001Okay, welcome. The time is now 10:54. Welcome to the regular meeting of the Los Angeles Unified School District Board of Education for uh Tuesday, September 16th, 2025. I will take role. Uh Miss Newell. >> Dr. Rivas, >> present. >> Mr. Melvin, >> here. >> Miss Grigo. Uh, Miss Gomez >> here, >> Miss Ortiz Franklin, >> uh, board president Schmorson >> present, >> and student board member Yang >> present. >> Okay, we have a quorum. We'll go directly into the pledge of allegiance led by Mr. Yang himself today. I pledge algiance >> I aliance >> to the flag >> of the United States of America >> and to the republic >> for which it stands >> one nation >> looks like we got some wires crossed where we did we actually did have a video lined
002up and I I'm just gonna >> I feel like we need to honor the kiddos who made the video. So, let's let's uh at least restart the video and we'll plug that volume up or can we watch these kids do what we all did when we were when we were about their age. So, um if my friends in its could rerun that video, we're going to observe it um and honor those little kiddos. >> These are second grade and third grade from Chameleia Elementary School, dual language. We're going to make this happen. I pledge algiance >> I pledge aliance >> to the flag >> of the United States of America >> and to the republic >> for which it stands >> one nation >> under God >> indivisible >> with liberty and justice for all.
003[Music] Sorry. Sorry about that. Weird. Normally, it's supposed to go on that gigantic screen behind us and we we only had on these two screens. So, maybe we'll give those kids another shot next month and make sure that we get it we we get it done right. And uh we will also now play 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 Gabrielleno 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
004continue 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 hanuk fetam ancestors aihon elders and aohhinken our relatives and relations past present and emerging and commit to supporting indigenous communities through education ensuring their voices are heard and their legacies are respected. We commit to deepening our understanding of the histories and cultures of the native peoples of this land. This acknowledgement demonstrates our ongoing efforts to build and sustain relationships with indigenous communities and contribute to healing and reconciliation. Okay, on to board president's reports. Okay, we have some labor partners here. I know Miss Nichols is here. I know we have LA school police represented. Um, we'll the first labor partner, whoever want come on down first to leap at the
005opportunity. Let me make sure your microphone is on before you begin, please. Gloria >> and Miss Martinez, always please announce announce who you are for us so we know what's going on. Thank you. >> Good morning. Uh my name is Gloria Martinez and I'm the UTLA treasurer and I'm here today to >> Oh, sorry. To speak on the unodudited actual. >> I especially want to >> you pause for a second. I'm hearing our Spanish translation. This is the third thing that's gone wrong in three minutes of the board meeting, I think, so far. >> Um and all. Yeah. And so, if we could make sure that the translation isn't coming through at the same time, we should we should be okay. Um, translations. Can we do a check to make sure we're not coming through
006live on the Zoom as our person in the room is speaking? >> Starting. >> Sure. >> Please. Thank you. >> Okay. Uh, my name is Gloria Martinez. I'm the UTLA treasurer and a special ed teacher out of East area. And, um, I'm here to discuss the unodudited actuals. Um, but I do want to start off by saying that it we think it's imperative that documents, board documents are posted online on time. Um, there is no reason why something that is stamped on Friday is put online on Sunday. So, we think the public and the board has an obligation to make sure that we are transparent in the process. Um, but I want to speak in regards to the classroom salaries. Um, on June 3rd, the district reported to this board that it spent 47% of
007the cost of education on classroom salaries last year, well below the state threshold um requirement of 55%. And certainly we understand and we can see why the state would have such a threshold. Um, then we were told that they had been that the district had been calculating the percentage incorrectly for several years. They provided you revised percentages that were considerably higher, but no reasonable explanation um on how they got those revised figures. If you were in my classroom, you would absolutely have to show your work. Um you would have to explain your ex your calculations, but once again, somehow neither the board nor the public are worthy of the same high standards I hold for my students. The new unudited actuals show an entirely different different figure of 54.3% which is still below the state
008required 55%. Um and the district is not meeting the threshold. However, this new number still represents a significant change to the previous calculation and no explanation. UTLA made a request in June for documentation for the accounting changes that resulted in these upward revisions. We have received no information on this. In other words, no one has shown their work and no one has explained how they calculated their figures. Uh the board deserves an explanation and so does the public with the latest financials. Um, the latest financials show that LUSD continues to overspend in administration while under spending in instruction. LUSD under spent the original instruction budget by $600 million while overspending in general admin and school site admin by almost $400 million. As fidiciaries, it is the obligation of this board to request a detailed account
009of the changes made to the cost of education reporting. make them show you their work and make them explain their process. I also want to discuss OPED and um some recommended changes to the budget. The OPED trust generated more returns than LUSD originally projected. With only 40 million contributed to the general fund during the school year, the OPED trust grew by $143 million. Given this uh we recommend that the board revise its budgeted contribution this year and prioritize other crucial budget areas. the fact that the budget office decided before the budget process even began and without consulting the school board to pre-program OPED trust contributions into every school site position without making um excuse me um position making them more expensive for school site budgets does not take authority away from this board to determine
010the trust contributions if the OPED um trust contribution and the budgets are not reduced further it will be the first time in board history that these unnecessary contributions were made under a qualified budget. I also just want to UTLA wants to commend board members Gonzas and Grego for bringing resolution number 26 for Latino Heritage Month. It goes beyond just celebrating and it reconfirms sanctuary status and the need for mental health supports for our students. And on resolution um number 27, we thank you board member Hendy Newell for the freedom to learn resolution that calls for ensuring curriculum that supports social, political, economic, and historical perspectives, calling on the district to hold teachers harmless, for teaching accurate content and uplifting black studies and ethnic studies courses. There is a much needed res this is a muchneeded
011resolution to meet the moment that our educators are currently living in. Thank you. >> Thank you for your time. Uh Miss Nichols, Maria Nichols, are you out there? >> Thank you. >> Good morning. I am Maria Nichols, Ala Teamster, president of approximately 3,000 administrators in LA USD. Today is an unprecedented historic landmark day for Allah in our existence of 45 years. Today was we we stood tall and proud handinhand with our five labor union partners as a show of unity and solidarity to advocate collectively for fair and a just contract where the language of the contract protects the workers that we serve. We are in the midst of collective bargaining and we have currently we know of a substantial reserve where at this time many of our communities and our school administrators are bleeding out
012with the demands of work hours and workload where one person now is doing the job of three. Our cuts last year with 400 APS have had has had a negative impact on operations, safety of schools, instructional supports and more importantly mental health coordinated supports around PSWs, school psychologists, PSAs, the coordinated services that are so desperately needed at schools to be able to uplift and help our students. and communities, especially at a time right now where we are challenged with immigration and ICE and fear, where we know there is an increase of trauma and a lot of need. Our schools run on human capital. We are a human capital district and we need the people to do the work. I get many calls on the weekends after hours where we have principles at their sites very
013late into the night coming in on weekends. And I know that when we sit across the table and I bring this up with data and surveys and narratives of folks sharing their stories, lifting lifting up their voices. The response that we get is well the district isn't asking your principles to do that. your workforce to do that. Why are they doing that? We're not asking them to do that. Why are they coming in on the weekend? Because the work needs to get done and there's only a few administrators left to do the administrative tasks. There is a sense of commitment and pride in the work that administrators do. That is why they show up. But it is at the expense of their physical, mental and emotional state. At this point, our Allah teamster campaign, our
014time is now. Enough is enough. Is our roadmap in addressing issues that are coming directly from voices from the field. I am proud to have stood today hand in hand, side and by side with our labor partners because uh the fight is real. The fight will take all of us to really have you listen, hear us, and although we are appreciative of superintendent, when you come and bring greetings, for example, to EPO with your eloquence and speaking and your compassion that you bring gratitude to our folks. We appreciate that. We appreciate your presence. But now is a time to take action. Words are no longer enough. The 60our weeks need to stop. We take care of the children, your children. Do we get to see our children at home? Do we get to have a
015life of work and balance? Where is the joy in what we do? So I ask of you to please listen, look deeply into the surveys that I provided you for collective bargaining. Read the narratives that I provided you in full transparency around working conditions and work hours and the realities of what we are facing at this time in schools. board members, you know, because you visit schools every day and you have direct contact with our principles and they share with you because they trust you. You've built a relationship with them. It's a time to listen. It's a time to act. We want to be your friend. We want to work with you. I want to leave the collective bargaining this year with a strong and just and fair contract. That is all that we ask.
016Bring dignity and respect back to the workers and the workforce that make this district great because we are great. And I have a lot of of of of of pride in saying that I was a student here. I have served here as a teacher, as a coordinator, as an assistant principal, principal, director, community of schools, and now as the union leader. I have great pride and great faith in this district. Thank you. >> Thank you for your time. Uh Mr. Gomez, I see you back there. Come on down. You'll have some time to share with us. Are there any other labor partners here uh to follow? Mr. GZ. I agree. A sense of safety is the best vaccination against negative mental health issues. So, hire more school police officers. Thank you for the layup. Um,
017my name is Gil Gomez. I'm the president of the LA USD School Police Officers Association. Um, let's talk healthcare. Last week, I took my daughter to UCLA hospital for a checkup and she's doing great. And at 7:30 in the morning, I saw while while I was waiting by the elevator, I was sitting down and I saw um a woman, a little older than I am, African-American woman, tall with the mask on, walking frantically towards the neurology department at UCLA. And she was frustrated because the door was closed. and she she sat next to me and said, "If they told me to be here at 7:30, I'd expect them to be here on time." And she was frustrated. And I said, "Don't worry. UCLA is in a four-way tide to be the number one hospital in
018the state of California, tied with Cedar Cyanide." And she smiles and she says, "I go to both of those." And I smiled back. And of course, I was trying to comfort her because she seemed a little frazzled. She said, "I'm 87 years old and I'd had a great career. I didn't get paid much, but my healthc care is phenomenal." And I said, "Oh, you were a teacher." And she smiles and starts laughing. And she says, "Yes." I go, "Where did you teach?" She says, "For LUSD." I said, "Wow, your employee number," because she told me she was 87, "Must be 002." She says, "No, sweetie, it's 001." So, as I was, as we say, she says, "I worked at a place called 450 North Grand." I said, "I know the place." Um, we started talking.
019Um, she she was talking about um she got distracted, which was great. and we got into our conversation and she asked me what I did and I said, "I'm I am I I I I'm a police officer for the school district." And then she says, "How do you know that UCLA's number one?" I said, "Well, I do negotiations, too. That's what I do on the side, you know, not kind of downplaying my efforts." Um, so she she starts talking about her granddaughter who's a um has her bachelors and she wants to be a teacher and she works for a school district. She says she's 95. No, no, 99% perfect, but these young kids don't know how to speak to their elders. I said, I'm I I'm old enough to understand that. So, her name was
020called. She told me not to leave. uh she wanted to finish our conversation and she came back and we we spoke a little further and we're doing negotiations at the same time that we're doing healthcare negotiations at the same time that we are doing um salary negotiations. And everybody knows that the return on investment for being a teacher is teaching children and making a huge difference in people's lives. And they understand that they don't get paid as much, but the unions take care of them in a way that's seriously life-saving, such as having the best health care um in town. So, in closing, I I was proud of myself for making her feel better about her. Obviously, um she she was nervous in regards to going to the neurologist, but as I was driving home,
021I realized she was put in my path to make me feel better and to create pause and and help me understand life a little bit better. Um, I I I was open-minded enough to be able to pivot. So, be thoughtful in regards to our healthcare contract. I'm not going to be labored a point. Um, but that was just a beautiful exchange and we do have family in here right now that's normally not in here. So, I just like to share that with you. Thank you. >> Thank you for your time. Are there any other labor partners present? Okay. There any uh board reports from committees? >> Looks like no. >> You do the committee parts want to start I guess from that end and come around come around here. Committee of the whole. Uh we
022have a report uh committee of the whole. The committee of the whole convened on September 9th, 2025 and covered the following key presentations and discussions. Digital citizenship in LUSD. Dr. Francis Bayz and Mr. Dominique Ko Kigua presented the district's strategy to prepare students for safe, responsible, and equitable participation in the digital world. The presentation emphasized digital literacy, ethical decisionmaking, AI integration, and collaboration with community partners. The board's discussion included exploring partnerships with nonprofits, libraries, and local organizations, as well as safeguards for responsible AI use in the classrooms and also in making sure their students are proactive and empowered um when it comes to digital citizenship. Housing initiative update. Miss Christina Tes um Isam Dadul and Anne Vololtz provided an update on workforce housing development for LUSD staff. The update highlighted priority sites, financial models, community
023engagement, and a timeline for issuing RFQS uh RFPs. The board discussion focused on embedding workforce protections, union jobs, local hire training pathways, um addressing neighbor impacts, and ensuring accountability and developer uh rel partnerships. The board will be voting on this critical item today. So, I'm thankful to Miss Tes and her team for the great presentation in the at the September uh committee of the whole. The next committee of the whole meeting will be on Tuesday, October 7th. Thank you. All right. Um, we had a curriculum and instruction meeting on September 11th, 2025, and um, I chaired the first curriculum and instruction committee meeting of the school year. The overall topic of discussion was related to culturally and linguistically responsive spaces for Latinx and indigenous Mesoamerican students. The presentations focused on how we can deepen our
024understanding of culturally and linguistically responsive pedagogy, how we can make connections to the lived experiences of Latinx and indigenous educators and students, and reflect on how to support schools by honoring their resilience. Thank you to Miss Lydia Aosta Stevens and the med team for their support with this presentation. We also got the opportunity to hear from both educators and students, including Josephina Padilla, a first grade teacher at Hooper Avenue, Marisella Lopez Samoya, social studies teacher at King Drew Medical Magnet, as well as her students. We had three wonderful students from King Drew Medical Magnet, students, Miss Lopez uh Samoya, who recited powerful poems about their identity and culture. The students recited their poems with all their heart. It was impossible to hold back our tears and smiles as we heard them share about their lived
025experiences through poetry. Our next committee meeting is November 6th at 3:30 p.m. Thank you. Okay, for the greening schools and climate resiliency committee, the committee met on August 27th and covered the following key presentations and discussions. The first was resolution implementation and community partnerships. Mr. Christos Crusilio joined Mr. Carlos Moran of Northeast Trees and Miss Tori Jur of the Los Angeles Neighborhood Land Trust and provided an update on the implementation of the board's February greening partnerships resolution. The presentation highlighted new and expanded nonprofit partnerships to advance greening projects with discussion focused on prioritizing the challenges faced by these organizations as they work alongside the district to green our schools. Concerns raised include paying fees upfront, testing challenges and consultant costs related to asbestos and lead abatement. staff share that the district is is exploring opportunities
026to reduce or off reduce or offset these costs including potential collaboration with CalFire. The second presentation was on climate literacy and task force reports. Mr. Chrisilio, Mr. Jerry Song, and Mr. Nicholas Gardner Sedna presented the climate literacy task force findings and recommendations. The report outlined a road map to integrate climate literacy into curriculum, outdoor education, and workforce pathways. The committee members emphasize the importance of strengthening career technical education programs, particularly the multicraft core curriculum, MC3, and discussed expanding student success to green job pathways through community schools and local occupational centers. Support for the climate champions program was also reaffirmed with a call for dedicated funding to sustain and grow the initiative. Lastly, the committee also discussed challenges with using bond funding for greening projects, noting the need to align bond eligibility rules with communitydriven priorities
027and ensure equitable access to resources for the schools most vulnerable to climate impacts. The next committee meeting will be on September 24th. Thank you. >> Next, we have the superintendence report. >> Thank you very much, Mr. President. Good morning, everyone. Just a couple of uh brief updates. Number one, obviously our community continues to uh express and uh certainly feel a great deal of fear specific to immigration actions uh that continue to take place here in Los Angeles and across the country. Uh even though uh we do not see necessarily a significant breakthrough uh from the administration, uh it is important to note that last week after a number of requests made by this board by this administration specific to enforcement actions in schools or around schools or close enough to schools. There was an important
028statement made uh by ICE that cannot be ignored and I'd like to convey verbatim what that communication was because it is it reveals to a certain extent a departure from previous statements uh from ICE itself and that statement is that ICE is not conducting enforcement operations or at or raiding schools. We've heard this manifest and spoken about in a variety of different ways. It is important to note uh because obviously our community, our students, our parents, certainly our teachers, support staff continue to deal with fear about whether or not someone has the right to enter our schools. We as a school district have declared the number of times that no one no one no federal entity short of producing a judicial order signed by a judge has the right to speak with anyone in our
029schools. This is the first time this past Tuesday that the federal government actually vocalized the position on this matter. So we're going to hold them uh to their statement. Uh and certainly it is a step in the right direction, but we're still far away from where we need to be as a community. I say this at this point because it is critically important for parents in our community who for very understandable reasons may be protecting their children at home but not exposing them to necessary and legally required schooling. Please connect with your child's principal. Please call our crisis emergency line for us to have an honest conversation with you about the variety of different ways that we can reenroll your child. We began this year, point number two, uh with a significant decline in enrollment.
030We know now that a significant number of the students who are currently not in our schools were international newcomers. It is very easy to tie uh the reason as to why they may not necessarily be in our schools. While we sadly believe that some may have left Los Angeles altogether, we know for a fact a number of them are living in fear at home without any schooling experience. We are here to support. We are here to help. Please call our emergency line or call your trusted counselor at the school last attended by your child or a principal. Let us help you. The next issue obviously we came off of a successful release of academic data specific to reading and math, science, graduation rates, etc. But there is much more work to be done. The time
031is now. We continue to offer before and after school tutoring programs and enrichment programs. I know that parents in some cases are fearful of keeping their kids in these afterchool programs because of the walk home. Take advantage of our expanded transportation routes and transportation for all. If you have fear specific to walking your child, reacquaint yourself with the preparedness packet packet, the family preparedness packet that we have provided to all parents and again speak with someone at your child's school for the best way of protecting your child. But consider the availability of services and afterchool care that we provide. Lastly, we just wrapped up a terrific um adult education expo um which was held at the Beehive in in South Los Angeles, attended literally over two days by thousands of both students and parents alike.
032Now is the time in most cases at no cost for parents, adults in our community to enroll in adult and career technical training programs. a career in a year, a way of catapulting uh uh higher level uh into a higher level income scenario by acquiring a new skill set. Please consult uh our website for adult and career technical education. Lastly, now is still the time for you to take advantage of uh universal TK and pre kindergarten programs, early education programs. Uh we expanded these programs significantly over the past couple of years. We're seeing a bit of a slowdown in enrollment which we believe is tied to the fears associated with immigration but our schools are trusted spaces. So please if you're a mother, a father, a caregiver for someone, a beautiful child who's three or
033four years old, speak with us. Let us care for them during the day. Let us provide them with the best possible education. And if you are a student of any age, regardless of whether or not you started the year with us, now is the time to come back to us. We will support you. We will help you, no questions asked. We are ready. We have virtual options available, but we also have terrific face-to-face opportunities for all of our students. Thank you very much. Yes. >> Thank you. Thank you, Mr. Superintendent. And I would like to give a special shout out to our ladies and gentlemen in the front office and the main office at our schools who are our SAAS and our office techs who are the lions protecting the door and not letting people
034in who should not be coming in. So I really want to thank my clerical staff in the main office. Okay. So um September is an important month and before uh it goes away into October, let me just remind everyone that September is deaf and heart of hearing awareness month. And I just want to tell you death awareness week is celebrated during the month of September and is highlighted for the past 14 years by the Los Angeles DA Festival which promotes itself self-esteem within the deaf community, provides information on available resources and educates the general public and enhances the profile of deaf artists in Los Angeles. And I want you to know that American Sign Language is the third most used language in the United States. Amazing. The third most used language is American Sign Language.
035Thank you. Thank you so much to all the staff at LAUSD in ASL. Thank you so much, Mr. McClean. Okay, now we're going to jump into the consent calendar. The consent calendar is a procedural device that the board uses to get through multiple items at once without having to discuss each one individually. So, I'll read through the consent calendar. Um, and then the board will designate by saying out loud consent or discussion whether or not the item will go onto the consent calendar. I'll note we have a number of public hearings and I'll suggest that those with um also those with uh time certain probably shouldn't go on consent since we have speakers lined up for those um and we'll be able to take them at that time. We're going to be running about three
036minutes behind for the 11:30 time certain, but um as soon as I'm done talking, we'll get through this. Okay. Tab one, uh career technical education incentive grant. >> Send. >> Actually, I have a question. >> I have a comment. >> Okay. Question. So now that will be on discussion. >> All right. Tab two. uh cannot is a public hearing that can take place no earlier than 4 pm. So discussion tab three authorization to issue requests for qualifications and proposals. >> Question >> discussion tab four authorization to enter into a memorandum of understanding with the uh Los Angeles Department of Water and Power. >> I have a question. Sorry. >> Tab five. Receded results uh of the April 2025 general obligation bond sale >> for comment >> comment. So that will go on to discussion. Uh
037donations of money to the district >> consent. >> Oh wait no >> okay so so tab five um Miss Ggo is is consent or discussion for you? Tab five is what's the topic >> receded results from the April 2025 uh general obligation bond sale. >> Oh, no. >> Okay. So, let's all talk. So, I'm going to reread. So, tab five sounds like consent. Is that agreed? Okay. >> That was >> consent. >> I had a comment on five. That was >> okay. So, comment that will go on to discussion. All right. So, Miss Newil uh tab six, donations of money to the district. >> Okay. So Miss Grigo tab seven approval of facilities contracts actions >> second >> discussion from Mr.son Morlson. Tab eight, adoption of the negative declaration for the Fairfax High School mo
038major modernization project. >> Consent. >> Our first consent item. Tab nine, project approval for the Fairfax High School major modernization project. >> Discussion. >> Tab 10. Define and approve for sustainable environment enhancement developments for schools projects. A comment >> comment to >> I have a comment as well. >> Okay, so we'll go on discussion as well. Define and approve three projects to provide critical replacements and upgrades of school building site systems and components. >> Consent. Tab 12. Define and approve the Tweety Learning Center roofing replacement project. >> Consent. >> Tab 13. Define and approve the Dorsy High School bakery classroom and kitchen project. >> Consent. Consent. >> Consent. Tab 14. Define and approve the Bret Hart Preparatory Middle School Barrier Removal Project. >> Consent. Tab 15. Define and approve 21 board district priority and region
039priority projects. >> Consent. Tab 16. Provisional internship permits. >> Consent. Tab 17. Approval of routine personnel actions. >> Consent. Tab 18. Report of cash dispersements. >> Consent. Tab 19. Adoption of healthcare assistant uhou with SEIU Local 99. >> Consent. Consent >> question just a question. >> All right. So that will go on to discussion. >> Tab 20 automatic vehicle locator and shift differential memorandums of understanding. Consent. >> Okay. Tab 21 is a public hearing. It it can go on consent. It will be taken after the time certain I'm guessing and after the other discussion items have gone through. So >> consent. >> Okay. Tab 22 is a time certain. I do not think that should go on consent. That'll be discussion. Tab 23 uh suicide awareness and prevention month. >> discussion. Tab 24 in is
040a we have a time certain for tab 24. So that'll be discussion. Tab 25 maximizing efficiency and effectiveness and task forces and committees. >> consent. Uh let's see 26 is a time certain of noon. Uh 27 uh freedom to learn. >> Yes. Um I had a comment on that for 25. I'm sorry. I did have a question on 25. >> Question on 25. Miss new bill. Uh 27 freedom to learn >> consent. >> Six was discussion because it's a >> time certain of noon. >> Seven. Oh, discussion for 27. Thank you. [Applause] >> Okay. Me resolutions for initial announcement need not be addressed. Uh tab 30 report of correspondence also a public hearing. It can go on consent. >> Consent. >> Right. Tab 31, approval of the Proposition 28 annual report. >> Consent. >> Tab
04132, approval. Approve the annual Los Angeles Unified School District Proposition 28. >> Consent. Tab 33, approval of procurement actions. >> Consent. Tab 34 is a time certain. So that will be on discussion. uh tab 35 unudited actuals report for fiscal year 2425 and I believe we have a presentation for that and that will go on discussion. So for the folks in the audience just so that they know >> it's going to be >> everything on consent we first take the public comment for and then the board votes as one on all of those things on consent and then everything on discussion will be taken individually. I'm just going to read through the list and I want to apologize to the 11:30 time certain we're still running a few minutes late but we'll get to you
042shortly especially if you're on Zoom. So tab one, tab two, three, four, five, uh, six and seven I have for discussion. >> Tab eight consent. Tabs nine, >> please. Sorry, five, you can put on consent. That >> okay. So we're moving five to consent. >> Yes. >> Thank you. Uh, six is for discussion, seven is for discussion, eight is for consent, nine and 10 are discussion. tab tabs 11 12 >> Mike can I just ask f I see it on the matrix but I'm not remembering in the materials tab five the receipt of results of the April 25 general obligation bond sale in comparison of good faith cost of issuance estimates and actuals so I don't know what happened there but I was trying to see if my numbering was off but I don't I
043never received material >> okay let me check let me check with my office usual so can we pull it on discussion let's keep it on discussion and then um figure out what happened there because >> okay >> I just wanted to confirm which is why I didn't say anything immediately but I don't I don't materials >> I'll talk to my colleagues about it and I'll interface with the superintendent's office make sure uh and it may go on another agenda >> okay so for consent tabs 11 12 13 14 15 16 17 and 18 tab 19 for discussion tabs 20 and 21 for consent Tabs 22, 23, 24, 25, and 26 discussion. Tab 27 also for discussion. >> Right. >> Uh tabs uh 30, 31, 32, 33 for consent and tabs 34 and 35 for discussion.
