'm wondering do we allocate affiliated charter staffing or do they do that on their own? >> Good evening. I'm Simon Bravo Karimi, uh, chief financial officer. To make sure I understand the question, are you asking if affiliated charter schools receive allocations of of staff >> staff? Like for in this case, they purchased a school psychologist or part additional funding for school psychologist. So, I'm just wondering, do we give them those allocations, the school psych the psychologist, or do they >>
711they receive allocations like like all district schools? Um, as well as, you know, norm positions as well as other discretionary allocations. >> Oh, I see. Okay, >> just to just to add to that is if the norm calls for it. So for a PSW, if the site is 600 or more students, they would be normed a PSW. If they purchase a position, the district will hire and and place an assignment there for a school psychologist or PSW. >> Okay. Yeah. I was just, you know, I think this just shows the need for school psychologists. So they are the ones who work with students with disabilities, right? they're the ones who do the assessments and the renewals. And I'm just noticing that um the whatever ratio we're using doesn't seem to address the high need at
712our school sites to the point that people have to fund raise for it. And to me, it worries me when schools are now fundraising for positions because that will eventually lead to an equity, right? When some schools can fund raise but others can't. So, I just that's the reason why I wanted to bring this up. That's all. And I'm sorry I made you stay so late for that. >> Okay. Thank you. >> Any other inquiry on tab 7? May I have a move in a second? Take >> moved by board presidentson. >> Seconded by Dr. Rivas. >> Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. Miss Ortiz Franklin. >> Yes. Board President Schmurson. >> Yes. >> Seven eyes.
713>> I'm going to look at my notes. I believe >> that concludes um action items, but we do have one final thing called public comment. >> So do I. I have two. >> I think most folks have gone home, but for those who have stuck it out with us, now is your time to shine. Jacqueline Casas, are you here? Johnson, >> Kendall Lewis, >> Assad Vasquez, >> Alejandro Maslejandro, >> Ian Kirxy, >> Ma Tjo, >> Leah Milman, >> Cidel Ramirez, >> Tamara Mendez, Joseph Williams, >> trail Kono, >> Donald Batty, >> Miguel Flores, >> uh, Miss Fields, Jamia Fields, Amber Martinez, Trainee Thomas, Anna Chavez, Leila King, and we have one more, Maria Daisy Ortiz, speaking remotely. I see you're online, Miss Ortiz. Please press star six to unmute yourself. And you'll have two minutes
714to speak once you begin. >> Hello. >> Good evening. >> Hi, good evening. My name is Maria Dei Ortiz. and I am here to ask all the board members including Mr. Alberto Carbalo to answer my email the violation that was made with the state law in regards to the composition of the district committee. I need you to ask uh to reply to my email each and one of you so that I can know if you will be correcting the abuse and the violation of this law that was made by Mr. Antonio Blacencia. And I want to know if the bulletin is is violating the state law. And this bulletin 67457 is a bulletin that's re that's uh checked by Mr. Antonio Placencia, unless you give him the okay to create these bad errors in which
715you are paying him more than $200,000 a year so that he can commit this type of violation or also know who is the supervisor of Mr. BL Antonio Bacencia because maybe these are orders from his supervisor. Therefore, if you don't answer my emails, your accompllices of and you need to check that the committees and the guides of the state uh comply with all levels. Thank you. And I will wait for your response because I don't want to speak and not everyone respond me. Thank you. Have a good night. >> And lastly, Robert R. Robert Roi, come on up. You'll have two minutes to speak once you begin. Thank you sir. You'll have two minutes to speak. When should you begin? >> Please go ahead. Thank you. >> Good evening. Um I I'm My name is
716Robert Roi. by uh insurance uh salesman from uh Trumark Health and would like to present a uh a health supplement that comes with a 125 tax code that allows the district to save $800 per employee. Um and and I'm I it's my understanding there's uh about 170,000 employees. Is that correct? Or >> 170 >> about 70 to 75,000 total employees. >> Oh, about 75,000. >> Correct. >> Okay. So if you multiply 75 times that 800, that's how much money that you could save every every year because you'd be saving uh monthly. And and at the end of the year, you would have approximately about $800 per employee. and the uh uh got to pardon me. I've been here since like 9:00. Uh the um uh uh trying to think what I was going to say.