044The other thing Mike just did I and maybe this is where some of the numbering was off is that we >> in our materials we had the adoption of the >> 2025 local hazard mitigation plan >> which was tab five >> okay so >> six >> sorry tab six and tab five was donations >> donations >> matrix isn't matching the isn't matching the material >> well in that item the receipt of the go the bond sale is not wasn't in the >> not on the agenda at all >> okay So, let me grab the book and then um here's what I suggest. Let's go to the 11:30 time certain. I'll review the I'll review the book and the materials and then I would recommend running through the consent calendar again to reset it and make
045sure that nothing is omitted or ellighted and um we'll go from there. So, my apologies. I'll get right on it. >> All right, it's now time for the 11:30 time certain. Would a board member like to introduce the resolution? I would tab 24 is the financial literacy and economic justice in the LUSD curriculum. So fellow board members and LAUSD community, it's my pleasure to introduce this resolution that seeks to incorporate financial literacy and economic justice into the curriculum. When we talk about financial literacy, we should specifically address the issues that happen in the real world in addition to informing people on taxes, APR, and such. So, here are just a few of the issues that are going on in the real world. Research gathered by Brookings showed that homes lose approximately 16% of their value
046when a neighborhood's population reaches 10% minority households. Minority homes are undervalued by the real estate market by 21 to 23%. Owning a home is hard, but keeping it is getting harder as an e inequitable property tax hits communities of color the most. It does and creates a wider economic gap between minority communities and non- minority communities. And notice how these ideas are not written in the real estate rule book or the official stated policy of the property management companies. It comes down to implicit bias that is so ingrained in our society and keeps down traditionally marginalized communities. We cannot begin to tackle these biases until we are first aware of their existence, which is why this resolution also calls for the teaching of economic justice. This means allowing teachers the flexibility to teach about American
047history, literature, and government from an economic perspective in addition to the traditional lesson plan. When we discuss Dr. Martin Luther King Jr., we should go beyond his I have a dream speech and also address his actions on the picket line and his calls for fair wages. When we address the American Civil War, allow teachers to discuss how actions and inactions of the government contributed to the current economic landscape or how we discuss financial distress in the modern era stemming from policies implemented from the 60s to 2009. Discussing culturally relevant materials encompasses race and ethnicity, but we also must address how these topics intersect with poverty and economics. Our students want to learn about the issues and how they affect their lives. And the subject of economic justice is our means of teaching them. I am
048fully aware that this resolution will not resolve the tragedy of poverty in Los Angeles. However, when this is implemented, it is my hope that it will give our students a fighting chance in their futures. It will allow them to resolve issues of poverty in their time where previous generations have failed. Now, I would like to hand it over to my three co-sponsors, starting with our vice president, Dr. Rivas. Go ahead, Dr. Rivas. >> Thank you, uh, President Schmelson. I have a few words um to say about this resolution because of its the core of its importance. So today we bring uh forward a resolution that is both timely and essential incorporating financial literacy and economic justice into the LUSD curriculum. As a district, we hold a responsibility not only to prepare our students academically but
049also to equip them with the realworld skills they need to thrive in life. The data is clear. Only 27% of California high school students attend a school that offers a personal finance course. At the same time, the rising cost of higher education, the burdens of student debt, and the realities of systemic inequities continue to challenge our families and our communities. For too long, traditionally marginalized communities have faced barriers to financial knowledge and stability. from redlinining and bank desert deserts to p predatory lending and limited opportunities to build generational wealth. These inequities have left lasting scars and our schools must be part of that solution. I'm excited to co-sponsor this resolution because financial literacy is a cornerstone of preparing our students for independence and pairing it with an economic justice lens ensures that we are equipping
050historically undeserved communities with the tools they need to navigate systemic barriers. The work is about more than just balancing a checkbook. It's about teaching our students how to build wealth, avoid predatory practices, and understand the systems that shape their economic opportunities. By embedding this into our curriculum, we are giving every student the knowledge and skills to thrive in their future. And we are signaling that financial empowerment and justice are integral to an equitable education. This resolution moves us in that direction. It ensures that our students will not only learn how to budget, save, and plan, but also understand the broader systems that shape economic opportunity in this country. It recognizes that financial literacy must go handinhand with economic justice, giving students the knowledge and the critical perspective they need to navigate a complex financial world.
051The commitment before us today is practical and forward-looking. It calls for embedding liter financial literacy across core subjects, preparing teachers with professional development, partnering with community- based organizations, and expanding access to programs that empower both students and families. Importantly, it aligns LUSD with California's new graduation requirements, ensuring that our students are prepared before the state mandate takes effect. So colleagues, this is about more than teaching dollars and cents. It's about giving our students the tools to pursue higher education without fear of debt to understand and resist predatory practices and to build the financial foundation for a secure future. It's about equity, empowerment, and justice. I urge your full support of this resolution so that LUSD can lead the way and preparing our students not only to succeed in school but to thrive in life. Thank
052you. >> Thank you for those inspiring words, Dr. Rivas. Now, Miss Newil, would you like to comment on this? >> Yes. Um, thank you so much for this opportunity and for the words that my colleagues have already shared. um financial literacy. If any knows this is one of the priorities of board district 1 and as a board member now I want our students to have the knowledge about money budgeting and the importance of saving and how to engage with our banks with our financial institutes and entities to understand credit and so on so forth and that to be prepared to make good decisions as they start their lives. Young people are becoming entrepreneurs way earlier, and knowing about money and its influence and how to manage it is a vital life skill. I'm excited to
053co-sponsor this resolution and look forward to seeing the additional ways that we can incorporate financial literacy in our curriculum. We have two speakers today and support this item. Miss Rhonda Richard of Care of Los Angeles. And CARE stands for Credit Abuse Resistance Education, an organization that established by a bankruptcy judge in 2002 that has become a national profit nonprofit in 2015 with chapters across several states. Rhonda serves as the board of directors for Care LA's chapter. And also we have Coach Irvin Davis of Dorsy High School. And I want to say thank you to him as well as a champion of this work through uh social studies and his economic course. I know he has championed this for many of our students many many years. And so to be able to move forward on this
054financial literacy and economic justice, I know it brings him great honor to be able to continue the work that he's already started and for us to decrease those numbers. as we mentioned uh that 70% of students do not have this opportunity, but we being progressive and advancing in Los Angeles Unified School District. So, I want to say thank you for both of you guys being here today. >> Thank you, Miss Newil. And before we get to our distinguished guests, we have our student board member, Jerry Yang. Go ahead. >> Yes, I definitely want to echo everything that my colleagues have said. Um, and to add on that especially now during a time when the future of a family may seem uncertain, when many students and youth find themselves suddenly the heads of household, it's all
055the more important to increase financial literacy and economic justice content within curriculum. Students are supposed to graduate college and career ready. And one of the most important aspects of that is knowing how to navigate our economy nowadays. Knowing what a loan is, how interest rates work, and identifying potential debt traps. It's common sense, pun intended, that empowering students with the knowledge to manage their finances is essential to helping them avoid debt and achieve long-term fiscal stability as they enter adulthood. I'm proud to co-sponsor this resolution that changes the future of students by integrating financial literacy into curriculum and providing them with a key piece of knowledge that they need to know in order to in order to be prepared for the world. >> Thank you, Jerry. Appreciate that. And now I would like to invite
056our guest speakers, beginning with Rhonda Rich, board member for Care Los Angeles, to speak in support of the resolution. Go ahead, Rhonda, please. >> Thank you. Thank you for having me. My name is Rhonda Richard and I am a concerned citizen who is passionate about educating our youth in the area of financial literacy. As a result of my passion, I am currently a volunteer with Junior Achievement and a board member of Care LA. As mentioned, Care LA is a nonprofit organization that educates high school students about credit budgeting and fraud prevention. To align with the most recent mandate AB2927, we know that financial literacy is crucial for students as it equips them with the skills to make informed financial decisions, create a solid future, and avoid common money mistakes. More importantly, introducing these concepts early
057can help develop healthy habits towards money. And I am a living testament to that because I learned to manage money at a very very early age. Financial literacy promotes responsible money management through budgeting and becoming aware of income and expenses. It promotes responsible spending and savings by being able to identify needs and wants. And it empowers independence because it allows our youth to take control and make sound money decisions. And it bridges the opportunity gap by providing all students, especially those in the marginalized areas, with the knowledge to achieve financial security. There's so many benefits of financial literacy that I strongly endorse this resolution. Care LA understands its importance too and we are here to support LAUSD by providing a third-party validation through our presentations that may help our students bridge the gap in their
058journey for financial knowledge. Thank you >> and thank you so much Rhonda. Now let's hear from our gentleman from Dorsy High School. >> Good morning to uh Superintendent Carvalo and board members. My name is Irvin Davis and I have been a teacher and coach at Dorsey High School for 34 years and I echo the sentiments of everyone that it is critical that we focus on providing our students with the basic financial skills that are necessary for self-sufficiency and independence. This has been a focus of mine throughout my career in education and I'm just very happy to see that the adoption into the district's approved curriculum is forthcoming areas of budgeting, creditan financing, interest rates, taxes, savings and investing as well as retirement planning. A lot of this information is just not made available to our
059underserved communities and it all starts with a conversation and resources. We at Dorsy have developed a partnership with Chase Bank where we focus on these areas along with asset protection and wealth preservation. Kavon Tibido, who is one of our former Dorsy athletes and current NFL players, has been another champion for this cause, providing the connection with his financial management team through Chase Bank, which has a $30 billion initiative towards educating underserved communities. this upcoming school year, this current school year will be our first fourth annual workshop uh with him and board member New Bill had an opportunity to attend one of the workshops uh the last school year. So, we really look forward to continuing this work of education resources and helping our students to um close the wealth gap in America and be equipped
060with the information that is needed for them to be self-sufficient and independent. >> Well, thank you so much Rhonda and Irvin. And I was just thinking as you were speaking that uh this is one of those opportunities when your child comes home from school and you say, "Well, what did you learn today?" This is something that they really can work with their parents because I believe there are many parents who are not that aware of financial literacy. So your students, your sons and daughters are going to help you as well as help themselves in the future. So thank you. Thank you so much. Other board members, would you like to comment? Mr. Meline, >> thank you, Mr. Smearelson and co-sponsors. Um, I think it's a very important resolution and uh appreciate the work uh that
061you're elevating and that the district's done. You know, financial literacy, as you all said so eloquently, is not just a nice to have, it's a mustave. And I think I'm one of the many people who graduated high school having taken calculus but not knowing what a mortgage was or an interest rate or things that uh are critically important. Um, I also appreciate that uh the resolution acknowledges the work that district's done to support financial literacy efforts, including through our partnership with the state via Cal Kids and the locally designed Opportunity LA. And to that end, I do I I have a question about one of the new amendments, but I do also have uh that I mentioned to Mr. And um a friendly amendment that would just add um to one of the resolves that
062the our efforts of enhancing the marketing of our financial literacy will also include the distribution of information regarding um the partnership with the city and the county of Los Angeles in implementing the opportunity LA and the Cal kids program. So if you'll accept that as friendly >> accepted >> great I'll pass that out. The one question I had Mr. Charlesson for you or for Dr. Estrada is just the most recent amendment about replacing economics. Um it says this is the a whereas well I guess this is a whereas and not a resolved as I'm looking at it. >> Dr. Bias is here to clarify to take as well. So I just can you say a little more about what that what that means? finance class. We will be um piloting that uh during the winter
063academy during summer school. There is a school that it will be piloting that course as well during um the upcoming semester. And it will be up to the board to decide whether economics will be replaced by personal finance. Ultimate goal is we don't want to add one more course to the students course load. We want to be able to integrate it into one of those courses. So it may be that we create a course that combines both the economics principles and priorities and standards as well as the personal finance and financial literacy. So when you say the board will decide what would be the process. >> We would we would come back to you with the board report indicating um what are the some options well prior to that we'll be discussing the options with
064the superintendent about what are some possible ways that we can incorporate financial literacy into in econ and then would come to the board with um with that replacement so that students aren't having to take an additional course. Um, and it may be that we will fold in the the financial literacy standards and principles into the econ or vice versa so that students take one course as opposed to taking double courses. >> Got it. Um, okay. Thanks for that explanation. And Mr. Smelson, I'd love to be added as a co-sponsor as well. >> Co-sponsor. >> Thank you. >> Yes. Thank you. Um, appreciate uh this resolution. And I think it's uh super timely and I'm excited that we will be centering um not just financial literacy but the concept of economic justice and that we're doing
065so kind of ahead of the state mandate around um a financial literacy course as part of our graduation requirements. Um just wanted to uplift I think as we're rolling this out we know that many of our students have um become heads of household de facto and are helping to helping their families um with whatever they used for income in the past are having to manage those finances on their own. So however we can you know utilize this opportunity to provide supports to our immigrant families at this time when students are in need of these resources right now um I think that's great and I will just put an additional plug. I know there's an a mention of adult education and I hope that we can really look to ensure that our adult education students are
066included in this effort. Um because though there isn't a graduation requirement, we know that they could also benefit so greatly um from these learning opportunities. Um and please add me as a co-sponsor as well. >> Absolutely. Co-sponsor. Thank you, Miss Ortiz Franklin. >> Thank you. Uh appreciate where this is going and and the state will follow as they often do. Um LA Unified. Um, I would just ask maybe for the superintendent's team as you come back and and give us an update um to help us define our terms because I I appreciate the focus on uh economic justice and it's different than financial literacy. And so just how we're thinking collectively about these two terms and how that shows up in a specific course versus embedded into some of the other curricular areas here. But
067I also am very supportive of this vision. Please add me as a co-sponsor as well. >> You are a co-sponsor. Thank you. Anyone else like to speak? We're good. Okay. So, we're going to the uh by the way, the amendment was accepted, so we will uh vote. Yes. >> Okay. Voting on the amended tab 24. Copies are available in the back of the room soon and will be posted online shortly. So, um may have someone move the move tab 24. >> I'll move it. >> Moved by Miss Gomez. >> Second. Thank you by Dr. Rivas. Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President, >> yes. >> And student board
068member Yang. >> Yes. >> Okay. Thank you. Thank you very much, board members. And I think this is one course that everyone will really appreciate it. From dads and moms to students. Thank you so much. >> Okay. So, we have a time certain of noon. We're going to delay that time certain by about 3 minutes so that I can go through this consent calendar again. I want to apologize to the board and members of the audience who are following along for wasting your time. That's an error on my part. A formatting error. So I apologize. Let's let's start again. I just passed them out the matrix out to everybody to look at. And here we go. Uh tab one consent or discussion? >> Discussion. Tab two is uh we cannot hear it before 4 pm.
069So that will be for discussion. Tab three authorization to issue requests for qualifications. >> Discussion. Tab four author authorization to enter into anou with uh LA DWP. >> Discussion. Tab five donations of money to the district. >> Discussion. Tab six. Adoption of the Los Angeles Unified School District 2025 local hazard mitigation plan. consent. Tab seven, approval of facilities contracts actions. >> Discussion. Tab eight, adoption of the negative declaration for the Fairfax High School Major Modernization Project. >> Consent. Tab nine, uh, project approval for the Fairfax High School Major Modernization Project. >> Discussion. Tab 10, define and approve four sustainable environmental enhancement developments for schools projects. discussion. Tab 11, define and approve three projects to provide critical replacements and upgrades of school building site systems. Tab 12, define and approve the Tweety Learning Center roofing replacement
070project. Consent. [Applause] Tab 13, define and approve the Dorsy High School bakery classroom and kitchen project. Tab 14, define and approve the Bret Hart Preparatory Middle School Barrier Removal Project. Consent. Tab 15, define and approve 21 board district priority and region priority projects. Consent. Tab 16, provisional internship permits. >> Consent. Tab 17, approval of routine personnel actions. >> Consent. Uh, tab 18, report of cash dispersements. sent. Tab 19, adoption of the healthcare assistantou with SEIU. Discussion. Tab 20, automatic vehicle locator and shift differential,ou consent. Uh, tab 21, charter petitions for public hearings. >> Consent. Uh, tab 22 is a time certain will be on discussion. Tab 23, suicide awareness and prevention month. >> Discussion. One moment. This is the Okay. Tab 24. We handled uh tab 25 maximizing efficiency and effectiveness in task forces. Discussion.
071Tab 12 is coming up shortly on discussion. Tab 27 freedom to learn discussion. Tabs 28 and 29 are for initial announcement only. Uh, tab 30, report of correspondence including Williams and state preschool health safety uniform complaint quarterly report summary >> consent. Tab 31, approval of Prop 28 28 annual report >> with arts and music and schools funding guarantee and accountability act of Los Angeles Unified School District affiliated charters. >> Consent. Tab 32. to approve the annual Los Angeles Unified School District Proposition 28, the arts and music and schools funding guarantee and accountability act report. >> I have oppos. >> Discussion. Tab 33, approval of procurement actions. >> Consent. Tab 34 is on discussion. Uh tab 35, unodudited actuals for fiscal year 2425 is on discussion. Thank you for everyone's patience. Now we have a time
072certain of noon for a very exciting item. >> Um well, good afternoon colleagues. Uh today I'm honored to introduce our resolution celebrating Latina Heritage Month. This year, I'm proud to have partnered with my colleague, board member Grigo, who will speak momentarily to uplift the vibrant cultures, histories, and daily contributions of our Latina communities who are truly the backbone of Los Angeles and of the entire LA Unified School District. It's always essential to celebrate our students culture, language, and heritage. I know this having been a young Latina, the daughter of an immigrant who did not see my family and culture ever really reflected in my classroom or curriculum. But we know that this year's celebration is especially important. Xenophobia and anti-immigrant rhetoric are escalating across our country. Just last week, the Supreme Court concluded that the
073federal government can discriminate against, detain, and kidnap our people solely on the basis of being Latina, having brown skin, and speaking Spanish. This is absolutely reprehensible and unacceptable in a country that is theoretically founded on the idea of individual liberties. Yet, in this backdrop where our communities and families are being terrorized, our public schools must and will continue to stand as places of safety, dignity, and opportunity for all of our students. We affirm that every student, regardless of heritage, language, or immigration status, has the right to learn, grow, and thrive and feel welcomed in our schools. We will continue to uphold our policies as a sanctuary district and invest in direct supports for our communities, trauma-informed practices, and mental health resources. Through this resolution, we reaffirm the importance of bilingual education, expanding and protecting culturally
074relevant and linguistically responsive education, our dual language programs, including the inclusions of speakers of indigenous languages, and ensuring equitable access to early education, college, and career opportunities for our students. We also recognize the vital partnership and leadership of Latina educators, families, and community leaders whose advocacy and leadership guide us every day. Finally, we invite every school site to celebrate Latina Heritage Month with art, music, history, and conversation that reminds our students and each other that this is not a month of recognition, but a year-round commitment to justice, inclusion, and the success of every Latina child and family in our school district. I am proud to present this resolution, and I ask for my colleague support. With that, I will pass it over um to my uh colleagues and partners in this resolution, board member Grigo
075and Dr. three of us who have remarks and a wonderful program planned for us. >> Thank you, um, Kelly. So, happy Latino, Latina, Latina Heritage Month, and happy Mexican independence day for those who celebrated today. Um, to all my Salvadorans, my Central American folks, Costa Ricans, Guatemalans, Hondurans, and Nicarawinces, happy belated Independence Day as we celebrated yesterday. So, yes, thank you board member Gonz allowing me the opportunity to co-sponsor this with you. Um, and it's in times like these where we need to more proudly embody our culture and represent our roots. This resolution ensures that all of our students feel seen, are heard, and are celebrated through curricula, programming, and support services. And today, we are so honored to be able to celebrate all the beautiful things that our students do at their schools, what
076they learn, and it's all through art. and we get to be a part of that to witness this beautiful uh performances that we're going to be able to see today and hear from our students. I'm going to go ahead and pass it on to Dr. Rivas who will introduce some of our our performers today and then I will introduce some other performers today. So, please enjoy today's celebration. Before I uh introduce our performers, I do have some comments to make. Um, I am proud to be a co-sponsor to of this resolution during these challenging times for our Latino communities. Across this country, Latinos are facing attacks in spaces that should serve as safe havens for all. That is why it is essential that we stand firm in both celebrating and protecting the dignity of our
077students, families, and workers who are not only the heart of the district, but the majority of it. This resolution is a powerful reminder that our heritage, our voices, and our contributions are integral to the fabric of Los Angeles and they must always be honored. As a proud immigrant, this moment is deeply personal to me. This resolution affirms what so many of us know in our bones. important. Hispanic heritage is not only about celebration is it is about recognition, representation and resistance. It is about ensuring that our children see themselves reflected in their schools, their curriculum and their communities with pride and with power. By uplifting Latino heritage, we commit ourselves to building a a just a more just, inclusive, and equitable future. D knows that their story is valued, their identity is honored, and their
078dreams are possible. Gracias. Now, now I am I am honored to introduce Garfield High School Dansa Meshika as Garfield has celebrated their centennial. No, we're not introducing that. We're introducing Sorry. Sorry. I'm sorry. I'm um here I'm proud to introduce um bilingual poems recited by students from the ethnic studies program at Los LA School of Global Studies and Miguel Contra's Learning Complex, a school in my district that I am so proud of. led by Kek Pena Pñena Vargas. As part of the ethnic studies program, students examine how issues of race and ethnicity are constructed and shape life for under reppresentative people in the United States and Los Angeles. So, um before we begin, Matthew, a 12th grade student leader from Garfield High School, will say some remarks. Hello, my name is Luis and I am
079a student at the LA School of Global Studies at the Miguel Control Learning Complex. Today, my friends, I and I will share poems we wrote in our story class. I am from Colombia, land of charm, where the sun caresses and the wind sings, of green mountains and rivers that embrace, where the soul is filled with hope. I am from Colombia, beer place of coffee with a with a deep aroma and flavor of faith where the work is noble and sincere where each grain tells an inter dream. I am from Colombia from a vivan city where culture is always radiant of small towns with big hairs where friendship is a song. I I'm from Colombia breed and passion from my flag and my tradition. I carry my country in every herb bit where every day is
080a great celebration with it warm people and great diversity is a country full of happiness and in every step their love share. Colombia is my home my inspiration where every day is a great celebration with it warm people and great diversity is a country full of happiness. Thank you Kiva Colombia. Thank you so much. >> Um good afternoon to everyone. Um I did this poem thinking of my country. Um this is I am from I am from to my family, my hope, my support and my pride. I am from the clay that for my hands from the beating of ancestral drum. I am from a sky that keep my memories and from a stars that illuminate my walk. I am from volcanoes populate by trees that with their green color esporting and extensive command with
081most and emerald where my heart states. I am from the corn that give life and sustenance like the golden sun in the harvest. I am the work the effort and the brea. I am from a mountain that touches the heavens, a fruit cold that dance in the sun. I am from the rains that fall in silence. I am from a paradise with lands ready to harvest and with the work of its noble people. I am from gastronomy, a feast of flavors, chile, tamales and atl. Each bite remembers its heritage, a journey through time and memories. I am from one of the Mayans, wise and strong. Like the calendars that marks destiny. I am from the marimba that resonate in my sensory chest. Its notes are rivers that fluing me. Like the whisper of the wine
082on trails. It remember of where I come from and where I will go. I am from one of the patron s festivities. A river of colors. The wine carries louder. Hurts the history that you never forget. I am from the white and noon flower sprinkled with dew and love and pride is born grows and perseverance. I am from to you what deep and vibrant like the root that anchors the ground. Your soul is my soul's always constant and you my spirit find its blankets. Thank you. [Applause] >> Hello everyone. My name is Orlando. I'll be presenting my poems in So, I'm going to go with um English right now. Um I'm from Guatemala, land of corn, where the volcanoes to the blue sky. From a humble range with deep roads where the Maya language is
083my voice and my soul. I speak each Maya language of my ancestors. Ancient language full of wisdom. My heart beats with Maya rhythms with the essence of my grandparents. In each word in the field I grew up among the golden cord. I learned to saw to harvest and to grow. My people are hardworking and strong with leathery and hand and leathery hands and hair full of love. The Maya culture rich and alive in my blood in my skin in my soul. The fabrics, traditions and meats, they are part of me of my identity. I'm from Guatemala. I am Mayan with pride and dignity. My land, my language, my culture are my inheritance, my most pre treasure. Thank you. Thank you so much. Thank you so much for sharing such powerful words. Thank you to Miguel
084Contas for just making sure that you know the students are are are seen, that they're heard, and that you are uplifting their um cultural heritage and their traditions. And now I present Garfield High School who has uh uh celebrating a centennial, a 100red years of vibrancy and giving so much to East LA. It is a school that was part of the 1968 walkouts that had a wonderful, wonderful, great teacher like so many teachers of Haime Scalante who gave pride and dignity and also a school that is so connected to their cultural heritage as we will see here right now with our Aztec dancers, the Mishika. So go ahead, the floor is yours. Hello everyone. My name is Matthew Aino and on behalf of GHS Dansameika, thank you for inviting us to start off this year's
085Hispanic Heritage Month. I would like to thank thank my class for helping me connect with my heritage along with learning to feel proud of the indigenous roots that I have. The past has shaped us into what we are today. And this class has taught me how to embrace those who have come before us. I thank you for inviting us to show everyone the pride we have through DASA. >> Thank you so much. And thank youly I do want to recognize that Dansa Mishika would not be possible without the hard work and dedication of a wonderful wonderful teacher led by Erica Werta. Thank you so much Etica. [Applause] [Music] Heat. Heat. [Music] Heat. Heat. [Music] Stop it now. [Music] Heat. Heat. [Music] Heat up [Music] [Applause] here. Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat.
086Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. Heat. [Music] Heat. So, wow. What proud pride and joy to see a representation of our pre-Colombian roots. Thank you so much, Garfield, and thank you so much, Miguel Contreras, for coming here and showing uh for representing and showing what we're all about as Latinos, as Mexicans. So, now I will yield back to Miss Miss Greg. Wow, that was beautiful. I was just wondering if Erica Werta is the only Aztec dance teacher in the district. I would like to know if there are more, but if she is, we we need to definitely recruit more because that is an amazing experience for our students to be able to have that. And thank you again to teacher Kanek who uh allows and and is invested in making sure that
087students have the opportunity to use their language, their heritage, their culture as an asset as something great to celebrate and that they can learn a new language through telling the stories of where they come from. So, thank you uh teacher KCK for for doing that. And we want more of these experiences for our students throughout the district. We want more educators to be able to do this and give this to our our students as well as more students experiencing this. Um I'd like to present now um Lasto's project exhibit. You see before you some photographs. Um, these are photographs taken by students and I'm going to present Eagle Rock student Melia Espin and also Helen Alonso Urado who is the co-executive director of Lastos Project. And if I can share just a tiny bit about
088you, um, Lasoto's Project's mission is to elevate the voices of teenage girls and gender expansive youth from communities of color through photography and mentoring and serve students from across the district. Go ahead. Welcome. >> Hi, my name is Miley. I'm a sophomore at Rock High School and I'm an artist representing Las and a half years. Uh, Lasus Project's mission is to elevate the voices of women and gender expensive folks um from the communities of color ages from 14 to 25 uh through photography and mentorship. LFP does this by providing photo education classes to all students for free. Each semester, the students get a DSLR camera to use and personalized mentorship. Our work goes up in exhibitions in our Boiler Heights location as well as pop-up exhibitions throughout the city. LFP also offers creative career classes
089for artists that want to do photography professionally. We also offer community engagement workshops coordinated by the youth advisory council, which is a leadership group of LFP that I'm a part of. The workshops are a dropin made for everyone and no previous art experience is needed. This last week, we did a Polaroid transfer, which was extremely fun, but also hard in the end. Though, I did learn a new art form that I now can do at home and show others. LFP has formed me into a creative, passionate artist. The community at LFP has taught me so many new things, not only in the art world, but also becoming a responsible, reliable, and diligent person. Mentorship in Los's project is one of the most important things. Each mentor has their own personalized art that they pursue pursue
090in which comes in handy when I get paired with a mentor that I choose who I feel like fits the type of art I want to do that in that semester as well as the mentors push you to your goal and really work with you to turn your imagination into a work that you create. Next, I want to talk about the EST Soyo program, which is personally my favorite. I really love the ESY program because it helps me reflect on my identity and who I am as a person. It especially helps with getting out of my comfort zone and exploring things that I never consider to do. For example, self-portraits. Talking about the ESY program, I want to turn the attention to the photo created by Bella Gomez titled Mi Work. Um, she created this
091mixed media work putting a self-portrait of herself alongside Echo Park business that are being pushed out due to gentrification. Bella's work reflects on what it means to be a Latina in Echo Park today. I invite you to look at the artworks here. They that they represent a different aspect of Latinad. My hope for LFP is just as much people come to our exhibitions and more students come and participate. I want us to grow and become I want us to grow and invest but not expand too large. The beauty of LFP of LFP is a personalized care and love to each student that I never want to lose in Losto's project. I invite the Elus deep war chairs to attend our exhibitions and witness the power of the arts of young people like me. Thank you
092so much. And I invite everybody to take a moment to see the beautiful portraits that are there and then also to look you up online, right? Lastos project. That's where we found you. So, thank you so much. >> And now we're going to have our Maywood Academy florico. Let's see if they are here making Oh, they're here. All right. They're making their way in. um led by Irvin Garcia. In just three years, the class has grown to one of the most on demand programs with sped students also wanting to participate. People there is a waiting list to get into this class. So, let's see and enjoy their dance. They're coming in. Look. [Music] Heat. Heat. [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] Woohoo! Yahoo! [Music] Get out of the foreign [Music] Baby [Music] Let's
093get together. [Music] You get this meat. [Music] For those who can't see behind the scenes, we have some wardrobe change. So, there's another performance coming forward. So, please be patient as um our dancers here are making some wardrobe changes. Thanks. Heat. [Applause] Hey. Hey. [Music] Heat. Heat. [Applause] Heat. [Music] Wow. Thank you so much, Maywood Academy. [Applause] [Music] >> All right, I hope you all enjoyed it. I felt like I was back at school teaching, but this time I actually got to enjoy them, not have to rehearse with them and do all the practicing. Thank you. Thank you. Thank you all. I hope everybody enjoyed it. I'm handing it back to you. >> Uh, can I have a motion in a second to put it on the >> I'll move it. >> All right. Moved
094by Miss Gonz and seconded by >> seconded by Dr. Rivas. And we have three public comment from remote and then the board can can discuss. So, let's uh see who's here with us. Uh, let's see. We have uh Terresa Gaines. I see you're on the line. Terresa Gaines, please press star six to unmute yourself and you have two minutes to speak once you begin. Teresa Gaines. >> Hello. Good good morning uh board members. Um my name is Teresa Gaines. I'm a proud LUSD parent and proud Latina Viva Mexico and a leader with Reclaim Our School Los Angeles. I'm calling in support of the resolution to celebrate Latino Heritage Month. At a time when our communities are under attack when immigrant and Latino families are facing fear and discrimination, it is especially important for LUSD students
095to feel acknowledged and celebrated. Recognizing Latino Heritage Month tells our children, you matter, your history matters, and your contributions are essential to the district and this country. I especially value that this resolution acknowledges the diversity within our Latino community. From our indigenous and Aphro Latino roots to the many languages and cultures that make up our families, our kids deserve to see the full rich richness of who they are celebrated in our schools. That means protecting and expanding Spanish language and indigenous language programs so our children grow up bilingual and proud. Supporting newcomer students and multilingual learners so they succeed. defending ethnic studies so every student has access to the truth about their history and contributions and keeping LUSD a true sanctuary district where every family knows schools are safe welcoming places of learning and belonging.
096As parents and as community leaders, we know that when students feel seen, respected, and valued, they thrive. This resolution helps make that possible. I asked to adopt it, but also to continue uplifting and protecting our Latino students and families. We must protect our students, not just with affirmations, but with action. And we hope this is just a start. Thank you so much again. This is Teresa with Reclaim Our Schools Los Angeles and a proud Mexicana. Thank you. >> Thank you for your time. Jennifer Cano, I see you're signed up to speak remotely. Are you in the room? I don't have you signed in. And Vicki Martinez, you're signed up to speak remotely. Are you in the room, Miss Martinez? No. Okay, that concludes public comment on it. And now it's appropriate for the board to
097discuss and vote. Let me just say that the the resolution is magnificent. I would like to be a co-sponsor. Carla, that was a lot of work. That was a lot of work and it was a beautiful, beautiful performance. What really struck me the most was the students who read the poems because I remember when I was at Virgil Middle School as an ESL teacher in the 80s, we had lots of indigenous students who spoke uh Ketwa. And I was thinking now learning English is their third language. So they Ketwa and Spanish and now English. So I I'm just so proud. I'm just so proud that this is Latino History Month and thank you so much for what you've done. And remember, I'm a co-sponsor. >> Okay, >> we eagerly accept your co-sponsorship. And thank you
098also to Dr. Rivas for for organizing the performances on board member Grigo. They were incredible and we're so grateful. >> I'm sorry, Dr. Revas. You too. I apologize. I apologize, my friend. I apologize. >> Well, again, this is amazing. um just to see how diverse our district is and how this resolution I appreciate you bringing to the attention um just how far we've come. Um as mentioned I think Kelly you mentioned growing up and being a part of this district and not really being seen and to be able to have a resolution like this to be able to bring many to the forefront to be seen um is important. Um, and I reflect because we too, me as a Bleian American, um, able to celebrate um, independence this month too. Um, and I and I
099brought my flag, y'all. I brought my flag. I brought my little flag. Um, the 21st, so September 21st. Um, but it was it is important because growing up, people didn't talk like my parents talked. People didn't eat the food that my family cooked. Um, and so it was definitely difficult to navigate at schools because it wasn't the same conversations happening. And so to be able to elevate that now, to be able to see it, I mean, all that was missing was the food. I was like, I was like, where's the food again? You guys disappointed. No food. Um, but just to see the culture, to see the colors, to see the the just the art put together um for this culture is just amazing. And so just appreciate just the opportunity and and in a
100district that has so many different diversity, it's so great to be able to elevate that right now. Thank you. >> I I'm not going to pretend to be able to follow the incredible student performances. So I'll just echo the gratitude to my colleagues for um arranging it and for bringing this resolution. uh would love to be added as a co-sponsor and uh also proud to um uh not only uh affirm but celebrate and uplift now um particularly at this time uh the the diversity of this district as our true strength um and not only because the food is delicious and because the performances are amazing but because we uh we're validating the lived experience of our students and educators and I'm really proud of what the district has done now standing up to so many
101attacks on our student body. So, thank you um for allowing me to co-sponsor and I think Jerry wants to >> Yes. Uh I just wanted to say I really love this resolution, especially its emphasis on diversity. Um English wasn't my first language either. So, I love to see, you know, the value assigned to knowing different languages and actually using it as a form of um expression. Uh and I would love to co-sponsor as well >> and add me as a co-sponsor as well. >> Add me as well. really love to be added as a co-sponsor and I just love being able to look around and I actually personally just feel a lot of joy that my colleagues and I, many of us identify as Latina and so it just feels very exciting to um be
102here in this moment. So, thank you all for bringing this. >> Carla, I'd just love to brag about our board member, our student board member, and I know that uh I was told at North Hollywood High School that he is a almost a fluent Spanish speaker. That's what I heard. So, I'm very proud of you, Jerry. Very proud. So, thank you very much for this important resolution. It is important and timely uh for all the reasons that the board members have spoken about and um there's something special about our community and our school district. for most districts actually take it seriously to celebrate Latino history and legacy for one month because it is the appropriate month. But in this district, we live it, we love it, we teach it year round. And that is the
103right thing to do. never forgotten, ever lived and ever experienced through song, through dance, through food, all important food, through poetry, through historic contributions and through the presence of those who choose diversity over difference and live it, which is even more difficult particularly now. So uh gratitude to the board members who brought this important celebration to us and gratitude to the teachers and the student performers for the magic that you brought to us. I cannot co-sponsor the item but I can make uh a recommendation that board meetings should be six hours of this and one hour of discussion. I was just going to say that I think centering our students and seeing they were the the the story and the in the the the actual uh concrete evidence of what we do right and they
104seeing them happy performing being the center of everyone's attention in this moment is very beautiful so I want I also thank my staff because they when you said it's a lot of work I know and leave it to teachers to be able to handle but they you know so thank you for for giving them the attention that they deserve giving them the gratitude that they deserve because this is what brings us to this table is our students. And so as we make decisions, I always want us to always remember all these beautiful faces that we saw and the educators who are with them who are guiding them through all this. That's it. >> Let's vote. Okay. Uh Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Meline, >> yes. >> Miss Grigo, >>
105yes. >> Miss Gonz, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President, >> yes. Yes. >> Student board member Yang. >> Yes. >> Unanimous. [Applause] >> Okay, we are now going to move on to the public hearing for tab 21. It's actually not for action, so we can take the public hearing now. And it looks like there are 15 speakers signed up for it. Um, all of whom are in person. So, I'll call the first four four names. And please, well, we're losing quum for just a moment. So, they're going to take a photo. Maybe everyone stand up, have a good stretch, let the oxygen flow through your body. Um, and they're going to go take a photo. So, in about five minutes, we're going to start the um the folks who are
106going to speak in person. So, the first four are Fidel Ramirez, Alma Curado Barios, and Carmen Loera, and then John Coleman. So, we'll be ready for you in about five minutes. Okay, we have quorum. If we could uh get this part going. We have the public comment for tab 21. Hel Ramirez, are you here? Come on up. And let's just hold off for a second till I don't think we'll be able to hear you. >> Okay, my friends in the audience, we're going to begin uh we're going to begin the public hearing portion. And uh if there's too many voices, we will not hear what uh Mr. Ramirez is going to tell us. Thank you so much. I appreciate it. Mr. Ramirez, the floor is yours. You have two minutes. >> Good afternoon board members
107and superintender uh superintendent Carvalo. My name is Fidel Ramirez and I serve as CEO of Von Next Century Learning Center. We are excited to be here today. We bring forth to you our sixth renewal charter petition. We're certainly excited about that. We have been working side by side with Blanca and Cindy and Jose from the charter school division and we truly want to thank them for their partnership. Van is more than just a school. It's a cornerstone of opportunity for our students. It provides a safe, nurturing environment where they are challenged academically. Inspired to dream big and supported every step of the way. The rigorous instruction, innovative programs, and dedicated teachers ensure that every child has the tools to succeed in school and in life. For our families, Van is a partner. Parents are welcome,
108engaged, and empowered to be active participants in their ch children's learning. Whether it's through workshops, community events, or daily connections, Vaughn strengthens the bond between home and school, ensuring that families feel supported and connected. And for our community, Vaughn stands as a beacon of hope and progress. It brings people together, fosters a spirit of service, and equipss the next generation with the skills and values needed to contribute positively to society. In short, Vanex Century Learning Center is not only transforming the lives inside the classroom, but also uplifting the entire community. It is a place where futures are built, families are strengthened, and our community grows together. Thank you very much. Thank you for your time. Alma Barios, come on up. You'll have two minutes to speak once you begin. >> Good afternoon. I'm Alma and
109I yield my time to Carlos Casades. >> Okay, come on up, Carlos. >> Good afternoon, Superintendent Carvalo, and members of the board of education. My name is Carlos Casades, a case manager, and I'm here today representing the Asian-American Drug Abuse Program. ADAP's youth and family program is deeply rooted in the mission of uplifting and empowering our youth. Our work focuses on strengthening the connection between students, families, schools, and the broader community because we know that positive, lasting change happens when we all work together. ADAP is proud to partner with schools that share our commitment to building up young people. That's why we value our relationship with KIP Academy of Opportunity. This school doesn't just serve students, it invests in them. Through coalition meetings and ongoing collaboration, it's clear that KAO is committed to creating a
110supportive, responsive environment that helps students thrive. From the very beginning, KAO has welcomed community voices and perspectives. As a community partner, ADAP was honored to participate in coalition meetings that brought together school staff, families, and local organizations. These were not just conversations. They were intentional efforts to listen, to learn, and to build stronger pathways for our student success. One highlight from our coalition was working together as a team to secure funding for an anti-bullying and self-esteem program, Image Monster. We've witnessed Kao's dedication firsthand. Whether it's at school fairs, open houses, counselor meetings, or broader community events, KAO consistently shows up for its students and families, and so do we. ADAP remains committed to supporting Kao both publicly and be behind the scenes because we believe in the work that's happening here. KO is truly making
111a difference and we're not the only ones who think so. More than 15 community organizations including Babyto Baby, Tina's Angels, the Albuan Junior Youth Center and School on Wheels have joined us in signing KO's coalition letter of support. On behalf of ADAP, we're proud to stand alongside them as partners in this meaningful work. We fully support KO's renewal because we believe in their mission. We witness their impact and we're committed to continuing this important partnership. Thank you. >> Thank you for your time. Uh, all right. The next speaker is Carmen Loera and then after Carmen is John Coleman and then uh Robert Bombayo. So come on up. >> Hi, I'm Carmen and I'll be yielding my time to Ramos Karasco. >> Okay. >> You'll be speaking in Spanish. >> Okay. Mto if uh the speaker
112is going to speak in Spanish. So if you'd like to hear what she's saying English as she's speaking in Spanish, please put on these translation headsets so you can experience simult simultaneous translation. Put your hands up and we'll get the headsets to you. Okay, graciastos. >> Buenas. >> Good afternoon members of members of the Lust LD board members. I'm Miss Kalas Karasco Lopez, mother of Danis Eileen and Anel Rosas Carrasco. My children have been or are at Academy number eight and Morgan Mccasece. My oldest son has special needs and this school is not does not have him at a smaller classroom. My son is with other students and that's very fundamental for his development at Morgan McKay. My son has flourished. his trust in himself has become better. My idea is for my children to
113be professional just like you are in the alliance. Uh the students with disabilities form part a fundamental part of the group. For example, my oldest son wants to be a mathematician but to attain that we need our schools. We need our teachers. We need every one of you or each of you. It is not an accident. Therefore, we want the students of Macey and Academy Aid have a 3.8 in writing and reading, 21 points in math when they are compared to students from other schools or other similar schools. These schools are fundamental for the community and are safe places and rigorous places for our children. My voice speaks today for the 2,00 parents of seven of the seven schools that are asking for renovation in name of them and of my children. I ask a
114vote in favor of the renovation of the schools which will be on October 14th. Thank you for your public service. >> John Coleman. Come on up, Mr. Coleman. And then after Mr. Coleman is Robert Robert Bombay and I'm the proud principal of Kip Academy of Opportunity. I'm here to ask you to renew our charter petition. Leading Kip Academy of Opportunity isn't just my job. It's deeply personal. I grew up in South Central Los Angeles. I still live here and two of my children are attend Kip Academy of Opportunity while another attends Kip Empower down the street. As a son of Central American immigrants, my mother from BISE and my dad from Honduras, education and values like honor, love, advocacy, and leadership have always been central in my life. These are the same values I see
115reflected at KAO every day. Our students are showing real progress for the past two years. Most grades and student groups have grown more than one year of their progress in I Ready assessments. Kao consistently outperforms nearby schools in ELA in math, sometimes by 20, 30, or even 70 points. At the same time, we know I know there are is more work to do. That's why we have a board approved improvement plan to continue raising outcomes in every subject for every student. We also stand with our community on campus sits on Figureroa and Manchester, an area long impacted by drugs, gangs, and sex trafficking. With our families, partners, and local neglected officials, we sus successfully advocate for the removal of two motel that posted safety concerns. This has made a tangible difference creating a safer path
116for our students. We also know represent uh representation matters. I'm proud to lead an all black leadership team that reflects 40% of our black students we serve and half of our lead teachers are Latino. That shared live experience helps us build tr build build trust and respond to the needs of our community. Despite ongoing challenges, we believe in the beauty, strength, and resilience of South Central Los Angeles. With your continued support, we aim to transform the lives of our students we serve and in doing so positively shift the narrative of our Figureroa and Manchester streets. Thank you. >> Thank you for your time, [Music] >> Mr. Robert Pomelo. >> Good afternoon. My name is Robert Pambello and I'm the principal of Oscar de Laoya Animo Charter High School in Boille Heights, a California distinguished school.
117I have been an administrator for almost 30 or three decades and am so proud to stand here in support of our petition for a 5-year charter renewal. Since 2003, our school has stood as a pillar in the community preparing scholars for lifelong success. Today, we serve nearly 500 scholars. I am proud that 93% of them affirm our campus is a safe and welcoming place, something that is increasingly important. For many of our scholars, graduation isn't just a milestone. It is a life-changing achievement for them and their families. Over the last three years, we have averaged 93 a 95% graduation rate. But we don't stop there. Our mission has always been to build pathways to lasting success, which is why I'm proud to share that our college persistence rate is 66% which is three times the
118national average for comparable schools. These are not just statistics. They represent opportunities for change the direct trajectory of our young people's lives and strengthen our community. On behalf of our scholars, families, and staff, I respectfully ask for your support in renewing Oscar De Laoya Animo Charter High School's charter for another five years. Thank you. Thank you for your time. The next speaker is Gerald Wilson. Gerald Wilson. And after Mr. Wilson is Danette Garcia and then Ivana Castro. So, please come on up, Mr. Wilson. Good evening. My name is Daryl Wilson and I have the privilege of serving as a school counselor at Alliance Virgil Roberts Leadership Academy. Today I stand before you to share why AVRA matters. Not just to me, but to South Los Angeles and to the future we're building together. When I
119think about why I chose to become a school counselor at AVLA, why I chose South Los Angeles, I think about purpose. I think about equity. And I think about the power of presence. I didn't take the traditional path here. I come with years of leadership in healthcare. I've been in journalism and sports media. Feels that demand connection, critical thinking, and an unrelenting commitment to people. And every step along that journey prepared me for this one because I know that real change, the kind that lifts communities and empowers young people, happens when we show up. Avla matters because our students matter. In South LA, our scholars face barriers that were built long before they were born. But every day, they show up with brilliance, with potential, and with dreams that deserve to be nurtured. That's why
120I'm here to stand in the gap. That's what you and I and all of us here have in common. Bridging that gap to ensure that our students are not just seen but supported, challenged, and believed in. I exist in South LA because our kids deserve a counselor who reflects their strength, who brings not just credentials, but commitment. Someone who understands that data isn't just numbers. It's a call to action. That every conversation with a student, a parent, or teacher is an opportunity to build a future. We're not just preparing students for college. We're preparing them to lead, to lift their families, and to transform their communities. That's the work I've committed my life to. That's why Avla matters. That's why this matters. So today, on behalf of our scholars, our families, and our community, I
121ask for your vote to renew our charter, not just for our school, but for the future our students deserve. Thank you. Thank you for your time, Garcia. Danette Garcia, are you here? Danette, come on down. You'll have two minutes to speak. And then after Miss Garcia is Miss Castro. >> Thank you. Good afternoon, everyone. My name is Danette Garcia. I am a proud and I'm a proud former Synergy student and a current Synergy board member. Growing up in South Central, my parents valued education because they would tell me that that is something nobody can ever take away from you. They would also say, Fabria puas or it would open doors for you. Like many families, they wanted an option, a school that was high-erforming, academically strong, and close to our community. For my family, Synergy
122was that option. Because of Synergy, I built a strong educational foundation with the support of a reading program which encouraged us to become millionaires, as they would call us, by reading up to a 1 million words per year. and also um scholarly lessons that taught us life lessons such as the way you practice is the way you perform. These are things that really stuck with me throughout my entire career um as a student and as a professional today. But most importantly, what makes Synergy special is the unwavering support of teachers and staff and Synergy's continued commitment to hiring educators who understand the demographics of the communities they serve. The reason I came back to Synergy to serve as a board member was because I am not an outlier in this story in in Synergy's history.