717Uh the um where are you at? Oh, open that up. And yeah. Oh, you got them. Okay. I've got got these packages of literature that I would like to leave here for you. >> All of it. >> Yeah. But just back No, just back in there. Uh, okay. >> Uh, thank you so much for your time, sir. Appreciate your time. I'll I'll take those things and I'll pass them out. I'll make that sure that they get distributed to the board. Appreciate your time. >> What did you have? >> And that concludes that concludes public comment. Um, I believe there are some adjourning motions. I'll come and collect those. Thank you, sir. So, Miss Griger, would you like to start with your journey motion? >> Yes. I have two that I will um be presenting. The
718>> end. >> The first one is uh in memory of Linda Guthrie. On September 14th, 2025, Los Angeles Unified lost a 45-year teacher and LUSD family member. Linda Guthrie was a tireless advocate for both students and staff who dedicated her life and career to education. In 1980, Miss Guthrie joined LUSD as an ESL teacher at Virgil Middle School. During her 25 years at Virgil, she also served as a mentor teacher, lent her expertise to the district's credentiing and career ladder programs, and served one year as a f field representative for schoolboard member Jackie Goldberg. It was also at Virgil that she met and later married fellow teacher Wade Fulbright who is right here with us today. Together they have three children, Jacob who is here with us as well, Yiani and Katrina who all attended
719LUSD schools. Her experience as a district parent inspired Miss Guthrie and even greater desire to become more involved in uplifting the public school system. To pursue this goal, Miss Guthrie stepped away from the school site, accepted a leadership role at UTLA, having been elected secondary vice president by her peers. During this time, she dedicated her energy and advocacy to negotiating improved contract language, greater involvement in staff development, and safeguards for teachers and students. After serving her colleagues for six years, she returned to the classroom at Thomas Star King Middle School as a national board certified teacher, teaching both English and film and continuing to be a strong supporter of the district's English learners up until her passing in September 2025. Miss Guthri's 45-year legacy in LA USD and UTLA will not be forgotten. In addition
720to the countless students and colleagues whose lives she touched, she has shared with us her children. Katrina currently serves as a senior office tech and Yiani as a substitute teacher. Jacob began his LUSD teaching career in 2008 as a math teacher at Eagle Rock High School and is now a director in LUSD human resources, leading recruitment, selection, and retention work for our black student achievement plan. Miss Guthrie will be missed by all who were lucky enough to know her. >> Carla, if I may, if I may. I worked with Wade and with Linda at Virgil Middle School. She was the nicest and funniest person. It was such a pleasure to work with her. Always in a good mood, always helping. And I even knew Jacob when he was a little boy. But uh it was
721a pleasure to work with Wade and with Linda. Just a wonderful, wonderful, warm human being. just beautiful. Thank you. >> Yes. Our deepest condolences to you. Um and on October 8th, we mourned the passing of labor and social justice champion Kent Wong. Mr. Wong was a tireless advocate for workers, immigrants, and students. As a founding member of the UCLA Labor Center, his visionary leadership helped shape the labor and social justice movements across Los Angeles and beyond. Through his work, the first stream resource center for undocumented immigrant youth in California was established in 2010, creating a lasting space for empowerment and opportunity. As a professor, Mr. Wong inspired and educated thousands of students, imparting critical lessons about labor and immigrant rights. In his last two years as project director of labor and community partnerships, Mr. Wong
722continued to support the movement by bridging collaborations between the UCLA Labor Center and community partners, including facilitating a nonviolence training for 1,400 people at the LA Convention Center on July 10th, 2025, hosted by the LA County Federation of Labor. He also supported the Senate Resolution 38 effort to incorporate a nonviolence curriculum into California's public schools. He served as board chair for Lane, a member of the WK Kellogg Foundation's Solidarity Council on Racial Equity, and vice president of the California Federation of Teachers, a role he held for more than 10 years. Through his passionate mentorship, he nurtured a generation of leaders committed to advancing equity and justice. His legacy will continue to inspire us all, and he will be missed. >> Thank you, Carla. Nick, I believe you have Yes. Thank you, Mr. Smearelson. And I'd