123I did not come here today only to share personal stories, but rather I also come come with data um and to show that um the that Synergy has a continued success rate. Synergy schools have been recognized nationally by US News and World Report as some of the best schools in 2025. Not just the middle school, but all three campuses. the elementary um the middle school and the high school. Synergy Kinetic Academy continues to outperform the other middle schools in our community. Our students demonstrate strong growth year overyear on the I Ready assessments in both reading and math. So, school board members and superintendent, I'm here today along with parents, teachers, and staff to kindly ask that you continue to be champions of education by renewing Synergy Charter. Synergy Connectic. Thank you. >> Thank you for
124your time, Ivana Castro, and then Brenda Gomez. So, Miss Castro and then Miss Gomez. >> Good afternoon. and I yield my time to Alia Hernandez. >> Good afternoon members of the board member and superintendent Carvalo. My name is Alia Hernandez. I am a proud parent alumni and a seventh grade current student and the third grade student and process to attend King and keep academy or opportunity. I am here today to you to renew our school chers. Before my child came to first academy opportunity, she was a student at keep empowered academy. Since enrolling to Kao, my daughter has tried. She carried herself with confidence and has excelled academically. KO isn't just a school. It's a community. The part put our kids first. Please don't take away this lifeline for our families. I ask you to
125recommend KO Renewal so that other students can continue to benefit from this excellent school. Keep academy opportunity. It is the only good school we have in the area. Remember as L USD say no child led behind. Thank you. >> Thank you for your time. Brenda Gomez. Brenda Gomez, come on up. And then after Miss Gomez is Naima Ottero. >> Hi, good afternoon. I owe my time to Star Taylor from Alliance um Health Services Academy. Thank you. >> Good afternoon. It's a pleasure to stand before you today. My name is Star Taylor. I'm a senior at Alliance Health Services Academy. Today I'm here with the goal of providing insight to our excellence and rationale on why our school should continue serving the South Central community. I am the granddaughter of Oga Bernardes Granitzky, an immigrant who
126came to Los Angeles from BISE by bus to escape poverty. She is the definition of a matriarch. My grandfather, James Smith, was a Tuscaloosa man, kin of slaves who founded his own company. I proudly stand before you on their sacrifices, bravery, and strength with the aspiration to attend Embry Riddle. HSA is not your typical school. It's given me an exceptional education and a desirable future. During my freshman year at HSA, I decided to pursue aviation. Representation is scarce with 3.6% of pilots being black and less than 1% being women. Although HSA didn't have aviation resources, they gave me the platform to create the PBS Aviation Society. Through HSA, I had the honor of traveling to Atlanta on an H.B.CU tour. This trip sparked something within me, evoking a sense of drive and pride. It was
127revolutionary. I witnessed my people in a powerful inspiring way and a vision of success, ambition, and motivation portrayed around me. HSA creates the scholars that I saw at these schools. I'm sure other scholars in this room can tell you something similar. Whether it's a leader being shaped at Girtz Wrestler, the pilot at Mohan, the future anesthesiologist at HSA, or the engineer at MIT, without these schools, we wouldn't be where we are today. Denying our renewal wouldn't just be surface level school closing. It would be closing doors on the firstg student and kin of immigrants. It will leave barriers that stand in the way of the ambitious scholars before you. It would tell the families that believe in these schools that their dreams aren't worth investing in. By renewing our schools, you're allowing more scholars to
128be that change in representation. I'm not the first, but I'm here to ensure that I certainly won't be the last. On behalf of every Alliance student, I ask you to vote yes on October 14th. Renew our schools. Ensure our success. Invest in our future. Invest in us. Thank you for your time. >> Thank you for your time, [Applause] >> Miss Otto. >> Yes. Hello Lost D school board members, superintendent and district staff. Thank you for the opportunity to speak with you today. My name is Naima Otero and I am the proud principal of Animo Elenooa Charter Middle School in East Los Angeles. I have been an administrator in East Los Angeles in Boil Heights, the community that I grew up in for 14 years, and I'm proud to support our petition for a five-year renewal.
129Since 2014, Animo Elen Noah has been deeply embedded in in the heart of our community, serving not just as a school, but as a community hub where families feel connected and supported. With nearly 300 students, we've built a rigorous, highquality educational experience rooted in partnership and trust. That work has been recognized. We were named a California distinguished school in 2024 and a California school to watch in 2025. As a school that's home to many recent and long-term immigrants, AEO has had tremendous success academically and socially. Today, Animo Elena Choa is outperforming the state and our resident schools for both English learners and long-term English learners. Our success is possible because of the people who make our school what it is. Our teachers, our counselors, and our classified staff. They are unionized. They stand shoulder-to-shoulder with
130us in this mission. Together, we've built a collective culture that ensures our students thrive. This transformation is especially meaningful because just 5 years ago, our school was labeled low performing by the California Department of Education. You believed in us, and with that trust and the support of the Green Dot community, we've proven that when we work together, our students and families can succeed. On behalf of our students, families, and staff, I respectfully ask for your support in renewing Ano Aleno Choa's charter another five years so we can continue to be the community school that uplifts and empowers East Los Angeles. Thank you. Thank you for your time. >> Let's see. Rosa Mendez and then Curtis Watley, you're next. And while you're coming down, I'm going to read the public hearing statement for tab 21. Before
131action is taken on this item, a public hearing must be held. Action will be at the next meeting of the regular meeting of the board. This is just the public hearing portion. Um, this constitutes a public hearing on and I'm going to name the following schools. Kip Academy of Opportunity Alliance Pier Barbalia Shaheen Health Services Academy I'm sorry Aliance Virgil Roberts Leadership Academy Learning by Design Vox Collegiate of Los Angeles Alliance College Ready Middle Academy 8 Alliance Morgan Mackenzie High Animoa Charter School Central Value Gabriella Charter Oscar De La Hoya Animo Charter High Paral NOS Middle Alian Lyman Lavine Family Foundation Environmental Sciences High uh Synergy Kinetic Academy, Renaissance Arts Academy, Von Next Century Learning Center, Aliance Alliance College Ready Middle Academy 12, and Alliance Corey Hunter Middle School. And folks who wish to sign
132up to be heard have signed up and are being heard. So, please go ahead. Uh, Miss Menendez. >> Thank you, board president, board member, Superintendent Carvalo. Thank you for the work you do for the over 500,000 students in LUSD. I'm Rosa Mendez and I have the honor of being the principal of Alliance Morgan Mackenzie High School as well as being here to share how we contribute to the collective mission of LA USD and serving our city's youth. At Morgan McKenzie, we serve over 480 students, 98% of who are Latina and 96% of who are from lowincome households, student populations that this board is deeply committed to uplifting. Our results show it's possible. We have a 95% college acceptance rate and over the last six years, our data has in both math and ELA increased steadily,
133surpassing the neighborhood and district and state averages since 2020. Last year, we continued that trajectory of growth with a 3% increase in proficiency in math, an 80% gain over the neighborhood schools, and a 9% gain in proficiency in ELA. We're able to achieve these results through strong staff and student culture, strong staff retention, and very involved families. We incorporate weekly um strong practices like weekly observation feedback, um student work analysis, grade level meetings, co-planning, and other student centered practices that ensure we have eyes on every student's progress. For families, we provide intentional supports, workshops, and fun activities to keep them connected to the school and each other. As part of the LUSD ecosystem, and as a free public school, we're working hard alongside LUSD to close the opportunity gap. A vote to renew Alliance Morgan
134McKenzie's charter is a vote to continue a proven, effective partnership for the students of East Los Angeles. It's a commitment to the families who have chosen a school that works for their children. Thank you for your consideration. >> Thank you. Next speaker is Curtis Watley and after Mr. Watley is Vic Cannon. >> I'd like to yield my time to Miss Rosie Rodriguez. She'll be speaking in Spanish. >> Okay. So, Miss Rodriguez is going to speak in Spanish. If you'd like to hear what she's saying in English, uh please uh put on the translation headsets. If you do not have one, put your hand up and we will get you one. Okay, gracias. Buardes. >> Good afternoon, me estab school district. Very have a privilege being in front of you all. I would like to share
135with you because clearly you all have access to all the numbers here. I would like to share the impact that some of the schools that Alliance specifically correlated that have made in my life in my community in my neighborhood as a proof that the students here they come asking from you all approval. My name is Rosie Alamirano and today I would like for you to consider the approval in your vote. Why? Because I believe that both the district and us we share the same vision. We've always had the opportunity to support the communities, to support the families. Why do I how do I know that? Well, I had two children at the school, too. One proudly has graduated from UC Irvine, and the other one is studying at UC San Diego currently. They're here today
136also supporting us as proof of that. And I've also been part of this school since it's opened its doors and since the since the empty lot has brought a school that has brought so many smiles, has brought hope, has brought joy to so many families in the community. I've seen this impact. I know that all the staff, teachers, principals, everybody who's been through here, administration, counselors, they care. they care supporting the families. How do I know that? Because I've been a witness and now I'm in another role. I'm a member of the staff. I was able to get a job. It's part of my it's part of my income now. But I've seen I've seen how our principal has stayed late into the evening supporting families, assuring that those families are secure and have the
137support that they need. I know that we share the same vision that you all have. I know that at the end we all here have the same goal. Achieve that our children have the best future. Thank you. >> Thank you for your time. >> Vic Cannon. Mr. Vic Cannon. Are you out there? >> Vic Cannon. And then Rhonda Baldenegro. >> Hi. I'd like to yield my time to Talen Drachian. Esteemed board members, my name is Talin Darakan and I am the proud co-principal of Alliance Lyman Lavine Family Foundation High School. For the past six years, I've seen firsthand how our school transforms lives by providing access to a highquality education. We are a California distinguished school and were recently recognized by US News and World Report for being a top 5% school in the nation.
138We serve over 380 scholars. Nearly 90% qualify for free and reduced lunch. 3% are foster or homeless youth, 90% are Latina, 21% are scholars with IEPs, and 11% are multilingual learners. We are committed to ensuring that all scholars thrive, and that is apparent in our results. Our students with disabilities grew 114 points in ELA and 129 points in math on their ESPback last year, while our multilingual learners improved by under over 130 points in both English and math. We are equally proud of our college access work. All 9th graders begin dual enrollment courses with a 95% pass rate last year. That's because of high expectations paired with high support. Our graduation rate rate exceeded 97% and 84% of graduates were UCCCSU eligible. Beyond academics, we've doubled down on wraparound supports, expanding mental health services because
139we believe in serving the whole child. As a community school, we've committed to supporting all scholars and their families regardless of immigration status, which is especially important in our political climate and for the community we serve. We are proud that our community first approach has been reflected in our schools site advisory council with 100% of elected positions being filled by our scholars over the past two years. I urge you to renew alliance like Min Lavine High School. A yes vote is a commitment to families who have chosen a proven school where students are supported, challenged, and prepared for success. Thank you for your consideration. >> Thank you for your time. Uh Rhonda Baldenegro. Rhonda. And then after Miss Baldenegro is Lindy Olag. >> Hi, I yield my time to Diego Bareras. >> Good afternoon. My
140name is Diego Baras and I'm a proud to be a Gabriella Charter School alum. I attended GCS for 9 years from kindergarten through 8th grade. From the first day to my last, I was nothing but challenged, supported, and motivated. My teachers taught me meaningful lessons both in and outside of the classroom that I still carry with me to this day. At GCS, I built a strong academic foundation that prepared me for high school, college, and beyond. Just as importantly, the dance and arts programs gave me tools to express myself in ways I never thought possible. With dance as my mode of expression, I have been able to build my confidence, not just to perform, but to speak up, to lead, and to advocate for justice in my community. GCS is a small school, but what
141makes it special is how deeply it sees and nurtures each student. GCS has instilled in me that education equity is key to the success of students, and they have led by example. I am who I am today because of the unique mix of academics, arts, and care that GCS offers. I am who I am today because my teachers and school community have allowed me to bloom to my full potential. I am who I am today because of charter school education. I'm here to ask that Gabriella, which was which has transformed so many lives and was created in memory of Gab Gabriella Axelrad, a young girl who loved to dance and dreamed of becoming a teacher, continues to serve future generations of students with their unique program and special community. Thank you members of the board
142for allowing me and hundreds of other students the opportunity to select a school that works best for them and for continuing to work with charter schools who are fighting for the same cause, educating our future. Thank you for believing in the promise of education for all, for supporting me in my dreams and for standing with scholars across Los Angeles. Thank you. >> Thank you for your time and Linda O. Linda Ol. >> I am Lindy Ol and I yield my time to Tanya Morales. >> Thank you. Good afternoon board members. My name is Tanya Morales and today I speak on behalf of my family. I am the proud mother of Ethan Perez Morales, a fourth grade student at Gabriella Charter School 1 and Melanie Olivarez Morales, a sophomore that attended Gabriella Charter School for 5
143years. I strongly believe that Gabriella Charter School 1 is crucial to our community. I have been an active member in the Gabriela community and have witnessed how Gabriella staff, teachers, and leadership have created a safe and inclusive environment for students and their families. Scholars are being prepared for a bright future through a rigorous education plan, active participation in critical thinking and movement through the art of dance. The renewal of Gabriela Charter School 1 is one step to keeping this wonderful institution making a difference in our community. In these times that youth rather be entertained with electronics, Gabriella has given our children the unique opportunity to be exposed to various dance styles instead and stay active. Gabriela has been making a positive impact in our community for 20 years. And as a parent, I can't think
144of a bigger a greater blessing than allowing us to renew our charter and to continue to empower children of Los Angeles. Thank you all for your time and consideration. Thank you. >> Thank you very much for your time. That concludes public comment on this non-action item. These items will be up for action at the October 14th uh meeting of the reg regular board meeting in the Los Angeles Unified School District. So, um if you said your piece, the board isn't going to be discussing this anymore at this time and will discussion will take place at the next meeting when action actually takes place. So, thank you everyone for your time and your cooperation um on this item. And now we'll go to consent items and we'll take public comment on consent. Uh item 8, 10,
1458, 11, and 12 do not have any public comment for consent. Tab 13 has one uh public comment. Uh Willard Love, are you in here? >> Willard Love says you're here uh in person. Mr. Love, I'll wait till things settle a little bit. Maybe you're making your way down. So for tab 13, Mr. Willard Love, are you here? Okay. Uh tabs 14, 15, 16, 17, and 18 also on consent. Do do not have any public comment. We'll go to tab 20. There's uh one public comment. Uh Kristen Braun, are you here? Kristen Braun do not have Kristen Bronn here. We'll move on to uh tab 30 has four folks signed up to speak. So tab 30 report of correspondence. Uh let's see. In person is Mr. Mr. David Tokovski, I see you, sir. Uh, Mr.
146Tokovski, please make your way down to the podium and you'll have two minutes to speak once you begin, sir. Thank you. The American Civil Liberties Union filed the lawsuit that became the settlement of Williams. Uh it was the legislation was carried by Jackie Goldberg, former colleague of many of you and it ensured that every student in every classroom was aware that one the teacher in that classroom was certified in that subject matter. Recently in the United Teachers of Los Angeles, they asserted that over 4,000 classroom teachers last year were not in their subject area. I find that really hard to believe, but there's got to be some mechanism to verify that. And in fact, if in fact this school year started and there's a teacher at North Hollywood or at at Silar or at at
147San Pedro that is not a licensed teacher of that subject, that's a Williams violation. And in every classroom, according to the lawyer, the ACLU, who's now the board uh lawyer for the state board of ed, you must notify in every classroom that Mr. Yang goes to during his day at North Hollywood, there should be a Williams issue notification. and in every office. And so we need to reboot Williams and I'm sure there will be some sort of follow-up lawsuit because also as we get the our next heat wave and every air conditioner that doesn't work in the San Fernando Valley or in East LA or central LA that is an immediate Williams concern and within 5 days those things are supposed to be remedied. It shouldn't be people as Jackie Goldberg used to say why
148are they calling me in my board office? There should be a procedure and there is. Of course, she wrote the law. That's number two. Curricular materials is number three. Okay. But the right teacher, the right facility. And that was because there were schools before we began our big bond campaign that were rodentinfested and had all sorts of problems. Posted in the main office, posted in every classroom. And again, you need to oversee that. not micromanage it, but make sure and every school you visit and you put up on your announcements to the community, explain the Williams case and make sure as we start the new school year, all of those things are taken care of. Thank you very much. >> Thank you for your time. Before we move on, I will read the public hearing
149statement. Uh let's see. Before action is taken on the report of correspondents, including Williams and state preschool health safety uniform complaint quarterly report summary, a public hearing must be held. This is that public hearing. This constitutes a hearing on the report and a maximum of 15 individuals who wish to address the board and this item shall be heard. Those who wish to speak should sign up online and they have signed up. Our next speaker is remote Maria Daisy Ortiz. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Maria Daisy Ortiz. >> Yes. Good afternoon everyone. My name is Maria Dei Ortiz and what I'm here to say about the Williams complaint is that first of all, you never provide a report on how many complaints you actually
150get by region, by school. And what happens is there's not many Williams complaints because the parents don't even know how to fill out the forms nor is it accessible in the schools. There should be in existence a training provided to parents on how to fill out the form because parents in reality don't have knowledge of this form and UCP that who know because in the central offices they don't provide any kind of training on how to do the Williams complaint or UCP. So whether and it's those two options aren't the only ones in existence. There's also other form forms where the administrators if they are not providing an adequate job there is one for that as well. So the regional and central offices must do this. So if you want to have more results that
151are better, you need to have these reports and these and what do you do with the Williams reports? Because for the AC's not working and things falling down, there's not enough desks in the classes. There's a lot of students and there's not enough there's not enough desks for the students as well as books for those who study online and for those that have exceptional learning abilities there is none of that. So they need to be more transparent as well because sometimes teachers don't have their credentials remotely but I do not have you online. Are you in the room Mr. Relay? No. And Belinda Ma, you're signed up to speak remotely. Uh but I don't have you signed in. Are you in the room, Miss Ma? All right, that concludes comment on tab let's go to
152tab uh 31 is consent but has no public comment and tab 33 has one individual signed up. Uh hi ready. Hi are you here? You're signed up to speak in person. Uh I do not have you in the room so that person is not here. And for my board members grabbing lunch in the lunchroom, we're going to very shortly take uh the vote on the consent calendar. So, if you want to make your way in to lodge your vote. Let me review and make sure I didn't miss any public speakers. Just bear with me, please. Willard Love. Second chance. Willard Love, not here. Kristen Brawn here. And that's that. All right. Uh, can we have a move and a second for the consent calendar? >> Move it. >> Moved. Moved by board president Schmurson, seconded
153by Dr. Rivas. Uh, so now the vote on the consent. Miss Newell. >> Yes. Thank you. Dr. Rias, >> yes. >> Mr. Meloinne, Miss Grigo, >> yes. >> Miss Gonz, >> Miss Ortiz Franklin, >> yes. >> Board President Schmurson, >> yes. >> And advisory vote for Mr. Yang. >> Yes. >> Thank you. All right. So, I still need to collect votes from Mr. Melvin and Miss Gomez, but as it stands, the consent calendar passes. We have a number of items up for discussion and then we have a time certain of three and 3:30 and then general public comment. So having dispatched with the consent items um let me uh inquire very quickly. All right. So up for discussion is tab one career technical incentive grant. There's three public speakers to this item. Uh Romeo Scarrasco,
154are you here? Uh David Tokovski. Sure. Thank you. Um and I guess this is tongue and cheek. Rosie Riveter. Someone identifying themselves as Rosie Riveter. Okay. Uh, Mr. Tokowski, come on down. Some of you may be wondering, how is Mr. Tokovski speaking more than once at a board meeting? >> Tokosski, you don't have to. >> Mr. Tokoski is speaking more than once because at a public hearing, folks can speak as many times as necessary on a public hearing and then one more time um either general public comment or item specific. Yes, please. >> As you know, there are 10 million people in the county and there ought to be out of the executive officer's office. Greater announcement to the general public that there are meetings. Some of these issues are really important like this one.
155I know Miss Franklin was at the adult division uh spectacular moment. This is not adult division. The item before you is the K12 half and the two between linked learning and adult except for the great effort on Friday to bring the high school kids to see it. There's a disconnect that is going on that needs to lead your leadership, the eight of you. This $13 million is disproportionately not at the school site. You'll notice that it's actually over $200 million you get for the linked learning pathways. And what I do notice, I think is what Miss Grego has brought up a number of times, is that the participation of the unions in these great fields of nursing or in construction is kind of spotty. It's there, but it's not significant. Number two, these programs can
156be really great. And if some of these schools were affiliated charters, you could grow your enrollment because not other school districts have such a rich supply of link learning and adult division. And if the schools were I know Mr. Schmson's core thing is to increase enrollment and you have most of the affiliated schools. If you made more of these pathways known then more people could come in and grow your enrollment. Plus foundations our foundation in the district could raise more money around these career link learning pathways. um you you could uh really grow your revenue and as you approach your revenue issues and difficulties while the foundation is doing a good startup there is through these programs I mean the airport just think of the airport and the harbor the massiveness of the corporate and
157union participation from machinists to hotel and restaurant workers to the long shoremen they should be connected in a significant way and I think somehow We haven't grown that enough. Thank you. >> Thank you for your time. All right. There were questions, comments, or discussion noted on this item. So, I did have a question here. As we talk about career and technical education, is there a place um of alignment for the body of work that we're doing with our magnet programs that already exist? >> Hi, good morning, good afternoon. So in terms of our collaboration with magnet schools, so um with respect to the growth of our CTE programs that are in all of our schools and what we do is we do a landscape analysis to see where there are not any CTE programs and
158we also get student input to see which programs they would like to see at their schools. So it could be a magnet school or it could be a um you know any kind of configuration of school um where we are trying to grow our CTE program. So there is collaboration in that respect. We we start first with the school site and see where we need uh those programs. We look at demographic data. We look at the um the types of job market that that uh exists in the community and also where the needs are. And then at that point we determine which programs we're going to push into the schools. >> Got it. And then my next question is what is the articulation pattern for these programs be it from elementary to middle school um
159with the thematic offerings and how are they connected? >> Yeah. So um so we've we're growing now in our middle school programming and also in our elementary and the way we're going about that is through project-based learning. So there are some actually we're starting with a small number of um CTE themed programs in elementary school where we are using uh project-based learning and in middle school we also have programs um uh and so at this point we're looking to see the growth of those elementary and middle school programs and then be able to create a pathway uh for for those programs so they're all consistent so that students who are interested in a healthc care pathway they can start in elementary school, go on to middle school, go on to high that would be an
160ideal kind of configuration. We're not quite there yet. That's an area that we're going to look at improving. Um but at this point we have grown in um now we're beginning to grow into middle and to elementary school. Got it. So they're growing the elementary middle school. So I guess to look at the ones that are at senior high schools to see if there are schools that feed into them. Is that part of the process? Is that something that we are looking at? because to just have them create a whole different uh pathway that doesn't align with the community of schools in which they're there would have them have to travel, you know, who knows where, but with the thematic offering. So, how we're I know we're growing it, but just to have more of
161them doesn't necessarily give them a pathway to that community of school. >> Absolutely. And so, that is our goal to create that coherence. This grant in particular addresses the high school programs and the CTE programs in the high schools. So that's what this that's what this grant is meant to do. Uh however, at the same time, we're also growing a middle school and growing an elementary by less than five. That's an area of growth for us. Once we be we get that momentum, we definitely want to create a pathway so there that there is that seamless articulation between elementary, middle, and high school. Keeping the end in mind, thinking about that, you know, don't plant the seed there and then not be able to give the pipeline to that school as we talk about the
162high schools that are existing, making sure that those middle and elementary kind of feed into it. Otherwise, we're creating more programs and not enough pipelines. So, thanks. >> Agree. For me, it's just a comment um to really to um uplift and highlight the work that you and Esther and the entire team have been um working so diligently and uh with so much hard work and and also and I appreciate your questions, right? And that's um I agree with uh board member um Hendy Newell on creating that that that feeder but also that connection within the community of schools. Um, but I just want to say that, you know, I'm excited to see this work being funded not only at the state but also within the district and for our district to receive these dollars to
163expand career technical education. uh when I you know when I first came on board and the superintendent knows and you as well because we my team has been meeting with you on understanding where um all the careers and the link learning and how they're connecting to our students and what's being offered mentorships and I've been to a lot of events where students are are showcasing their work. Um so it's a it's a it's a priority for me. Um and so you know just want to reiterate that these investments are critical for opening career pathways and opportunities for our students in our highest need schools. When our students leave our school district, they need to already know where they want to go or at least have explored different careers to you know u give them some
164some um a journey of to where they want to go. Right? So I just want just for our you know the public and our parents and all the community to understand why it's important for our school district uh for our city our state and our country to continue investing in career technical education. So for one is for work workforce readiness. CT equips students with realworld skills aligned with high demand industries such as healthc care, technology, engineering, trades, construction, the arts, and now uh uh green uh green jobs, equity, and access. Not all students will pursue a traditional four-year college path and CTE ensures every student has multiple pathways to success whether in college if they want to, you know, continue that uh connection they've made at a in their high school or career or both.
165Uh community and economic impact. Strong CTE programs create pipelines to local industries, strengthening the regional economy within our city and reducing workforce shortages. Uh what are the benefits of students? Hands-on learning. Students apply academic concepts in real life projects like problem based learning. Uh labs, internships, which deepens engagement and retention. Career exploration. CTE allows students to discover different fields early, helping them make more informed choices about their future. Certifications and skills. Many CTE pathways provide industry recognized credentials giving students a head start in the job market. And lastly, confidence and motivation, which is so so important. Students often feel more connected to their education, to their life and their journey when they see its relevance in their future. So, you know, just want to and I know this is um echoing what the student the
166district is so invested in and also focused to continue supporting CTE as a district a priority so every student has is prepared for success and has opportunity in life. So, thank you so much for all that your work and what you're doing. That's all. >> Yeah. Um, as student board member, I'm definitely interested in this field and the career technical education program. Um, I see that this is the the 10th round of this grant and and I was wondering how exactly these grants expand access to CTE for students in high need communities or communities that have not had these opportunities in the past. >> Great. So, this grant is centrally uh managed and what we do is we look at demographic data. We look at the um the pathways that currently exists at schools. We
167do a landscape analysis and we look at the high demand industries and then at that point we push in. So for the ninth round for example we had 11 new pathways and what's planned with this new round is 19 new pathways but the way we determine that is seeing where there is a need looking at student need as well and student interest uh and that's how we determine where we're going to place those and of course looking at our high need schools is a priority that that traditionally has been a place where there's gaps and so our first objective is to close gaps and then sure that there's um representation since there's been so many rounds at this point the the CTE programs have touched there's a footprint in in um the majority of our
168high schools at this point. Thank you. >> I do have a question after all. Um I was at a school that has the culinary pathway and they were sharing with me that they cannot purchase food um through the what was it through any of the funds other than donations. And so I understand that through this grant, schools can purchase food for their culinary pathway. But if we didn't have this grant and they don't have it yet, how what do schools use to purchase food for their pathway? >> You know, I would have to hand that over to finance or someone who because there's logistics. As a principal, I know that there are a lot of guidelines as to which budgets I can use and can't. So, um, I'll probably hand it over to someone else
169to answer that request. But yes, this grant does allow us to be able to purchase food and everything related to the pathway. um absent of that then then we would need to consult with uh finance and budget to figure out what funding source we can use. >> Okay. If if we can get that answered sometime today that would be great. Thank you Dr. Vias. >> All right. Can we have a move and a second to vote on tab one? >> Second. >> Moved by Dr. Rivas. >> I'm gonna I'm gonna go with Miss Bill at the risk of my >> Give it to her. Let her have it. Yeah. >> All right. Now, we'll take the vote. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvinne. >> Miss Grigo, >> yes. >>
170Miss Gomez. Miss Ortiz Franklin. Board President Schmelson? >> Yes. >> Board member Yang? >> Yes. >> That's four That's four eyes, one advisory eye, and I will come back to collect the votes on tab one. This brings us now we're not doing tab two because it has to be heard by law after 4 pm. Now we'll go to tab three. There are two folks for public comment on tab three. Maria Louisa Palma I see you're here. Please come on up. You'll have um two minutes to speak once you begin. And the floor is yours. Thank you. Good afternoon. What is LUSD's mission? What are LUSD's most pressing challenges? I would say that there are poor academic results, declining enrollment, and the significant structural deficit which is not stabilized at all. And yet, the big discussion
171at last week's committee of the whole was another complex financial debacle. This workforce housing project. you still do not have a finance committee. And it's completely ironic given today's performance on the financial literacy resolution, which I completely agree with. But here is an opportunity for you to really double down on financial transparency. We have no transparency here on the potential financial structures of these developments. Nowhere does it say that you plan to donate the land lease. that is how you finance the other workforce housing programs that you have. So, I'm assuming you plan to do the same with this one. Yet, it is never mentioned. The comment is always that the district is not putting in funding is what you heard here. Yet, that's how they've been financed. So, the excess land sites that you
172have other ones, they're never disclosed. They don't exist anywhere in the strategic execution plan. I have searched and searched. You have no comparisons on divesting of the excess land versus uh doing these projects and you could divest with a covenant requiring those projects to be developed as housing. So which sites are feasible? Which are not? Spreadsheets were mentioned at the committee of the whole but you didn't make those public. We cannot have we have no idea what those potential financing models would be at those community meetings. We don't know what information was provided to the community. What was the actual feedback? Were they told that you're not going to be pursuing family housing? So, developers comments said that they would be interested in district credit enhancements, land swaps. Come on, we need more information on
173this. My name is Maria Louisa Palma. I'm speaking on behalf of Olada and the taxpayer taxpayers of this city which who must be informed of the financial transactions. Is this economic equity like was mentioned earlier today? Please be transparent. Thank you. Thank you for your time. The second speaker is Mr. or Miss Vvelop. Ve Lop P not here. So a motion in a second is appropriate and then the board can discuss. >> Moved by Mr. Schmurson, >> seconded by Dr. Rivas. >> It was noted that someone had comment on Yeah. So just curious um I I'd like to know the developer will pay the fair m market value of the land or will the land be granted or leased to developers at below market value. >> Good afternoon, members of the board. Christina Toes, chief
174facilities executive. Um, these proposals contemplate that the district is not providing any district funding other than leveraging the asset value of the land by entering into a long-term lease. So, we are not selling the land. We are not charging rent for the land. We are offering the land as a long-term lease so that the developer would be required to finance the construction, the operations of the units, but they would not have to pay for the land. That is the district's contribution. >> Okay. So, just to be clear, this land remains part of LUSD. >> Correct. It is a long-term lease, the terms of which will be negotiated. Typically it can be anywhere from 66 to 99 years. >> Thank you. Thank you >> Rosil. >> Yes. Thank you. Um quick comment and then I have
175some questions following. So you know this is exciting opportunity for the district and I'm very encouraged to see this initiative moving forward. Finally, um, as we take this step, I would like us to consider a phased approach that not only addresses the critical housing needs of our workforce, but also lays a groundwork for how we might expand these efforts in the future to support students and families. By thinking long term, we can create developments that strengthen retention and community stability while also meeting the broader housing needs of our workforce, our employees. So, that said, I do have two questions. Um the first one, how can these developments be leveraged to support not just employees but also future student and family housing needs in the in our communities? >> Um we do believe that there is
176a nexus of families that are um lowincome and experiencing housing uncertainty that would qualify for these projects. When we did our comprehensive survey of district employees, we saw needs throughout um income levels. Um we know that many families who are district employees and also have students at LUSD will qualify making 30% of the average median income, 60% 80%. Um, we actually surveyed some of our existing housing projects and didn't find there were a number of families there who had students who attended LAUSD schools. And then we're hoping that this is really a version 1.0. Um, we propose that there would be other housing opportunities and we'll learn a lot from this, especially in terms of how deep of a subsidy or how challenging is it to find financing for what is low income 30 to
177um 60%. And could we even go lower at this time? We don't know. >> Last question. um in cases of potential land swaps, uh what safeguards ensure compliance with state housing restrictions while protecting district priorities? So, um, currently we don't anticipate that we would contemplate land swaps in this RFP due to recent legislative changes that would require land swaps to go through what's something called a 711 committee where the board would need to convene a committee and they would need to over a process of time determine whether or not to deem these properties um eligible for land swap because we want to make sure that proposers are efficient in their time that they're proposing. And that action has not yet been taken. We're not contemplating land swaps with this proposal. >> So should that happen,
178there is, you know, uh sort of a path to take with the 7-Eleven. >> Yes. >> Committee. Okay. Thank you. That's all >> Carla. >> Hi. Um can you share um what you're going to require of the contractors in regards to any community engagement of this project and what are some of the expectations that you're going to set for them in engaging the community right um so twofold um this is an RFQ and an RFP in the RFQ which sets their minimum qualifications a minimum qualification they have to show that they have previous projects with a robust community engagement plan. If they have no experience with that or it's not a robust experience, then they would not qualify. And then once they move forward, if they were to move forward with the proposal, um, one
179of the things that they will be scored on is their community engagement plan, it will require proposals to demonstrate how prior community feedback. So, we're going to include all of the notes from the community meetings that have been held. um share all of the community engagement and concerns that were raised. They will be required to address how they're going to fold that in into their current proposal and then what is their plan moving forward knowing that this is just the beginning and they're going to need to have a robust plan um all the way until such time that it's developed. >> All right. And then with um housing being so high, developers making a ton of money, how are we going to ensure some limits on uh the profits that developers make? So they are
180going to be required to provide us with their financing plan as we are going to look to establish um that we're seeking the greatest level of affordability. So we would score proposals that had all units as being affordable over let's say units where only half of them were affordable and the rest of them were market rate. We're not anticipating as we saw in our previous housing projects that these are money makers at all. Typically they to make just enough money to basically continue to operate these and operate as a nonprofit housing developer. but we'll be able to see that in their finances and obviously we're going to be scoring those that offer the greatest affordability. Um, which typically means that they're not going to be making profit. >> All right. Well, that's good to hear.
181Um, and then just last question, I'm wondering if there were other alternatives that you looked into. For example, uh, some cooperative type of possibilities instead of going the traditional route of developers. Um, we had very very preliminary discussions of whether or not we should be offering ownership possibilities versus rental possibilities. The ownership then is challenging because you have to go through surplus property and really you're selling the property. And then you are bound by how do you make sure that who you're selling to has a long-term kind of deed on that land that it ensures it's for affordable home ownership. There are other vehicles where we um offer training for homeownership to employees. Um given that affordable housing already has a lot of challenges, just providing rental, I think, at the level of affordability and
182wanting to make sure it's designated for district employees has um is complicated and challenging enough. So, we really wanted to stick with that. >> I wonder if this is something that we could continue exploring though. Absolutely. as a way of, you know, I lived in a co-op when I was in college and I think it's a great thing to to offer folks. It's a great way to be able to own a piece of something by so many. All right, thank you so much. >> Questions, Nick? >> Um, no questions. just a lot of excitement and recognition of Christina and Isam and the facilities team for their responsiveness both in surveying our employees and families and for bringing experts to guide us through this important work. I know that there are community members who've reached out
183to the board uh and I know to our office um with concerns. Um I think many of which can be assuaged through continued engagement and and understanding what we are doing, what we're not doing. And I know some of these folks uh feel like they have been burned in the past by other agencies or developers. And you know that I know just as the elected representative for two of these properties, they have my commitment to work collaboratively um and uh with the neighborhood, but this is clearly been a priority of mine. Um this is the start of something very exciting and I look forward to a few months from now when the board will of approve the the um the winning proposals. But just uh huge kudos and I think as this is now heading
184and hopefully in a few minutes over the finish line. I know there's been a lot of excitement out there by other agencies and developers and just folks who want to see what we're doing. And so again, I I think this is the start of something um or the continuation of something given that the district's done this before. Really valuable. So thanks Christina for all all your work on this and um excited to support this today. >> Questions. Kelly, >> thank you. Um, well, I I too think this is a positive step forward and I appreciate the team's um, work. I know this is many years in the making. Um, I not to repeat myself too much from the conversation that we had at the committee of the whole, but I am really looking forward to
185projects that will incorporate the need among our families for housing. We know that this is really critical. It's only growing. rent is super high and families are being pushed out of our communities and it there is a space and an opportunity for LUD to be a leader um to to make housing available on our unused properties. So um while I know that this is a great learning opportunity as we roll this out, I um I'm very hopeful that in the future our housing strategy will explicitly include our LUSD families as well. Um, and then the other two pieces I know that I also raised in the committee the whole discussion are with regard to local hire and unionized labor. Um, I I don't see that specifically listed in the criteria. Can you talk a little
186bit about um, you know, thinking about how this creates jobs as well as housing for our employees? Um, how are we addressing those components in an RFQP? Um the RFQ in both regards to local hire and to union labor um is asking proposers to consider on the union side partnerships with local labor unions to incorporate union labor into their construction plans where feasible. Um this project will require prevailing wage. Um because the district is not putting in funding, it does not trigger the project stabilization agreement. But we do recognize the benefits of using L union labor and do want to hear their plans if it is above what they're providing in prevailing wage. And then there is a requirement for a small business element to meet the board's be board resolution to encourage small business
187um in terms of local hire. We are also encouraging proposers to pursue best practices for local hiring, including outreach partnerships with community- based organizations and training programs for local workers, which we're going to ask them to describe in their RFP. >> I I appreciate the response. I I hope that there's a way to to put a little bit more meat on the local hire and the unionized labor portions. I think encouragement is kind of the first step and um I understand that putting new requirement the more requirements we add that makes it more challenging to get proposals but um I think that if there's a way for there to be an incentive given in the scoring criteria or something to make those more substantive that would lead to better proposals overall thinking about these projects
188not just for our workforce but as a broader community benefit to our local economy. Thank you. >> Well, personally, I wouldn't even consider using non-UN labor for this. That's just me. I mean, that's not we are in LA USD. That's not who we are. Uh question though. Parking. Parking. Does that include parking or is it going to be Oh, it's close to a bus stop and there's no parking. >> What do you know about that? >> Yes. Um it is so the requirement of the RFP is that it direct proposers to align with local zoning standards. So they're going to need to look at what the local zoning is in the adjacent properties um and that make sure that they're thoughtfully addressing parking. We know some of these sites um are right next to major
189transportation corridors like the Fairfax site and then there's other ones in the valley that are not so close um where parking is a concern. Yeah. And so that is going to be part of their project approach is describing how they're addressing issues like parking as part of their overall parking uh project components. >> I I hear you. Knowing it's LA USD property, I would hate for people to be angry with us because uh people are double parking on their street and not giving them room. But I know we have to go by the law. Um I don't know. I know we discussed this at a briefing, but I don't know if the uh audience knows. So when you make too much money as an LUSD employee to live in that housing, you have X amount
190of time to relocate. Is that how it works? Basically, >> no. Currently in the housing projects that we have, your rent is a um a proportion or set by your income. So if your income is skewed to the lower 30% AMI, your rent is going to be lower than someone who's let's say making um 60% AMI. So if someone's gets a promotion or gets a salary increase, their rent is adjusted to reflect um their higher salary um so that other units can be made available for further. But no one gets told to leave or anything like that. even if you're no longer an L USD employee >> at this point. Um it does we >> Fair enough. Okay. Thank you. Thank you. >> Have no projects that require that. Yeah. It was just a comment
191to the point of and I think just wanted to say it out loud as we talk about uh the project being worked on by those of the community because I know the word that you use was consider and I know as we say this is something that we want to see and not just consider because consider can go either way but to be sure that that is something that is definite within there because we want those projects to reflect reflect the community in which it serves. So, just wanted to say it out loud. >> Thank you. >> Okay. Having already been moved and seconded, we will take the vote. Miss Newell on tab three. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >>
192yes. >> Miss Ortiz Franklin. >> Board President Schmurson, >> yes. >> And student member Yang, >> yes. >> Okay. Um, and before we move on to the next Oh, >> same page with me. Can I record my yes vote for the consent calendar and also for tab one? >> Okay, thank you very much. And Miss Gonzal, how do you vote? >> Yes. >> Thank you. And then on tab one, Miss Gomez. >> Yes. Awesome. >> Thank you very much. Moving on to tab four, have one speaker from LA DWP, David Jacket Jacott JCO. I'm so sorry, sir. Please feel free to correct that pronunciation. And um let's get a motion in a second to hear this and move it. >> Thank you, Miss Gomez. Seconded by Dr. Reebus. Uh thank you very much. Thank you.
193Uh board president, board executive, superintendent. Uh I am David Jako. It's Jako. Uh I am the director of distributed energy solutions at the Los Angeles Department of Water and Power. Uh I'm here to express strong support uh for LUSD's agenda item number four uh on the memorandum of understanding with LWP uh to amend the facility services division's strategic execution plan to approve $20 million for an efficient lighting upgrade program. Uh on July 8th, 2025, the DWP, the LA DWP board approved ourou with LUSD. This is a two-step process. We approved first and then uh bring it to you. Uh authorizing $100 million, a $100 million commitment from LWP over four and a half years across four key strategies. Direct install of energy efficient measures at LW L USD facilities. that's in in tandem with this
19420 million that LUD is being asked to approve. Uh but also water conservation incentives to replace existing water wasting fixtures with uh efficient devices, education and awareness programs that expand upon very successful efforts such as Heroes for Zero and Empowered Schools. And there just was a Heroes for Zero uh awards ceremony here a couple months ago. uh and greening and climate resilience projects to create healthier, more sustainable campuses. We call this overall effort securing a re a resilient and sustainable future for our kids. Uh this continues a partnership that's been in place since 2012 extremely successful. Uh great partnership we've had with with the district. Uh we've grown it substantially uh over that time. Uh we've we've uh we've retrofitted 143 schools resulting in more than 40 gawatt hours in energy savings which is saving
195the district uh $10 million a year. Uh, LUSD's request today is to amend the execution plan, the facility services execution plan to approve $20 million of inind contributions towards the energy efficiency lighting upgrade program of LP of LWP's $und00 million commitment. $80 million is allocated to direct install. So 20 million more from LUSD will make that component a hund00 million direct install component. Uh we anticip Finally, we anticipate that that will result in us being able to serve another 95 schools, saving another 27 million kil kilowatt hours for an additional 6.6 million uh dollars per year in in in savings uh conservatively estimated. So, I'll just close by saying again, we value this relationship with LUSD. It's been extraordinarily successful over the last 12 years. We've worked very closely, hand in hand, uh to to
196stand up the program, solve problems as they arise, very constructively, and we just uh highly encourage the this this board to to adopt this thisou. Thank you for your consideration and support. >> Thanks for your time. There was some discussion for this item >> and it's more so to our eco um sustainability plan. So and thank you for the work. I appreciate what we're doing. I just need a little f clarification. So as we're taking steps to execute thisou before the completion of our overall eco sustainability plan is complete, how will this body of work and others that are similar fit into the forthcoming plan? Okay. >> Uh good afternoon members of of the board. Christo Cressilio, chief eco sustainability officer. Pleasure to be here and to be discussing this exciting MOU that we bringing
197forward. So the idea is to continue our prolonged strategies that we had that supports energy efficiency, water conservation and support the resolutions that passed by through this board. specifically the three resolutions, the clean energy and clean um clean electricity and clean energy resolution in 2019 are 20 2022 resolutions for climate literacy for all and also the 2022 resolution uh to achieve uh 30% greening on all of our schools by 2035. So the intent is to continue um through these programs to keep implementing these to get closer to our resolutions and then as we develop the ego sustainability plan it's going to identify uh more pathways for us to be able to get closer to to those resolutions. >> So will we be seeing moreus like this in the future before the plan is produced? Well,
198this is uh this is an MOU that has been in the works for the last uh decade, I would say. We keep building on it with LWP. We're discussing other MOU with SC, but I'm not sure if it's they're going to come in the next in the near future, but we're discussing other MOU and other agreements to help us achieve our goals and objectives. >> Thank you. >> Have one, Mr. Jako. Does this include the installation of dimmers in classrooms? Because when I visit some classrooms, they are so bright that you could actually film a movie in that room. And and some teachers do not like that bright bright light. Is there any uh installation of dimmers? Does it help you with your energy savings? I'm just curious. Uh yes, the the program includes advanced
199lighting controls uh of which you know dimmer would be examples. So they're not manual dimmers, but they would be advanced lighting controls that can be set to a specific light level and then we'll control the lighting accordingly depending on how much light's coming in through the windows. And yes, that's included in the program. Okay. >> Uh as a direct install program, the materials and the labor of the installation are are free that that's provided through the program. >> Thank you. Thank you. >> It's also done through our PLA. So I know you mentioned earlier uh union and trades. This program is all uh local 11 IBW. It's all trades. >> Yes, we all support unions. That's correct. Any other question, Kelly? >> Yeah, just I think appreciation. It's it's great to see a slightly more
200expansive focus so that we can um obviously install the energy efficient lighting, but also the investment in greening and climate resilience as well as the water conservation. These are, you know, very pressing issues that affect our schools. So, I'm excited to see that those are components of theou and uh Mr. Cressilio, I look forward to more details on which particular schools um might benefit for those investments and how they align with our broader greening strategies um obviously once theou passes. But thank you both. >> Okay. >> All right. It's been moved and seconded. Uh let's vote. Miss Newil? >> Yes. >> Again, this is on tab four. Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Frigo, >> yes. >> Miss Gonomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President,
201>> yes. >> And student board member Yang, >> yes. >> Uh, and before we move on, um, Miss Ortiz Franklin, can I collect your vote for tab three? >> Yes. >> That's a yes on tab three. And then also for tab one. >> Yes. >> Also a yes. Thank you. >> All right. Moving on to tab five. If there's no public comment, but there was discussion or comment. >> Move the item. >> All right. Moved by Miss Gonz, seconded by Mr. Meline. >> Do you have a question? Charlotte, will you have a question? No, >> you do. Okay. >> Yeah. I was just going to I've been looking at the donations coming in and in this particular report there's donations for one of my schools and it is for positions like PSWs. So, I went
202back to the IAU reports and looking at how many of our schools uh fund raise for positions, and I'm wondering if there's a way that you could, not now, but in the future, maybe by the next meeting, if we could get a report on how much is how much are school site donations going toward specific type of positions? Because I think that in my district, as you know, when as many of our districts are so diverse, um when schools are h are able to fund raise for particular types of positions, it creates an inequity when other schools cannot. Right? So then I want to make sure that it, you know, we're a public school district. Our public funding goes to give everyone what they need and they and hopefully what they deserve. So, if you
203can give me something like that, um maybe you know by the next meeting, I would really like to know more how our schools are fundraising for positions and then what type of positions are schools uh fundraising for? >> Sure. Um we can definitely follow up with that information. Uh of the four that's on there now, some of those has been specified by the donor in terms of what they can use it for. So, the second uh I think is >> Dalia Heights is my Yeah, >> correct. So the the donation allows for the the donation to be used for positions, but it did not specify the actual positions that they and so the school is making the choice of what um positions to fund with that donations, but we can follow up with a comprehensive
204list around. >> I would appreciate that. >> Thank you so much. >> Any others? Carla, in my district, I noticed in elementary schools it's mainly for TAs. That's the biggest expenditure for TAS. >> Yeah. >> Anyone else? >> A lot. >> Yeah. >> Thank you. >> Okay. Voting on tab five. Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melbourne, >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> For President Schmurson, >> yes. >> And student board member Yang, >> yes. >> Okay, we'll come back for Mr. Melvin's vote on that. brings us to tab six. Actually, I think that went on to consent. Tab six went on to consent. Is that accurate or did you have a question? >> I had a question.
205>> Okay. So, tab six. >> Oh, yeah. It needs to be moved and seconded. >> Move it. >> Six. >> Second. Hey, thank you. Um, so one of the goals says that LA USD must continue to promote disaster resistance schools. And this is all helpful information, but the book is thousands of pages long. So can we have a condensed version so we can share it with parents and schools and because they need to be um aware of their role in informing the community in in the in case of a disaster. That's my request. >> Yes. Board Presidents Merlson. Yes. We will provide that information by school. >> Yes. I hate to see people walking around with a thousandpage book. Yes. So, thank you. Appreciate it. >> Okay. On tab six, uh, Miss Newell, >> yes.