723also like well, one, I will uh uh join in the condolences for uh for Miss Grigo's adjournments, and please add me to them as well. Um and I'd like to also adjourn this meeting in honor of Debbie Montano, the plant manager at Emerson Charter Middle School, uh who passed away this morning. Actually, um we're deeply saddened to share that Miss Montana passed away this morning after a long and courageous battle with cancer. She dedicated more than 33 years of service to the district, including the past 12 years at Emerson Middle School. She was highly knowledgeable and dedicated as a plant manager who took great pride in keeping her school safe and clean. She was a true pleasure to work with and will be greatly missed by all who knew her. Uh, I hope to get
724more information about Miss Montano and her life and her family to share with the board and with the Emerson community, but again, this was just happened this morning, but we wanted to make sure that we honored her as well. So, thank you. >> Thank you, Charlotte. >> My condolences to the Guthrie family as well. Um, this adjourning motion is for Florence Elizabeth Downing. Uh Florence Elizabeth Downing, born Willis, uh was born June 26, 1931 in Birmingham, Alabama. She was married to James Downing Jr. on September 17th, 1951. She moved to California in 1955. She was a teacher with LUSD for 50 years, also serving as a technology coordinator and mentor teacher. She taught at 109th Street Elementary School. She taught at 42nd Street Elementary School and Manhattan Elementary School where she worked for 42 years
725and was awarded teacher of the year. Florence Elizabeth Downing is survived by her family, including her husband and children, which include former regional superintendent Christopher Downing and William Downing, our regional director for the Lincoln Heights Elserino network, and James Downing III, who is retired as a LUSD principal. >> Thank you. Thank you. I too have two. Anyone else before I go? Okay. Um well, esteemed board members, I would like to adjourn today's meeting in the memory of Miss Leah Brackens, who lived and served the parents and community of board district 3 and the district as a whole for 25 years. She passed away on August the 13th and is remembered as a wife, mother, grandmother, friend, mentor, and spiritual guide to many. Miss Brackens is one of those pioneering leaders behind the parent and family
726center movement uh within LA Unified. Uh her involvement began during her years as an LUSD parent, continued in her role as a community rep in a parent and family center and extends through her current position as senior parent and community facilitator in the office of student, family, and community engagement. Join me in celebrating the service and legacy lived by Miss Brackens. What a great lady. What a great lady. One more, Jerry Dale Thornton. Today we mourn the passing of Jerry Dale Thornton who served as LUSD's inspector general from 20 2005 to 2010. Mr. Thornton passed away peacefully surrounded by his family at his home in Rancho Mirage, California on September the 28th, 2025. He was 79 years old. Born in November, November 9th, in fact, 1945 in Louisville, Kentucky, Jerryville, Jerry, as he was affectionately
727known, lived a life rooted in faith, love, and service to others. He proudly served in the National Guard being a lifelong commitment to his country. Jerry went on to build a distinguish distinguished career as a Federal Bureau of Investigation member where he served as with honor and integrity as assistant special agent in charge of Los Angeles field office. After his retirement from the FBI, Jerry continued his public service by joining LUSD in 2001 as an assistant inspector general. In 2005, Jerry was appointed inspector general where he worked to uphold accountability, transparency, and excellence in LA USD until his retirement in 2010. Above all, Jerry was a devoted husband, father, and man of God. He loved deeply, led with integrity, and lived joyfully. His faith guided his steps, and his love for his family and country
728was unwavering. He has survived by his beloved wife of 50 years, Kathy Thornton, and their four children, Michael, Andrew, Jennifer, and Kyle. All of whom forward his legacy of strength, devotion, and compassion. A memorial service to honor and celebrate Jerry's life was held on October 10th, 2025 in Louisville, Kentucky. Jerry Dale Thornton will be remembered not only for his many accomplishments, but for the way he lived with faith, humility, and a heart full of love. I just want to mention it was Kelly, Michael, Andrew, Jennifer, and Kelly. Those were his children. Thank you so much. And without further ado, unless there's any objection, uh, the meeting is adjourned. >> I object. >> Okay. Yes. I think he's kidding, folks. He's kidding. Time is