206>> Dr. Rivas, >> yes. >> Mr. Meline, >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Mr. T Franklin, >> yes. >> For President, >> yes. >> And student member Yang, >> yes. I'll note that initially this item was put on consent and board president removed it from consent because he had a question or comment and didn't want it to be voted on. So for the record it's clear that wasn't voted on on the initial consent calendar. Bear with me while I get my notes in order. All right. Tab seven. We do not have any public comment, but I believe we had discussion or question from Miss Newell. >> Move the item. >> Second. >> I had a question for one of the projects at um UC Mag 32nd Street. That's to walking
207up. >> Good afternoon, board members. Christina Toes, chief facilities executive. Um board member Henson, can you tell me which um item are you on? on item D. Um, this is an ITS item. So, let me see if it is available. Hi. So the question I have is for the there's a modernization project that's going to happen at this site and this is to provide campus safety system and so wanting to know is that system going to go in before the modernization begins or at the top of 2627 school year. What is the order in which >> this happens? Okay. Um I assume these are the facilities contract. Am I correct? >> The USC magnet. >> Yes. So sorry, what's the question is specific? >> So the question is will the system go in before the
208comprehensive modernization begins or after simultaneous? How does it happen so that the work isn't redundant? Meaning that >> no we usually align with the facilities when they do the comprehensive modernization. If the timeline is before the equipment reaching end of life we replace the equipment but we leave the areas that part of the comp comprehensive to be done by facilities when they complete the comprehensive modernization. If the uh project timeline can be delayed we delay the project to be in line. Sometimes there is a rate component because the school meet the some criteria that the equipment can be must be or can be replaced in a specific timeline. In those scenarios, we go ahead and we replace the equipment but we are not essentially giving up those equipment. The equipment is stay in place. Let
209me just >> um I also just wanted to add for clarification is um the 32nd project is not inclusive of the entire campus because it's a major mod. So we include cameras in the areas that we are going to be touching as part of the buildings. But in the areas that we are not going to be um touching, we do not include cameras. So um I'm sure our teams coordinate on these projects. So, and we will confirm, but their scope of work is going to be in the areas that are not included of the major modernization project. >> Just to confirm only because I mean one of the words you said that I just didn't want to hear is delay. Um because if it's going to delay I mean they're already being moved from their
210site and so to know ahead of time how we can kind of put it within the project so that it can move on time that we've already set. So that would be helpful to know that they're working together and get updates on that. So I'd appreciate that. >> We'll get back to you. >> Thank you. >> Questions clean. >> Okay. And the vote on tab seven. Uh Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. Gonz Ortiz Franklin. Uh, board presidentson. >> Yes. >> Student member Yang. >> Yes. >> Okay, that item passes. Mr. Melvin, can I lodge your votes, please, on six and seven? How do you vote on six? >> Yes. On six, how do you vote on seven? >> We just did
211seven. Five. >> I'm sorry. Five. >> Yes. >> Are you sure you don't want to vote again on seven? >> No. I'll vote again on four. Can we do that? That was the most exciting one. The housing initiative. I'll vote twice. >> All right, here we go on to the next item. >> Nine. There's no public comment on tab 9. Can we have a move and a second for tab n? >> Second. >> Moved and seconded. Moved by board presidentson. Seconded by Miss Newell. >> Mr. Melvin, I think you had comments on this one. >> I do. Yeah, I'm just talking to Deputy Superintendent about it. One sec. Where is it? Well, we'll we'll discuss. So, thank you. Um, thank you, Mr. McClean. Um, I'm excited about this item. This is part of the Fairfax
212High School major modernization project. Um, I am going to move it with a slight amendment that I hope my colleagues will support. But so quickly, you know, board members selected a school in their district for their major mod. Mine was Fairfax, iconic and flagship high school of the district that just celebrated its centennial. Um, but like a lot of our older schools, it's looking its age a bit. Um, and uh, which is why it was selected uh, for this modernization um, project. Fairfax has long been a hub for the arts education and the uh community um creativity. Home to a thriving visual arts magnet. Um distinguished alums like Herb Alpert who just was talking about his experience at Fairfax on NPR. The Red Hot Chili Peppers who met at Fairfax. Um we also have a
213CTE pathway media and design partnerships like the Greenway Arts Alliance that run the um the flea market on the weekends and have been doing that since at least I was in high school. a new gifted magnet that I was able to see in action a few weeks ago and is thriving. Um, and in 2016, prior to my time, the board recognized the artistic legacy of Fairfax by approving a proposal by an alum of the school um, for a student and community focused art gallery in classroom building. It was designed and it was DSA approved. Um, and the project uh was included in the environmental and sequa documents and we even had it bid as an what's called an ad alternate um but was left contingent on on funding. Uh, and there have been conversations with
214the community, with the city council office, with alums, with philanthropists, with uh nearby developments like television city, um, LACMA, the Academy Museum, um, to try to get this done. And we're we're still not there in terms of identifying all the funding, but we're close. Um, but we've been having this con conversation with the community, the principal and others who are excited about this project for now nine years prior to my time. And so, um, I'm going to read an amendment, but my hope is to, you know, there are basically two versions of this modernization. One that includes this student centered and community focused art gallery and classroom building to really make it a community hub, a community school. Um, and, uh, one that doesn't. And so, I'm asking us to move it, move the one
215that does. Um, and so the the amendment that I have and we'll pass out says to approve the Fairfax High School major modernization project with the arts gallery and classroom building included in the project scope. The superintendent and staff shall return to the board and to the bond oversight committee if necessary before the end of the calendar year with a proposed funding strategy inclusive of philanthropic contributions, developer impact fees, general obligation bonds, including buckets designed for public private partnerships uh andor project contingencies for the arts gallery and classroom building which shall no longer be designated as an ad alternate and is hereby included in the project scope for the Fairfax modernization project. I'll say this um project was undertaken before measure US was passed. Um also before a you know I was aware of a
216public private partnership that we actually tapped into today for the Dorsy project uh which I was excited to support. Um and uh and their developer impact fees in the community including CBS television studio city the LACMA upgrades just down the street and and this is going to anchor a new business improvement district called called the arts Fairfax district by Councilwoman Katie. So, I'm going to pass that out. Um, but appreciate the conversations we've had with facilities and with the community uh to take this over the finish line and as we enter this major modernization include uh a building which I should note for my colleagues too has already been DSA approved and is something that uh could be similarly included in other schools um as we're thinking about our investment in the arts which I
217know we'll talk about uh in a later item as well. So, I'll pass that out and thank you uh Mr. Smelson for the floor. And with that, and then I'll I'll move the item with the amendment if there's a second. >> Well, thank you, Mr. Melvinne, because that was my discussion item to include that building as part of Fairfax major modernization. I know we've been that's been a long dormant project and uh I would love to have that included in the major mod. So, thank you for bringing that up. >> Yes. Um, yeah, actually I was looking at that last paragraph in 2016, the board authorized and I understand that where the location where this will happen, it's got its own entrance and its own door. So, it can be open to the community. So,
218I appreciate that. Anytime that we can create spaces um in our schools that can include the community and partnerships, I support that. So, I do support this and I and if we can look for the for the money in many different ways, the ways that you described all the different buckets, I'm supportive of that. So, thank you for the amendment. >> So, procedurally, I'm going to pop in. >> I'll I'll second the amendment. I'm I'm the same questions that my colleagues did and um and I agree that it especially that it calls for a funding strategy that would look at different um ways so that the school district alone doesn't bear um the the burden of the cost. But it sounds like it's a great value ad for the entire school community and so I'll
219second the amendment that Mr. Malin brought forward. >> Okay. So now it's appropriate to take a vote on in incorporating the amendment into the underlying resolution. >> Fantastic. >> So uh Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvin. >> Yes. >> Miss Ggo. >> Yes. >> Miss Gonz. >> Yes. >> Miss Ortiz Franklin. >> Board President. >> Yes. >> And board member Yang. >> Yes. And so now the vote would be appropriate or discussion on the new underlying resolution. >> No other comments. Appreciate un unless my colleagues do, but really appreciate the support and um and uh eager to have this be the first of many of these types of projects. Yeah, please. >> Yeah. And if you can also advocate that this alum will do the same thing for other
220schools. My understanding is that there was an interest in in doing this at other schools in our in our district. That would be a great partnership to have. 100%. 100%. >> Yes. The number before four is three. So >> um great well then taking the vote on tab n the newly amended tab nine. Uh Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Meline. >> Yes. >> Miss Grigo. >> Yes. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin. >> Uh board president. >> Yes. >> And student member Yang. >> Yes. >> Okay. I'll come back to Miss Ortiz Franklin for her vote. Okay, moving on to tab 10. There's no public comment. I believe we had some discussion items. Do we had a move in a second for tab 10? >> Moved
221by Dr. Revas, seconded by Miss Gomez. >> This is for tab 10 to find and approve for sustainable environmental enhancement developments. >> I just had a comment. Yeah. Okay. Um, so I'm always very pleased to see the seeds uh seeds projects advancing and I'm um especially excited that Lona Avenue Elementary is receiving this significant investment. Uh this is exactly the kind of work that demonstrates how our commitment to greening translating translates into real tangible benefits for students, families, and our school communities. I'm grateful to have been able to help Latona and making this green project possible and I look forward to building on this momentum and ensuring the more campuses across the district experience this very same transformation. And I also want to thank uh Miss Christina Totes and her team for working with our
222office and making sure that this project moves forward in its um totality at Lona. Thank you. Bill. >> Yes. And as here, I'm always excited to see seeds um partner with us. And I guess the question I have because as I'm looking here, we have projects in two, three, five, and six. And I don't see one or seven. So the question I have is, is there some technical assistance that may be available to schools to write or help submit the seeds grant application because I think there's a need. Um so there is um we do have staff who will support schools in shephering their seeds interest along. Um and I did want to assure you that there are a number of projects that are under due diligence that have not yet been brought to the
223board of which five are in BD1. So just know even though this um action didn't include any we are anticipating that as we bring more BD1 would be included. >> Thank you. >> Sure. >> And how do they go about getting that technical assistance? >> Um so if you go um I we can forward you there's a district website for seeds. Um they can send an email. We'll meet as the program manager. um he or his staff will support the schools, walk them through that if they're unable to find a partner. There's opportunities where they may know of partnership opportunities um for that school. But we've typically always helped schools achieve their greening goals and to rather than tell them, "Sorry, we can't help you." >> Sure. >> Appreciate that. Thanks, >> Carla. >> Yes.
224I'm wondering about the shade trees. Are those mature trees already or are they baby trees that you're planting? They will mature and eventually will get shade. Um so we do have um essentially design specification requirements for trees. Um they are not full-blown trees. Um, typically, not only are those very expensive, but what we've learned is that when you buy a very full-blown tree from a nursery, they have a harder time necessarily um, thriving when they're planted, and it's easier to plant a smaller tree. However, we've also learned that you can't get them too small because kids are kids, and when they look like little toothpicks, you know, they get uh, broken apart. So, we typically have I believe it's um I'm forgetting exactly what the size is, but they're a hardy young tree that will
225last and should thrive. Um and typically they do come with a warranty as well from the nursery that we're buying from. So, if they do fail within a certain amount of time, the nursery has to replace them. And I asked because I've been to a couple of my schools that have no shade in their in their um in their black top. And so then they have a garden with some wooden, you know, seats, >> but there's no shade. It's and so it's hot. Nobody's enjoying the garden because there's no shade. And there's just a couple of I call them baby trees and there's no nothing. So, I'm just wondering like and they've had this particular school has had it for a couple of years. So, what are some alternatives for these schools to get some
226shade sooner than you know within the year at least, right? >> It's a it's a great question and something that we're um looking at across all of our projects so that we have different ways on seeds types of projects. These are our smallest kind of scale greening projects. They're about a 100,000. Um, we do want to have trees there. We work with the school. We want those trees to be robust and to grow into full shaded trees. If you let me know the name of the school, we can figure out all right >> if there's something we need to change in our specifications because we're putting in she trees that may take too long. We want to know that as well. Um, we do have other programs where we provide both shade shelters and trees.
227Um, and then programs where we're really focusing on 30% green and getting to 20% shade at our campuses. >> All right. Thank you. >> Sure. >> Other questions? Mr. Yang? >> Yeah, I have a comment and then a couple questions. So, just wanted to say from a student perspective, having outdoor learning spaces adds immense benefits to mental health and a myriad of other topics of concern for students, especially starting in elementary school. so important and impactful to have outdoor recreational and learning spaces for students in the midst of an urban city filled with, you know, concrete and asphalt. Um, and these four projects absolutely echo the commitment of the district and the interests of the students in sustainability, better learning outcomes, and more available green space. Um, one of my questions is I was wondering
228what qualifies as community-led efforts for this grant and how partner organizations are chosen to help school sites create these learning spaces. Sure. So, I think the the word grant is probably a misnomer that staff uses because we call it a grant. Um, it's really schools identify an interest for this greening project. Um, we ask them to provide supplemental information. Um, how will this greening project be used for instruction? Um, how do they plan to maintain it? Because we're not often a able to maintain um if they're kind of niche programs. Um and then we work with them to define where the area is etc. Um we ask that they have either the school or a friends of the school or a partner um that is either providing the plant materials or an ongoing educational component
229to the school or a maintenance program for this project. Um and sometimes that is the school itself through a group of teachers or a friends of the school or an outside third party who has an interest in comes with put doing the plant materials. Um the history of this program is was developed really out of the need that there was a lot of interest by schools or other groups to do greening on schools. Um and they often had very limited means by which to do that. And when they came to the district, um the district informed them that testing was required uh of the soil or irrigation would be required or testing of the asphalt to be removed. And often time the cost of those exceeded the small limitation of funds or volunteer efforts that
230they had. So, these are really supposed to be intended to make the site garden ready and then the school site, the volunteer or the community organization comes with their day of planting materials or a program that they're working with the school to do. >> And then just a a quick question, I was also wondering whether native plants are prioritized when creating these greening projects. >> They are. That is part of our our plant materials guidelines. >> Okay. Thank you, Christina. I learned a lot about trees uh ever since we've had major mod projects in my district. So, I really did I learned a lot and I think the district is very careful now about uh construction and remoderniz modernization when it comes to trees. So, you mentioned uh about mature trees are not a good
231idea because they don't last that long. That's number one. Are you going to put native as as Jerry said native trees, trees that are native to the area? >> We do. We have both um plant materials that are native as well as droughtresistant. Um and so we kind of allow for a robust, you know, choice of both native trees and droughtresistant kind of climate resilient trees as well. Um so again, we just want certain criteria that they're not dropping fruit that attracts rodents, that they're not very water intensive. Um, and then they they do provide shade for our schoolyards. >> Yeah. In my district three, just like Kelly's district six, uh, it's very hot, it's very dry, it's very sunny, and, uh, before people put trees in, I always tell them, do you have an
232irrigation system so the trees can be watered? Question one. Question two, does the irrigation system work? That's number two. And number three is I always get a classroom to adopt the tree. Those kids love to water the tree. But then we come to the summer when the school is not in operation. Then you have to get the neighborhood councils involved to come over and volunteer with gardening. So you really have to be careful before you plant trees. If somebody's not going to take care of them, it's a bad idea. I learned by experience, unfortunately. Okay, questions. Harla. Yeah, I was just wondering um when it says no partner organization, what does that mean? When uh for San Antonio Elementary, it says no partner or um what that means is that essentially that the school is
233the partner organization, though they either have a group of teachers or uh parent volunteers at the school who are going to um provide a outdoor learning program for that school. and or do the maintenance of the plant materials. >> Are they also putting it like is the district coming and giving the trees and buying all the plants but they are maintaining it? >> It could be it depends. I don't have the details on this one but that's what it could mean as well >> and that usually is because they they did not seek out a partner or >> they didn't they didn't have one. They might have had an robust educational program. They had some limited ability for plant materials um but they didn't need to rely on an outside organization or a friends of
234they had the ability within the school to provide. >> Got it. All right. Thank you. >> What else? Go ahead, Rosilio. >> And and just really quickly, I know you mentioned there's a website, but in that website there's a plethora of information like partners that the schools can um select from like in Rich LA for instance. And then there's also like a um a guideline on on the proposal things that go in there. So it's a lot of information that's on the website that schools can definitely you know um tap into. So yeah, just wanted to say >> I guess we can vote. Mr. McClean >> voting on tab 10. Uh Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. Yes. Miss CGO. >> Yes. >> Miss Gomez. >> Yes.
235>> Miss Ortiz Franklin President. >> Yes. >> Student board member Yang. >> Yes. >> What's next? Mike, could I record a vote that's missing? >> My apologies. Yes, please go ahead. >> Tab seven, I believe. Yes. >> Tab seven is a yes from Miss Gomez. Okay, going on to tab. Hold on. Hold on. Assistant Tab 19 is up for discussion. >> We don't have any public comment on that item. Um, did we have discussion amongst the board members? >> There was one. Yeah. >> Should we move it? >> Yeah, let's move and sec. >> Moved on the way out. Thank you. Moved by Missone, seconded by Dr. Rivos. >> Who had that question on 19? Go ahead, Miss Newil. >> Uh, just need a clarification. How many people would be in this uh classification that
236we're talking here? >> I didn't see that. Thank you. Let me get that number for you. Give me one second. Okay. >> Uh but it does cover all of the healthc care assistance. Uh we currently have Apologies. Give me one second. Okay, we currently have uh 270 healthcare assistants and 38 vacancies for a total of 308 positions. 270 that are filled. >> 270 filled, 308 budgeted. This is as of last week. So, uh we were still looking to fill 38 positions as of last week. >> Thank you. >> Shall we vote? >> Okay, we shall >> on tab 19. Miss Newell. >> Yes. Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez. Uh, Miss Ortiz Franklin. >> Yes. >> For President, >> yes. >> And student member
237Yang. >> Yes. >> And, uh, Miss Ortiz Franklin, I need to come back and get some votes for you, I believe, on tabs seven, nine, and, uh, 10. >> Yes. Yes. And yes. >> Okay. Outstanding. Now, let me mark that. Seven is a yes. Nine is a yes and 10 is a yes. Thank you. And now we have a 3 pm time certain for um tab 22. Yes. And we almost made that time certain. That's good. Um so September is child welfare and attendance month. So board members, it's my pleasure to introduce this resolution to commemorate September 2025 as child welfare and attendance month. Sometimes it is painful to know the personal situations of our students. It's hard for teachers and for principles and even for us as board members when we have been involved
238in those conversations to know that our students are experienced hardships such as homelessness or mental health crisis. Unfortunately, today's social and political landscape is not making things easier. And that is why I am sponsoring this resolution today so we can talk about the issue of enrollment directly. Pupil services and attendance counselors have a big role in our district's functions as they re-engage with students back into an educational setting with the district. They are understanding and acknowledge that students need the proper resources to come back to school and to learn appropriately. They do so much for this district and this resolution acknowledges that. Additionally, the resolution also calls for the district to develop a plan to address declining enrollment and uplift our immigrant communities who are the victims of unfair and unconstitutional federal actions. So, I
239would like to now invite two guest speakers. LUSD's very own come on up Ryan I see you come on up and the city of Southgate mayor Maria Davila who will speak in support of this resolution >> thank you Maria is attending and meeting at South in Southgate so she didn't make it >> okay we're glad you're here >> yes Viva Mexico we are celebrating 106 years of uninterr interrupted services as members of the association of the pupil services of attendance counselors ABSAC and I cannot think of a better way of celebrating than coming to receive this proclamation and resolution and ABSAC extends a heartfelt gratitude to all the legislators Anthony Rendon Senator Portantino Senator Archleta Lena Gonzalez and uh Dakes President as well as all the people mayors and council members who have been supporting
240child welfare and attendance and most important the board and superintendent Carvalo for acknowledging the need. Um, David Werta told me this past week that more than now, more than ever, when indigenous people and immigrants are under attack and our students and families need more support, our collective action is paramount. As the nation's second largest school district, LUSD stands as a crucial model. This allocation of five child welfare and attendance counselors, also known as PSAs, per region is a commendable step helping our immigrant families and students. However, to truly foster a holistic support and promote the well-being and maximize the impact in our families, we urge the board and superintendent Carvalo to help add additional staff to the regions. We would like you to consider helping us to get five healthy start navigators and five PSWs
241so that all of us can work together supporting our immigrant families. We want to thank you for his resolution. And now, Superintendent Carbalo, thank you for following up with all my emails when I'm asking you for clarification and more support for immigrants. I feel very compelled to say that you always respond to your emails and you leave a door open for us to share with you what we need and our ideas on how to help students. President Schmelson, you have been our god. You have always been leading with your heart and using all your experience as a principal to care for our indigenous people and immigrants. So we thank you. Thank you Rosio. Thank you Carla our Latino Smanos that have been side by side APSAC and we are looking forward all of you reconsidering
242and helping us to get more support for immigrants as I said including other itinerant members. Thank you so very much for this >> and thank you Ailia. I know when we visit um students who have not been in school for a while, I have learned all of my um ideas from my PSA counselors where they live and had a spot of somebody's moving a curtain upstairs. I mean, I learned all these things to know we need to bring our kids back to school. And I remember a visit where the parent also was someone who was missing a lot of schools. Now her daughter is missing a lot of schools. So, we have to retrain. We really do. So, let me pass it to Miss Gonz who is my co-sponsor and you >> Oh, I'm not
243passing it to Miss Gonz. Okay. Uh, >> okay. Comments then. Go ahead. Go ahead, Rosio. >> Well, I want to thank you, Mr. Smelson, and your co-sponsor, Miss Gonz, for bringing uh this important resolution forward. I know I co-sponsored last year, and I was delayed in co-sponsoring this year. So, um, >> you can do it again. It's okay. Um, so yeah, please add me as a co-sponsor. Uh, so you know, child welfare and attendance are foundational to student learning, uh, equity and equity as well in long-term success, and I'm grateful to see the board uplifting this work and also all of our employees, our PSAs for um, being there for for our students and our families. I would like to be added as a conspir as as I said to underscore my strong support and
244commitment to ensuring every student is engaged and supported in their education. So thank you. >> Thank you Rosia. >> Thank you Rosio Carla and then >> Okay. Well thank you. Yes. Thank you for bringing this forth. I've you always appreciated the work of PSAs. uh when I was a teacher and the last time I was a community school coordinator at Mallister, I did a couple of home visits with our PSA counselor and um and the relationship that is built between the PSA counselor and the family is very critical, very important, much like the PSW and the family. And so I'm I'm grateful that you brought this forth because we're uplifting the need for these positions at our schools. Your position is still something that is purchased by a school site and yet it is a
245high need right that we have when enrollment is down. And we rely when a school can get a PSA there, they rely heavily on them to do all this. let's bring back our students to to the school site, look at their attendance, um and then provide also resources. So, thank you for bringing this forth, Scott and Kelly, and appreciate the work that you all do. >> Thank you. >> You cannot teach an empty chair and this outreach and recovery is vital. Sorry. >> Also note this is a sec, this is an amended version that Mr. Smurson is putting forward. Everyone has a copy of it. Uh it's posted online as well and the board office has also also received it. >> Tanya, >> uh thank you. And maybe this is in the amended so I
246need to double check but in our I wanted to ask about the impact statement we got yesterday or this morning about the budget. Um so the if it's still the same we're asking for five PSAs in each of the four regions for 20 positions at 3.7 mil. I want to make sure that that is right. But then I also heard asking for navigators. So just wanted to understand what positions are is the resolution asking for and then like what is the budget impact to the district? >> Yeah, my my understanding on the impact statement and as the resolutions written it calls for uh five PSAs in each region. It's uh does not reference um navigators. >> Yeah. >> When you look at the impact statement um you'll notice on the very first portion we would
247be looking first at just existing program and staffing to actually fulfill that requirement. Um, so it would be more than likely a reassignment of central office uh personnel that currently are pupil services attendance counselors um to push into our regions in order to fulfill the resolution. >> So would this mean pulling PSAs from school sites to put them at regions instead or where would these >> Our primary our primary focus would be those that are not at school sites currently? >> Do we have 20 PSAs that are not at school sites >> at at this time? would have to either reallocate resources to fulfill that either through personnel or reassignment of dollars to backfill a position for a region assignment. >> And I do have an answer for you, Miss Tanya. The financial impact is
248very minimum considering we have 4.9 billion in reserves. And the impact that these PSA counselors have when they do student outreach and recovery is huge. Especially now that we are hunted like animals, now that parents can be picked up when they drop their children at school or when they pick them up. I have physically run away from from ICE in my area. So the financial impact is really minimum. You have to think out of the box and realize that families lives are at high risk and that we have to think of our students first of course especially all these immigrant students. So I dare to ask for more support because it's needed but the resolution is only asking for five PSAs per region which is very minimum when you talk about monies >> impact from
249from our perspective. I I appreciate the advocacy and I think we all agree that the work that you all do is very important particularly in this this day and age. So just trying to understand because this is a decision that the board has to make. Are we moving 20 people from where they currently are to where they need to go? Because I also saw we have seven PSA vacancies that we're still trying to fill. And so what I understand is we're not growing the total number. We're just moving the folks and that is about 3.7 million of which we are already spending. >> That is correct. >> Okay. So it's just something to consider for us. Thank you. >> Thank you. And thank you for the clarification. Appreciate that. >> This side, Mr. Yang. >>
250Yeah, I wanted to say, you know, to create a safe and inclusive school environment is to have inclusive and nurturing staff. And that's exactly what this district has done and what we're here to celebrate and emphasize. And it cannot be overstated the importance that connections with staff members have on a student academic performance, attendance, and engagement with the school as a whole. Especially when considering the roles and importance that families have in their student success. Having pupil services and attendance counselors on-site engaging with students and creating those tight-knit relationships provides an invaluable asset towards the students by creating a community support network around them that makes them willing to step out of their comfort zones and willing to make mistakes. I'm proud to see this resolution that so accurately illustrates student priorities and needs being
251championed by the district and I fully support and I would like to co-sponsor. >> Fantastic. Thank you. Thank you, Jerry. Any others? Miss Newil >> and Scott, you're the god now and a new title. Um, but wanted to say I know you are consistent in advocating for this and as someone who just recently left the school site know how important your work is and whenever an opportunity to elevate and appreciate, I want to make sure that it is known that the work you do is not celebrated enough. Um, I've been on those trips to homes to, you know, and it's, uh, invaluable what you do. And so, I just want to say thank you and two, want to co-sponsor. Thank you, Scott, for >> fantastic. Fantastic. Thank you, Mr. Meloyne. >> Just a quick Well,
252one, I want to thank Mr. Ortiz Franklin for raising the same questions I had and reading that impact statement and just making sure we're clear on the effects. And I know that the committee of the whole in November when one of the resolves talks about getting an update on declining enrollment, maybe we can have an update on the personnel as well. So, thank you, Mr. Ortiz Franklin, and uh thank you, Miss Ryan, and to your colleagues uh for all the work you're doing, as my colleague said, on the front lines. So, thanks, Mr. Smelson, for bringing this and acknowledging um the importance of this month. Um but as we've seen, it's not just September, it's the other 11 months as well that you're out there um on the front lines. So, thank you all for
253the great work you're doing. >> Thank you, Mr. Melvin. Last call for co-sponsors. >> Okay. Thank you very much. >> Okay. I didn't record a move in a second for this. So, can we do that now? >> Move it. >> Mr. Seconded by Dr. Rivas. Uh, Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Meloy, >> yes. >> Miss Grigo, >> yes. Miss Gonz Ortiz Franklin. >> Yes. >> Board President Schmurson. >> Yes. >> And student board member Yang. >> Yes. >> That concludes tab 22. Oh, I'm sorry. We actually have speakers. I missed the speakers. Please accept my apologies. In addition, uh, thank you, Miss Ryan. You, you've done your service. In addition to Miss Ryan as an invited guest of board presidentson, we have public comment. Gilbert Lopez, are you in
254the room? Gilbert Lopez, Dominic Gera, are you here? Dominic Guerrra, uh, Dne Jones, Renee Jones, let me see if you are online with us. Not here with us. Uh, Mais, apologies. Please go ahead and you have two minutes to speak. Why don't you begin? >> Esteemed board members and uh superintendent Carvajo. My name is Maru Dumalog and I'm the director of cultural roots and leadership at Search to Involve Filipino Americans, also known as SEPA. We're a nonprofit organization that enriches and empowers generations of Filipinos and others by providing health and human services, community economic development, arts and culture, and a place where all people of different backgrounds come together to strengthen the community. I'm here representing the Consortium of Multilingual Learner Success, which is a regional collective of researchers, policy makers, advocates, and educators dedicated
255to advocating for an educational system that fully supports the needs and embraces the assets of multilingual learners. We support this resolution because it uplifts both the improvement in chronic absenteeism that LA USD is experiencing and the growth still needed to reach beyond prepandemic levels. We're also here today to respectfully reiterate how important it is that at this moment that LUSD's attendance promotion policy emphasizes for schools and families that students, parents, and staff should feel safe speaking languages other than English at school. At this time of heightened immigration enforcement and documented targeting of individuals speaking home inherited languages, it is critical that school communities ensure that multilingual learners understand that their home and heritage language is an asset that does not need to be hidden. I want to kindly urge the board to reaffirm its commitment
256to ensuring that international newcomer and immigrant students, most of whom are multilingual students, have access to highquality public education. As district leaders, we ask you to stand alongside the multilingual students in your district and ensure that existing mandated protections are in place, operating in all district schools and cultivating a school environment where all home and heritage languages are welcomed. Thank you so much for your time. >> Thank you for your time. >> Okay. Next is tab 23. Okay. Tab 23 is suicide awareness and prevention month. So I am proud to introduce a resolution that if adopted will recognize September as suicide prevention and awareness month. Suicide is the third leading cause of death for people aged 10 to 24 in LA County. While the reasons behind self harm can be various, We should never look
257on with despair and hopelessness. Suicide is preventable with the proper treatment and actions. At this time, it is essential to remember that we are all in this together. And it is on all of us to be good, outstanding citizens. So we are called upon to be good neighbors, good classmates, good friends, good co-workers, and good family members to challenge the stigmas behind mental health and suicide. To all students, staff, and community members, there is hope. LUSD has invested millions of dollars in resources and this board and staff are working to allocate even more resources to mental health. I also want to address the alarming rise of artificial intelligence in this space. There are there are many people for no fault of their own they begin to view AI as a friend or even a romantic
258partner. As reported through various news organizations this has led to some of the most severe consequences including death by suicide. So AI can be a helpful tool but it is not a replacement for human connections. If you are experiencing depression or loneliness, even if you are not experiencing these things, but you just need someone to talk to, please reach out to your school counselor or therapist. Resources are available at online at lausd.orgsmh orgs where both students and families can find how to access resources including psychological first aid in various languages. You may also call the suicide and crisis lifeline at 988 and it is available 24 hours a day, 7 days a week. Together we can end this tragic cycle of suicide. And I would like to now invite my co-sponsor, Carla Grigo, to say
259a few words. >> Thank you, Scott. Um, thank you for inviting me or allowing me to co-sponsor this. This is a very important um topic and um as a teacher I think the hardest years for me was when I worked with one of our most which I believe one of our most vulnerable population which is pregnant and parenting minors and at an options school. So we saw all the the intersectionality of oppression in my students and suicide ideiation um connected to postpartum uh depression um after uh delivering a baby as a young person under 18. um is just really cemented in me the need for uh mental health support for all of our students. And unfortunately, my school had a PSW only once a week. And so there were many times when it was the
260admin staff and myself who had to deal with the all the paperwork that goes with um any any assessments that need to happen. and we relied heavily on our PSWs, our consultants that who could not be there physically but would stay on the phone with us to walk us through all the paperwork, all the necessary steps to support our students. And so to me, the work of our um mental health um supporters, our our PSWs is very critical. And we always say mental health is a is not a luxury. But when we don't and when we don't fund it and it's limited, then it does become a luxury. And so I've met with parents throughout my district last year, last um semester, and asked them what their priorities were. And their number one priority was
261mental health support. For parents of elementary school students, for parents of middle and high school students, for parents of students with disabilities, for parents of English language learners, it was the number one concern for them. and they also wanted support for themselves as uh family members. I also met with PSWs and I learned all the things that they do because sometimes we just think of them doing one-on-one support. But our PSWs do tier one interventions, which is universal interventions. They do schoolwide campaign and events, student leadership and empowerment, parent and caregiver workshops. They do assemblies, professional development with staff members and classroom lessons. Then they provide tier 2 targeted supports which is group counseling, safety planning meetings for students and families, professional development with crisis team members, referrals and linkage to resources. And then there's
262tier three which is addressed in this resolution which is support for any any student thinking of suicide, self-injury, threat assessments, crisis intervention, safety planning, targeted case manage, mental health consultation, intensive therapy, psychological first aid counseling, linkages to mental health and psychiatric services. These are all the things that our PSWs do and they cannot do it when there's they're at a school site only one day a week or two days a week. These issues that our students face are there every day. Some of the concerns that they shared with me that students have shared with them or that they deal with on a regular basis are issues around home environment, divorce, separation, unstable home environment, trauma, conflict, abuse, neglect, behavior issues, withdrawn, disruptive attention difficulties, truency, peer and or teacher conflict, substance misuse, gang involvement, and
263then of course mood, right? anxiety, depression, low self-esteem, irritability, suicidal self-injurious thoughts, plans, and or behaviors, threatening thoughts, plans, or behaviors. And then there's a diversity and equity and inclusion, students who face racial and gender, discrimination, bullying, or any related issues. And then there's the academic concerns which for students it looks like incompleting assignments or missing assignments or being disengaged or difficulty with academics. So this is a big bucket that our PSWs work with. And so to me, this resolution is it is important to uplift the work of the folks who do the the work to support our students and our families. And I've seen that schools struggle with paying for them because unless the student has a population of 600 students, they have to purchase their PSW. So if a student if a school
264site has less than that and the issues are still there, they have to make sure that they purchase that they use monies to purchase our PSW or in the case that we saw earlier, they raise money for their PSW. And so I want to uplift the need for these services for all of our students. And I know that the the division of mental health, school mental health also sees that as a priority. And I know that we have increased our number of PSWs in our district. And I want to say that's not enough because frankly I know that if a school has only one day of a PSW, I know that's not enough. in with all of the issues that we are seeing on a regular basis. And just lastly, I want to say that
265part of the reason why to me it is very important that these supports happen at the school site is because that is where the students are most of the time. Number one. Number two, if they are seen by an outside uh agency, there's a lot of paperwork that needs to be completed between the school and the and the home. And a lot of times it takes up too much time and sometimes this service needs to happen right now. And so to me this is a one of my I've shared it with everyone and this is one of my priorities but it's my priority not only because of the mental health aspect but because of the social emotional aspect because of the wellness as aspect of it because all of our students deserve this at our
266school sites at a school district that serves majority title one. We need to make sure that we prioritize the wellness, the mental health because it is that that's going to help us fulfill all those pillars that we have there. So, thank you Scott again for bringing this forth, for uplifting this, and for allowing me to co-sponsor with you. Thank you. >> Appreciate that, too. Thank you. Comments from fellow board members. Dr. Rivas. >> Yes. Uh thank you for bringing this resolution forward. Um at a time when our youth are struggling so much, suicide prevention and awareness are critical for protecting student well-being and ensuring schools remain places of safety, care, and support. I would like to be added as a co-sponsor to reflect my full commitment to strengthening mental health services and making sure every
267student knows that they are valued and that they are not alone. Thank you. >> Thank you. Charlotte. >> Yes. Um, just want to reiterate some of the comments made, but just how important this is, especially during this time. We can't say that enough. Um, because our students are constantly asking and families are too for the support so that such things, you know, loss of life doesn't occur. but being that I've experienced that other side and have been with families during those times where it's really struggling. And so it's just great to be able to have this um Scott and be able to to to put it into language and words. And so, as mentioned, it's very important that this district ensures that the available mental health resources are being promoted and distributed in a manner
268that makes them accessible to our students and our families and our staff because awareness and advocacy efforts regarding suicide prevention and mental health are very vital to our communities. And so, thank you and I want to >> thank you for co-sponsoring too, Gary. Yeah, I just wanted to say mental health has long been a priority of the students and I wholeheartedly support this resolution that continues to address mental health and increase available data. Um, in our society there's often a stigma of, you know, putting your head down and getting the work done, often neglecting mental health and other needs that might be deemed as, you know, quote unquote secondary. Um, but as we see, the world we live in today is much different than the one several decades ago. Uh there's an influx of social
269media exposure and technology that often facilitates the sharing of hate especially towards marginalized groups. And knowing this, it brings me joy to see mental health resources being offered at younger ages with benchmarks to measure progress to instill in the minds of students that asking for help is nor is a normal everyday occurrence vital to the functioning of society. And I would like to co-sponsor. >> Thank you, Jerry. Anyone else wish to speak? just would love to be added as a co-sponsor as well. >> Excellent. Thank you, Tanya. Nick. Okay. Thank you. Co-sponsor. >> And as a procedural mechanism that I overlooked when the uh board president is offering a resolution, you're supposed to seed the chair to the vice president just for the time being. So, let's do that now as uh Miss uh Dr.
270Revas calls for the um motion and second in the vote. >> A motion. No, it's fine. >> Okay. By Miss Okay. Mo moved by Miss News. >> Seconded by Dr. Rivas. >> Okay. And the vote. Miss Newil? >> Yes. >> Dr. Rivas? >> Yes. >> Mr. Meloy? >> Yes. >> Miss Grigo? >> Yes. >> Uh, Miss Gomez. Uh, Miss Ortiz Franklin. >> Yes. >> Uh, board president. >> Yes. >> And student member Yang. >> Yes. Thank you for uh the procedural artifice on that. Thank you very much. And we believe we have a time certain for 3:30 p.m. Um we have very nearly made it for tab 34. We have two speakers signed up. Um can I have a motion and a second to bring this to the table? >> I'll move it. >> Second.
271>> Okay. Why you second? >> I can't second. >> Oh, okay. Second. Never mind. >> Moved by um Mr. Ortiz Franklin, seconded by Dr. Revas. >> Um >> can we invite our student author to make comments before we hear public comment? >> 100%. >> Would you like to start? >> Sure. Thank you. Um, so I wanted to start off by saying last year for the student board member elections, 11,287 or 9.75% of high school students voted. Um, although this number is significantly larger than any other previous years, the Los Angeles Unified School District student board member position is meant to serve the students and therefore requires the utmost level of civic engagement and voting. I'm very excited to start this school year off by bringing to the table a resolution that I will be dedicated
272to as I think about my year of service as the newly elected student board member. Um I'm proud to be presenting this resolution that focuses on increasing voter pre-registration, voting for the student board member position and civic engagement in high schools alongside my colleagues. I would also like to give a massive thank you to all the support I've received when writing this resolution, especially to board member Ortiz Franklin, Mel Vone, and New Bill for being so patient and understanding throughout the entire process. Um, and then just very quickly, the benefits of increasing civic engagement at the high school level are massive. Not only will increasing voting turnout be beneficial for the representative elected, but also because it can inspire more students to become district leaders. By urging schools to disseminate all information about this position,
273including its responsibilities and duties, um, we can, sorry, its responsibilities and duties, we can get more diverse junior applicants, as well as more high school, 9th, and tth graders and students as a whole becoming involved with their communities after seeing what the student board member does. By voting in high school, students are also more likely to vote later on in their adult lives, something facilitated by the recommendations my colleagues have set forth regarding voter pre-registration and additional programming. I look forward to working with the instructional leadership of the district and the student empowerment unit to increase the number of students and diversity of students who participate annually. And I also look forward to you guys joining us to voting in favor of this resolution. And if any of my co-sponsors want to say a few
274words, >> would love to. Thank you. I just want to say kudos to our student board member. I think this is the earliest in the year that we have ever had a student board member bring their resolution. So often they come at the end of the year and they don't get to see the implementation of it. So I'm so glad you'll get to see the implementation this spring when we vote on your uh successor, the person who comes after you. Um, I also want to thank Miss Hendy Newell for combining our resolutions to both promote uh voters uh voter registration more broadly. Uh, students can pre-register as young as 16. We've had some student advisory council members in board district 7 share, check out our social media, how exciting it is for them to pre-register
275and be ready as soon as they turn 18 to participate in the national process. Um, and of course, I'm really looking forward to the increased civic engagement of the next person who gets to sit on the STA. So, thank you for this brilliant idea and for letting uh some of the adults work with you on this. So, I'm excited. I know we have a couple of um students, I think, who are also going to speak online, but if Mr. Melvin or Miss Newell want to say any words before then. >> So, this is incredible. Thank you for bringing this and for us to work together on this. Um it is definitely important um for high schoolers uh to be able to vote and to be able to highlight this opportunity and just to remind us
276of this day, registration day, the 16th. Um and to make sure that people in our families and community circles are registered because voter impact uh many of our lives and we want to continue to establish that throughout our communities. And I want to give some couple of tips because as we as unified district has been impacted from January um the fires of palisades and eaten fire. I want to make note that you can still vote uh through your home district by updating your mailing address on file so that you can receive your ballot but then also that the representation for you to vote remains unchanged. Uh we want to make sure that our 16 and 17 year olds are pre-registered to vote and to know that you can vote before you turn 18 if it's
277before November 14, November 4th, 2025. Also want to put out a caveat that students can be poll workers in this November election which is upcoming as well as beyond in 2026 and you can be compensated for that as a pole worker because this is valuable experience um that many many would not get to have and so wanted to make sure that that is known as well and wanted to also extend to those that are here. Um, a special thanks to our LA County registar recorder, uh, county clerk, Dean Logan. I appreciate you being here and for accepting the invitation to speak on this important item today. And your presence and voice on this issue is very important, especially in this critical time. And then also I want to highlight and I'm excited to share that
278our California Secretary of State who does this work um just ongoing um and she is an LUSD alum from Emanuel Arts, Dr. Shirley Weber, and she will be visiting our schools as well, visiting Middle College uh this upcoming Thursday, September 25th. And so I'm definitely as mentioned just inspired by the work of our new board member here and your advocacy and looking forward to your impact and as you grow and your student voice here as we continue to work together and voting as we know is an essential tool for participating in our democracy. Thank you. Well, I'll just add as a co-sponsor my gratitude to my colleagues and particularly our board member, our student board member, Mr. Yang. Um, appreciate your uh your um overture to to work with you on this. And you know,
279they say smart minds, but just independently, Miss Heny Nubel had a very similar resolution. So, I think it's all on our mind, and I'm grateful that all the offices were able to work so closely together on what I think is a great product. And I don't say that taking any credit for it because it was all board member Yang. Um but it really is helpful and and acknowledging how we have voter turnout challenges and um not just in presidential elections, guminatorial elections, schoolboard elections, but it starts when we have low turnout for our student board member elections. And so the opportunity to make sure um your peers are aware um and that we can develop that muscle. I mean voting is a habit. I remember going to our local polling place with my parents um
280and as a result you know was I don't think you could have pre-registered back then but registered the minute I turned 18 um and have not missed an election since then and I think that was because you just get in that habit and so to develop that habit uh while students are still in school by voting for their peers um is is such an smart idea. So thank you Mr. Yang um for bringing this uh and um you you I think you thanked us for your for our support, but really I read this and I was like, "Oh, he's writing better resolution than I am." So, we're going to loop you in for more uh for more co-sponsorship soon. So, thank you. >> Thank you, Mr. Mel. just um I want to thank my colleagues
281for bringing uh forward this resolution uh particularly our student board member and Miss Newil Hindi for um your resolution and bringing them together. Uh civic engagement is one of the most important skills we can give our students and voting is a habit that lasts a lifetime. It's inspiring to see the increase in participation in our student board member elections and this resolution builds on that momentum by ensuring more of our students are informed, engaged, and empowered. At a time when youth voices are often dismissed, LUSD is leading by making sure our students not only learn about democracy in the classroom, but also practice it in meaningful ways. I strongly support this work and look forward to seeing how it continues to grow. And please add me as a co-sponsor. Jerry, I'd like to say thank
282you for this resolution. You are an inspiration for all the students in LA USD and I appreciate that very much and I would like to be a co-sponsor. Anyone else? Arla. >> Yeah. So, Jerry, this is great that you're bringing this forth and like Tanya said, my gosh, so early on in your tenure. So, this is wonderful. And nothing makes me happier than students getting involved in the electoral process. And you're modeling that already. And to be thinking ahead of how you can make this broader and more inclusive and like really activating people to be interested in voting says a lot about your uh faith in democracy and really commitment to that. So, I'm very happy that you're you're doing this for your student, your your constituents, and sure. I'd like to co-sponsor if possible.
283>> Do we get everybody? Okay. So, we're ready to vote. >> Uh, we're not ready to vote. We have a special appearance by uh Mr. Dean Logan is online. Mr. Logan, if you're online and can hear me, can you please unmute yourself? There you are, sir. Uh, the floor is yours, sir. >> Great. Good afternoon um uh board members and uh thank you so much for the opportunity to to stop in today. Today uh we join communities across the nation in celebrating National Voter Registration Day. A reminder that democracy works best when everyone participates and um and it's just so inspiring to hear uh the words. I want to um uh thank student board member Yang for for the resolution and for um as was just said for modeling the uh the example here. This
284is what national voter registration day and high school voter registration weeks are are all about. It is it is sharing the information on how people can ensure that they're registered, make sure that their registration is current and encouraging those who are not yet registered to become registered and to exercise uh their franchise. And we know from numerous studies and experience that that happens best through peer encouragement, through family encouragement, and through uh the experience of actually going and casting your ballot. And uh this resolution represents all of those things. So we have a long partnership in the registar quarter county clerk here in Los Angeles County with LUSD in terms of providing opportunities for students to participate. Pre-registration activities were referenced earlier. We have over 10,000 LA USD students who are already pre-registered to vote.
285I will note that about 1,600 of those uh have the opportunity um they will they either have turned 18 or will turn 18 before November 4th and have the opportunity to cast their first vote in the upcoming statewide special election um that is that is about to take place. Uh and we stand ready to partner with you in encouraging uh student election workers. There are many student election workers from high schools in LA USD that are a vital part of us uh providing free, fair, and transparent elections in Los Angeles County. We want to continue that partnership. Um and we also want to um encourage activities through the the high school voter registration weeks. I look forward to joining Secretary Weber um at an event next week and to continue that partnership. I also want
286to thank you um take the opportunity while I'm here to thank the board and the district for your support in hosting voting locations too. It's critical um in our community. Um not everyone has the ability to uh exercise their vote easily through the vote by mail process. So having that in-person voting experience is critically important for accessibility, for language access, and for making sure that all of our voters are served in Los Angeles County. So I finally I just want to pick up and and thank board member Newil for her reference to uh the the impacts of the fires in Palisades and and Eaton. Uh we know that there were families displaced and and that are temporarily away from their homes. We want to be sure that they have the opportunity to participate in the
287upcoming election too. This was not a scheduled election. It's a it's a new thing. So we encourage everybody to check your registration through our website at lav vote.gov. If you are temporarily away from your residence, u be sure that we have a new mailing address for you. If you've moved and established new residency, we want to have that information updated, too, so we can make sure that everybody has the opportunity to vote. So, again, thank you so much for the opportunity to uh appear at your meeting today. Thank you for the work that all of you do in support of our community and and again, thank you uh board member Yang for um your inspired resolution and encouraging our young people to participate in the elections process. Thank you very much. Gosh, Jerry, you got
288the registar to speak for you from LA County. That's really something. That's really something. Thank you. >> Okay, time to vote. It's been moved and seconded. M. >> Oh, public comment. I'm sorry. We also have one more speaker. >> Oh, >> Reverend William Smart, come on up. >> Thank you for your patience, sir. Thank you very much to the chairman and the members and the superintendent and of course m Miss Newville. Um my name is Pastor William D. Smart Jr. I'm the president and CEO of the Southern Christian Leadership Conference of Southern California. That is the organization that Dr. Martin Luther King set up and he set up our chapter here in Los Angeles. You know, one of the most important things is the right to vote. He fought for that. Civil rights leaders fought
289for that. And so we have to continue on this day, National Voter Registration Day. We have to emphasize the need for young people to vote. Mr. Yang, I'm proud of you. Do you not know? I didn't realize it until I was sitting there 50 years ago today. I was the student representative with the other high school leader in the city of Straford, Connecticut, sitting on the board making sure educational opportunities and policies was developed for young people. This what this board has just done. We need young people need to vote so that they can help their policies. They can help opportunities. They can be a part of the system at an early age. It's very important as this climate we're living in today. We are we we I'm part one of the things we've established
290was a Martin Luther King Young dreamers for justice. Right now in the valley we have school two schools where young people are registering people to vote today on this day and I hope to work to have some other schools later on there. It's their right. It's their opportunity to participate in the American dream. Thank you. Thank you Mr. Yang and thank you all the sponsors. We support this 100%. >> Thank you very much. >> Thank you for your time sir. There's no other public comment on this item. Uh, now it's time for a vote. >> Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Belwine, >> yes. >> Miss CGO, >> yes. >> Miss Konz. >> Miss Ortiz Franklin, >> yes. >> Board President Schmelson, >> yes. >> And student board member Yang.
291>> Yes. Okay, that concludes that item. We're going to move on to tab 35, unudited actuals, which I believe carries with it a brief presentation. >> Just by way uh clicker, >> give them one moment. They're going to queue up the the slide. You have a slide deck? Yeah. >> Yeah, we have about four slides. >> Perfect. It should be coming up shortly. Well, it appears we um don't have quorum for a few moments as they're going to take a photo. So, uh we'll load those slides and you can >> figure out how the process works. >> Take a deep breath. Welcome to the podium. >> Thank you. And here they are. They're in the room. That's right. Please. No running in the hallways. I believe that's one of our rules here. >> Okay, we
292have quorum. Uh, please proceed. I believe they have >> not queued the deck up for you. It can we can we get the PowerPoint deck prepared, please? >> Okay, the floor is yours, sir. Thank you. >> Oh, thank you, Kurt John, deputy CFO of LEUSD. Uh, good afternoon board members, and thank you for uh having me today. Just wanted to provide a quick update in regards to the unodudited actuals. If I go to the next slide. Um so why are we doing this? The unodudited actuals are required each year. Uh uh as required by ed code. There are two uh components of the unodudited actuals that I'll call out today that is included in the uh material shared with the board. One is in regards to the GAN limit requirement. That is an automatic calculation
293that feeds into the overall state's uh assessment of revenue charge. For us, the uh based uh based on two uh school fiscal years, the prior fiscal year and the current fiscal year. For us, the calculation which is fairly automatic based on the data in our actuals um is roughly around four uh billion dollars. And so part of the action requested of the board today is approval to move our calculation of our GAN limit uh over to LEO. The second is our unodudited actuals. As the board is aware, uh, unodudited actuals reflect our assessment of all the district's revenue and expenses at the end of the year as well as a true up of the un of the ending balance which is then factored into the current school year. And so at the end of the
294the uh school fiscal year once we close the books we go back and look at and validate the actual amount of revenue that we receive the actual amount of uh expenditures that we currently have as well as true up the un the the ending balance. Um, also included in the uh materials from the unodudited actuals I should uh call attention to is the classroom expense actual ratio. I believe that was uh presented to the board in June by the prior C uh CFO who highlighted that there is an opportunity for the district to better reflect our actual classroom expense uh actuals by leveraging what the uh Department of Education Ford for which is a process of manual exclusions for aid that we received that were not necessarily meant for classroom expenses. And so we did
295that. That is a manual process. It requires to go through uh most of our programs and identify where we may have received aid that was not necessarily meant for classroom expenses. Um and so in the unodudited actuals, uh you are seeing the first pass at that information. So in our un audited actuals it's reflected at uh 54.5% which is about a 7% improvement from where we were when this data point was reported uh for the last fiscal year at roughly 47%. We are uh currently working um through uh the parameters with uh the county. Uh as you can see the exclusion is around it's fairly general. So we are working to kind of validate all the exclusions that we can work into the process. And so this is our first um reporting of that data
296point in the unodudited actuals will go through the audit process and then ultimately um it will be tred up and back to the board by the uh I believe June board meeting uh once the audit is final. So do want to highlight that that that information is included in uh the unudited uh actuals. what we have um prepared to present and I we'll kind of walk through these slides is a highlevel picture of all the revenues that we received all the expenditures that we had also just a a brief kind of look back at our expenses or expenditures uh as we um projected them at budget adoption in June through where we are right now a year later at the uh unudited actuals perspective and then the final just a final quick analysis that shows
297how we where we are ending in terms of the difference in the ending balance that we currently projected at budget adoption in June to where we are right now in the unodudited actuals. And so that's reflected in the board material. And so this slide is a pictorial representation of the full uh of all the revenues that came into the district in a total of uh 18.5 billion dollars in revenues across I believe 27 different accounts. So as you go through the unodudited actuals you there's representation of of the 27 funds. So here this is just a highle picture of uh sum summarizing all the revenues that we received for school year 2425. Uh similar picture uh highlighting again all the expenditures across the district uh for school year 2425. Uh here you can see that
298the total expenditures were 18.8 billion uh across our various funds. Um you can also see here that the uh expenditure across the general fund within the general fund uh restricted was roughly around $5 billion and within the un uh restricted general fund the total expenditure was roughly $6.7 billion. So a lot of numbers on on this chart. Um, by way of orientation, if you look, the very first column reflects the decisions that the board made for the uh, budget for uh, school year 2425 in June. Uh, the very last column shows uh, an assessment of these expenditures at unodudited actuals. uh in so the columns from June of last year to where we are right now uh all the variances at various junctures in terms of when we reassess our budget is reflected throughout this
299slide as well as the difference uh in the unodudited actuals to that point in time and this is the final slide um at June budget budget adoption which is reflected in the first slide. Um these are a reflection of where our beginning balance were back in June when the board made decisions about the budget. Uh the projected revenues that we were anticipating at $5.2 billion, the projected expenditures that we had at $6.8 billion and ultimately uh the amount that we anticipated to be the ending balance in June. Fast forward to where we are in uh unudited actuals. What we are projecting is that we based on the unodudited actuals I should say the beginning balance um is reflected at 4.6 billion. Our tredup expenditures are at 5.7 billion. The uh I'm sorry, our tedup revenues
300at 5.7 billion. Our expenditures are 6.7 billion. uh our reserved as well as commitments. You can see there that we do have uh uh set aside resources for roughly around 1 uh5 billion and ultimately our ending balance which is rolling into our uh current fiscal year uh is this $2 billion. Um I'll call attention to the the third to last column and the last column which shows where when we did budget development in June the ending balance that we assumed at the time was roughly $1.9 billion and given the re-evaluation or evaluation of our uh actual revenue and expenditures what we do have falling to the bottom line is an increase of roughly $96 million. And so that is highlighted in the in the board book as a uh a point of difference given where
301we are in terms of the unodudited actuals. That amount will we will continue to engage the board between now and first interim to figure out uh how to roll uh that additional amount into the budget for the current year. So I'll stop there. There there's a lot of numbers on the slide and take any questions that you may have. Novoin. Um, thank you, doctor. Appreciate it. Um, and, uh, I think this is your first presentation to the board. So, well done. Um, a few uh, a few questions and comments. One, grateful to you and the team um, for the presentation and the work on on this item. I will, and I know this was shared by some of our labor partners, share their frustration that neither the board nor the public had sufficient time to
302review the materials. And so I know that that's been echoed by my colleagues as well. But I would like to see us, you know, and if that means delaying an item or whatever we need to do internally, um to to get these materials public earlier than they are will be helpful, especially when um I think this is a time given labor negotiations, the budgetary realities at the state and federal level. Like out of all the times during my tenure on the board where we really have to agree on the underlying set of facts about our budget, now is the time. And so it doesn't engender confidence when things are that late because it does seem like somehow balls are being hidden even if I'm convinced they're not. So just want to flag that. I know
303our labor partners mentioned that as well. On the whole this seems closer to our projections than prior years although I know it's hard to predict in the final weeks um final week spending as we finalized the budget. We're about 5% above where we landed in terms of unassigned ending balances. And how does that variance uh compare to prior years? Do you know >> um we we did an assessment. I think we looked back at the last uh four years in terms of our the difference between our revenues and expenditures. What I can say is that we are a lot closer in our projections of re both revenues and expenditures um from budget through where we are at UA. Uh there are data points in in which where we there may have been variance as much
304as 20% in either revenue or expenditures. We're nowhere close to that. We're doing a lot better with kind of uh the revenue and expenditure projections and so we have improved significantly over the last four years. >> Well, I appreciate that. I think the budgetary transparency tools and others will help the public see that confidence. There are a few um Did you want to say something? >> Yeah. I think you're you asked a good question. I mean during the the time of uh covid recovery funding the debt difference the delta uh between projections and actuals reached the 1.20 25%. Last year u which was the very first year of post esser reality right since uh as of September 2024 all those dollars disappeared uh that variance was reduced to about 10%. So this is still in
305a post esser environment era. It's still uh a significant reduction by more than 50% of what it was last year. So we're making progress in terms of that connection between projection and and actuals >> which should be the case right >> and I know that's been a big focus of yours and I guess a question for you and Dr. John, but in June, Superintendent, you mentioned we're going to reduce the amount of the OPED contribution for the next three years given the tight finances and ability to save some money. And I is that I don't think the change is reflected in this document. And I'm just curious for the public's benefit, why not? Um, and also if it includes any changes to the fiscal stabilization plan, which I also think the answer is no. >>
306Uh, you are correct. If I can just quickly go back to one of the questions that you had before in terms of some of the actions um that under the superintendent's leadership that we have done internally. So we have moved up the period of closing the books and so in prior years uh we closed the books roughly in I think at the end of August and in the last school school year we closed the books earlier I believe at the end of July so that we can have some time to uh curate the information and get it out. Um uh the other point that I would make as we kind of spoke about like looking back at the classroom expend expenditure ratio I mean that is a manual process. I do think that it's a
307better reflection of that district's actual spending on the classroom but it requires us to go through each of those accounts uh manually and and truly ask the question of whether or not what was the purpose of resources was provided for and we'll continue to improve that as we move forward. So we are uh mindful of the need to to get this information out to the board and the community uh in a timeful process. And I think the superintendent wanted to add. >> So to your to your question um those two revisions are not reflected at this point. Uh you will see revisions after >> a well planned series of town hall meetings and community based meetings to be held throughout the community. in addition to um a number of interactions with board specific to the
308evolution of the budget condition that may result will likely result in some adjustments to the fiscal stabilization plan at that time in December. You will also see the modification to the board's multi-year contribution to OB. >> Got it. >> Correct. >> Thank you. And the other um one of the other things I noticed in the assignments is that the UN the the assigned balances related to school site SENI and general program carryover are slightly different than anticipated in June. Um and I'm wondering if you can help us understand those line items specifically the items that are referred to as proportionality. >> Yes, I can. Um I believe the budget team is in the room also. uh and I'll ask Nero, our budget director to come up. Um but the items as it relates to proportionality,
309those are largely uh uh once we assess the true actual spending in those categories, it's a true up of what the real carry uh over amount for those programs are. And so that's the difference between what was reflected what was reflected in June was an estimate at the time. And so what we have seen is uh an increased rate of spending in those areas uh uh at UA. And so that is the difference that you're seeing in that assigned balance for prop proportionality. I think one is proportionality on whole plan pending plan and others. Hi board member. Um the in we're talking about the increase on the proportionality that is the result of higher carryovers that we held back as a result of the 50 60 70% policy. So what that really is is the
31030 40 50% that we hold centrally. Um there is an increase there than what we had previously estimated. So what that means is that when we look at the fiscal stabilization plan at the interim projection, we can use that amount to assess against that row that talks about the carryover policy. We can use the increased assignment there towards that row instead of directly impacting school carryovers if that makes sense. It might be I go ahead sorry >> yeah no can we'll finish your thought because >> okay so so that increase actually does help us towards a fiscal stabilization plan just to sum up I want to make sure that was clear >> somewhat um but I I mean I get I get the mechanism what you're doing but I think the impact >> if I
311can add it I think the simplest way to put it is we we estimate how much we think schools are going to spend and what their underspend is going to What we found in the expenditures is that schools under underspent more. So that means that when we apply the carryover policy, we're able to recoup through that policy a greater amount. And so it it provides a an opportunity, I think, how you might utilize those dollars to offset some of the strategies that are in the FSP. >> Um, few more comments or questions. One of the things that's reflected in here is recruitment of um $82 million of insurance dollars obtained after last year's fire emergency. And so I just want to uh share a note of appreciation to the facilities and finance and operations team
312who are working to gain reimbursement for much of the recovery. Um and uh if you if there additional ways that we can advocate in Sacramento or please let the board know how we can help. But we're looking forward to welcoming at least some families um from Marquez Elementary back into the Palisades very soon. There's actually a community town hall just in a a couple hours this evening. But wanted to note that that was great and came even sooner than we expected. Um for several years in a row, it seems like we don't spend the full 3% we budget on routine maintenance, which is great. This is more of a programmatic operational comment than a budget one, but it's great for the general fund bottom line. It's not great for the maintenance of our schools. Um,
313and so, uh, I wonder maybe, uh, to our deputy superintendent, our superintendent, um, you know, there's we hear we have another in this item, another $10 million recoup from June budgets. So, that is one area where even though it's nice to fall to the bottom line, I'd rather be spending that at schools for this routine m maintenance. So, how can we spend that full amount next year when we know that there's a need at school sites? >> If I can kind of quickly add some context there. So the the 3% um directed towards routine maintenance and operations given is based on the projected expenditure. The projected expenditure uh of the 11.7 billion in general fund that 3% of that amount is roughly like $342 million. And so what we actually spent was closer to $377
314million which is above and beyond the 3% that is required. Um at uh in the June time frame we estimated that we're going to spend as much as uh I believe 387. And so the delta that we're reflecting in the in the financials is just a it's a uh for various reasons including uh purchases related to it uh vacancies that we meant to fill in order to do so. That's what reflects the reduction of the roughly $10 million in projected spending but we are exceeding the the 3%. Um >> got it. That's helpful clarification. Um and then another area um where we have recouped some money, we had a million dollars of of recouped um unspent dollars in phone free schools technology. Um and I'd just like to you again maybe for deputy superintendent again
315request an update on what on what we set aside and how much of that was spent. Um we've also talked about refresh for any necessary materials but you know this was the board took um uh the board was you know in this district were real leaders in the phone phone free school movement and actually just last week a widely public publicized study from the University of Cambridge link cell phone policies like ours to increased achievement and decreases in suicidal ideiation and anxiety. And so I just want to make sure we're implementing the policy with fidelity. And so again, even though that's good to save money um not necessarily in those areas. So that's an update I would love is just kind of on the implementation of phone free schools knowing that we had $1 million
316unspent. And I think that's it. I just want to thank you, Dr. John. And I want to reiterate that I think it's important to take time on these items asking and answering questions because we do have we're at a moment where folks are scrutinizing the budget. We even heard it on an earlier resolution about why we could afford PSAs because we have $6 billion in reserves, which is not what the district's line is. So, I just appreciate the the back and forth and that we can clarify these things and in the future put uh publicized materials in a more timely manner. Thanks, Scott. >> Anyone else? Carla. >> Yeah, thank you. I want to echo the publication of materials not only for the public but also for us to receive them in a timely manner.
317Um so just um to understand uh slide six it says all other ending balances and then unassigned ending balance. So the total is 3.568. That's so that is our ending balance. >> Um on slide six, the last two lines >> on slide six. Uh the our current uh picture is is um is reflected on the very last column which the ending balance in terms of the unassigned general fund. The updated amount is $2 billion. When we began the budget process back in June, uh if you go over to the left two rows, the assumptions about the ending balance that would roll over and become available for expenses in uh within this current school year was $1.9 billion at the time. So, where we are right now, now that we tred up both the revenues and
318expenses, there's an additional uh $96 million that is uh falling to the bottom line. And as the superintendent pointed out, will be worked into the number of discussions that we're going to have between now and first interim in December about how how to factor that into the current school year's uh budget. >> What is the all other ending balances? What does that include? >> Um that's a reflection of commitment or assignment uh assignments as well as the required reserve that we're required to keep within the school uh systems uh resources. and we can fan that out and provide that information. >> Is that the 1% or is that fun 17? >> It is included in there. If we go back to the very first slide >> um on your chart, you will see in our
319revenues, uh there is an amount assigned to fund 17 that's the 5 uh $77 million. And so the fund 17 is on top of the amount reflected in the uh ending balance. And so that is the amount reserved uh by the board uh in fund 17. So >> that is not included in this uh other ending balance number. >> Oh that's not included. >> It is not included. >> Oh why why is that? Why don't we include that in here or a line at least? We we can, but that line will go below the two billion and so it will then we'll add it to the bottom of that because it's a different fund per se than the general fund. And so if you look at so if you look back at the picture under
320revenues so you can see that the fund 17 is pulled out and reflected just as the other fund as a a different fund. This picture here reflects uh movement from beginning to ending balance within the general fund itself. I see. Okay. And then um but the fund 17 we can tap into fund 17. >> Correct. That is a board reserve. >> And what is um I'm I'm still trying to find that. Is it on which slide? Four >> or is it slide um three that you're telling me I should see fund 17? >> No, I'm sorry. The the picture the pie chart that shows the revenue. >> Yeah, I'm looking at it. >> Pie chart. >> Yeah, >> if we can pull it up. It's the special reserve other than capital outlay item which says
321>> oh there it is >> right above the box that shows >> 577 correct. Okay. So that's fund 17. >> Correct. >> And we could definitely tap into that. >> Okay. But we don't show it there as part of the ending balance. >> All right. Um then can we go back to that conversation of the 55% sure expenditures in the classroom you share just I want to make sure I understand what you said. Um, so you said that we had been doing it incorrectly for a couple of years or a couple of times and we were at 47% then we started doing it, we think we're doing it correctly now and so now we're at 54% and but we're still not at the 55% right. Um, and then you're saying that we're going to continue
322working through this by I mean, how what I guess I don't understand why we can't get it right. >> Uh, >> why it's still a work in progress. >> If I can kind of um what I would say is that there are two approaches in which we can calculate the classroom related expenses. And so one, the SAX form automatically generates a percent calculation for us based on exclusions from roughly 40 different resource codes that is coded within the data. And so historically what we've allowed is what we've done was leverage the automated process in which to calculate the amount of exclusions that we can consider in calculating the uh classroom expense expenditures. Um the the uh Department of Education allows for a provision recognizing that that 40 resource codes may not may not be representative
323of all the potential exclusions available to the various districts. It allows for us to um to incorporate manual exclusions for resources that were provided either by the federal or state uh for purposes other than classroom related expenses. And I'm summarizing there. and we we have not leveraged that process in the past. Now what we're doing this year for the first time is leveraging that process. So for example, one of the exclusions that we are including is the uh learning recovery emergency block grant which was provided uh for purposes other than per se classroom expenditures for teachers but it's it's to recover um from the emergency that we largely have. Uh there are other examples in which the county provided that we can consider for exclusions. Uh but the parameters around what it what are exclusions
324are are part of the ongoing discussions between the district and the county and the department of education to ensure that once we book an exclusion as an exclusion that there is general agreement across all of the stakeholders involved. We are working through that process. This is the first year in which we are um doing the manual uh uh exclusions and so we we have seen an a change. Um last year for example I believe the expenditures were roughly around 47.1%. Um where we are right now based on what we were able to achieve thus far is the 54.5%. We are continuing those uh discussions because we recognize that there are additional programs uh that we may have received federal estate funds for that were not necessarily meant for classroom expenditures. But that is a an
325ongoing there there's not a list per se across the entire county in terms of okay every last one of these that part is the ongoing discussions between the county auditors and the department of education. So there is no list. Um how long is it going to take for us to do? Because I mean either way it looks like we're just trying to find these other sources, right, that we can use as exclusions that will increase our percentage, right? So like >> I would I would say that we are trying to ensure that we appropriately account for all the potential um exclusions that were that we can take. And again, these are adjustments not only to the denominator of the way in which this is calculated. Some of these resources or aids that we do receive
326may have uh for whatever reason a line item related to a teacher or an instructional aid salary, but that was necessarily the the the purpose of what the funding was provided for. And so that type of discussion just to ensure that all the stakeholders who have to look at this process uh is in line where we are right now. I believe that you all started this this discussion or had a version of this discussion back in June. That was the end of the process, right? And so that was we submitted the unodudited actuals. It went to the auditors. There was back and forth between the district, the county in regards just trueing up what the information is and I believe the auditors submitted a letter to the board in May and then there was a
327discussion in June. We do envision that uh the trajectory or or the pattern will be the same. We are at the point now at the front of the process where we are submitting the unodudit actuals. We will have the auditors uh going through the information in December. We're going to get feedback from the auditors and then ultimately we're going to get additional information that we will bring uh to the board uh around the May June time frame. But we did did want to get uh you know just be bring that followed because the very first data point around that conversation is included in the on audited actuals. >> Okay. Good. Thank you. So we should hear again in December where we are. >> All right. Thank you. And I'll just point out that you know
328as this part of the process moves on is you know we will generally get after the audit is completed a finding and you know we will revisit this conversation in June as part of a necessary waiver because what we've submitted is 54.53% as part of this an audited actual. Um but to miss Dr. John's point, it's refinement in being clear and accurate about what we're spending in the classroom versus what we're not consistent with state and county guidance. That's where we're really trying to get to and make sure that the updated practice reflects that >> Tanya. >> Thank you. And is this your first presentation to the board? Welcome. welcome to the board. Um, and I really enjoyed getting to chat with you over the last couple of weeks. So, um, thank you for the
329preparation and for, you know, in advance for what this fall will look like. Um, I see this as like a snapshot of kind of a bigger, much more detailed picture and, you know, again, appreciate the conversation that we'll keep coming back to, but maybe just to clarify a couple of points on the slides five and six on our expenditures. Um, because this is kind of a a big picture, could you just help us understand like the big swings? So internal service funds that was like a 76% difference from what we adopted in June and what the um unodudited actuals you know show us. So I think for me those kinds of things help just to understand you know what was the big swing um what what what happened there. >> So sure if I dive
330in and so I presume you're looking at the slide that reflects the budget to actual expenditures. >> Yep. Slide five. Um and so uh the swing in regards to the internal services fund, the board approved, uh the creation of a captive um for the district. And so what this reflects is the movement of cash um from our accounts into the captive account. So uh there's resources that we do have uh budgeted um for risk within the LSI fund. The liabilities, >> it's a it's a combination of your LSI, which is your um various liabilities of risk in the district, your workers compensation. We transferred upwards of a billion dollars into the captive in order to capitalize our our risk. >> Yeah. And so, so that transfer is being reflected here as the uh increase expenditures.
331And so that's why you're seeing a big swing this uh year in regards to the uh LSI fund. Was there another line item that you called out >> on the next page? Actually, the last two. These are, you know, differences because it's the ending balance, but again, like my eye just goes to the big swing. So the -42 on the all other ending and then the 794% on the the last piece here. And sorry if you've said this before, but I think it helps just to zero in on the presentation. >> Okay. And so we are on slide six and I believe that you're referring to the column the very first column of June uh budget adoption as well as the first interim. >> No, the first uh the first and second column. So or
332or the first and last as it may be. Yeah. >> Um uh correct. I probably I I wish I had the presentation up. We can't pull it back up. Um so what we have uh at the time of budget adoption there's uh the the consideration for the beginning balance that we currently had in June of last year the revenues that we projected the expenditures that we uh anticipated having for the fiscal year as well as that line that refers um uh all other uh balances within that line were uh the board's uh committed amounts as well as uh assigned amounts. And so that line that's roughly $2.6 billion. Uh once you subtract that we we at June we projected to have an ending balance of roughly $225 million at first interim which is reflected in
333the third in the third column of of this uh chart. You see that there's a change in the ending balance where it moves from 225 million to 1.9 billion. So roughly a difference of $1.7 billion. And so there were multiple uh activities that uh that resulted in that change. One, the board voted and agreed to release uh roughly $1.5 billion in assigned assigned balances that we have previously set aside for priorities that were important uh then. But given in our deliberation to first interim, the board made that determination that it was important to move that amount down into the general fund. The second thing is that we uh recognize uh 600 plus million dollars as it relates to the uh learning uh recovery emergency block grant. And so in addition to the 1.5 billion plus
334the additional $6 billion that we uh booked uh in regards to the block grant, we're roughly around like $2.2 or so billion dollars in terms of funding that was able to move down to the bottom line. That is around the time that the board also voted to create uh fund 17. And so of the 2.2 to a $2.3 billion that was available. We pulled out the amount roughly around 500 and I believe like $98 million or so to create fund 17. So that was deducted from the amount and the remaining $1.7 billion was what moved into the bottom line. So these are all a reflection of a series of of uh board approved decisions that uh got us to where we are right now. the last um three columns or two columns that you pointed
335out again uh the 1.9 in the third to last column of this chart is is a reflection of of uh point in time at budget adoption in June and as I pointed out the $96 million difference between budget adoption and where we are right now is a reflection of trueing up both our revenues and expenses and and the difference the $96 million of which we are going to address uh as we move into uh offers in Iran >> and it is as a result or as a function of some of these maneuvers and uh modifications which in essence in all are towards a better position that in December we will bring uh a number of recommendations specific to edits to the fis fiscal stabilization plan that I believe will go along with some of the
336things that I've heard from you the board member. So improve some of the conditions in schools uh by perhaps reinvesting some of those dollars or reduce uh the impact that the year one of the fiscal stabilization plan implementation would have on the most critical programs impacting the most fragile students in our district. That is a conversation that we hope to have with the board leading to that December uh revisiting of the FSB. I appreciate that and you know uh as many times as we go through this we constantly need reminders of well how did we get to this place and I appreciate you saying you know the board approved these maneuvers earlier uh in the year and so um maybe when we come back to this you can help us remember like how we've got
337to this point to kind of anticipate um the big swings in particular or some of the questions you heard us ask here um you know as we present if you give us a little bit of that history it kind of brings us all in the same uh place you know the board but also the public um because it's a lot to take in and um even though we do it all the time, we need to be reminded of these um the history of how we got here. So, thank you. And again, welcome. >> Thank you. Anyone else? >> Okay. Thank you. >> And before we >> I just we don't do this often, but you know, um Kurt's tenure uh in the position is somewhat short, but I I'm exceedingly proud of the way number
338one, you have already this history of how we got here. Secondly, how you've been able to answer in a very able way the questions posed to you by the board and just considering the fact we spent a lot of hours together uh just last week alone and I can speak it is not his fault. Uh considering uh some of the changes we've seen we wanted to make sure that the board got extremely accurate information that was doublech checked with entities that will after the board's consideration will be vetting and reviewing what we submit. and I'm proud of your work and your team's work and I certainly appreciate it. >> Thank you, Mr. Carvayo. And thank you, Mr. John. >> Thank you, >> Dr. John. Pardon me. >> And before action is taken, I'm going to
339read the public hearing statement for tab 35 unudited actuals report for fiscal year 2425 and GAN limit resolution. Before action is taken on the unudited actuals and GAN limit resolution, a public hearing must be held. This constitutes that public hearing and a maximum of 15 individuals who address the board shall be uh will be heard on this item. Those who wish to speak have signed up online. It looks like we have uh two speakers. Let me go back to my list. All right, we've got uh Mr. David Tokovski. come on down and you'll have two minutes to speak to tab 35 on this public hearing item. >> Thank you very much. It was a pleasure. I have every one of Dr. John's albums myself. I've kept them over the years. And um board, if you
340wait till December for the fiscal stabilization plan, you're making a big mistake. You need to be on top of it now and watch it every two weeks and make sure you know what's going on. If you think the audit, I think the auditor's names is are the Simpsons. Um, not the TV show, but the same auditors that have been doing this work for over 20 years, and all they do is change one auditor on their team. You need to know who from the county is the person assigned to this district. Have you met them under AB1200 in the fiscal stabilization plan? You get an extra person. Is it David Hart? I'm not sure who they've assigned to you to help you. It's extra staff. and you might want to dig down on some of the
341categories and and hire Fikmat to look at some of the areas that that's another person who's very familiar with the district. I don't know if today is Valentine's Day, but I'm certainly glad the CBO is not wearing red. He's wearing a dark color. So, that must mean we're in the black, not in the in the red. But it's very disconcerning that there's no presentation of revenue enhancement. talk about PSAs and you still are not pursuing both LEA BOP MA and the children youth behavior initiative. Districts around the state are now collecting money. The DWP comes in and says, "Hi, happyou." What are they giving? They stole money from this district. Be careful. Raise revenue at the same time as you try to balance the three years ail affiliated charters. That's growing the enrollment. That's growing
342things. If you think your online program is doing well for 6,000 kids, open it up to everyone in the whole state. Make it an affiliated online. You could probably go from 6,000 kids to 30,000 kids. Your broadband money, your -ate money, there are significant revenue enhancements as you approach things and you have to have people on staff that are pursuing money, not just talking about structural imbalances and fiscal cliffs. Thank you very much. >> Thank you for your time. The other public commenter is Maria Daisy Ortiz. You're signed up to speak remotely, >> but there you are in the audience. Come on down. You'll have two minutes to speak once you begin. Miss Daisy Ortiz is going to speak in Spanish. So, if you'd like to hear what she's saying in English as she's speaking
343in Spanish, please put your hands up and we'll get you translation headsets. Look like we just need >> one or two in the audience. I believe translations will be coming out momentarily before Before we begin, those crashes. >> See Good afternoon to everyone. My name is Maria de Ortis >> and truly right now the way you're presenting this this um financing and how you need to comply with the law is where I tell you again Mr. Scott and everybody else that this is not cons considerate of parents that we not understand like because I saw in your faces that you don't understand so that's why there should be in existence a subcommittee of budget related to budget so there can be an explanation of the restricted funds and which are the funds that are general
344that are not restricted an explanation a description of how this money is spent and how many children are impacted because this budget so much of this budget is to close the achievement gap. So right now I'm seeing restricted general funds six billion and general funds not restricted are six billion and the restricted ones are 5 billion combined are more than 11 billion and supposedly here there's 18 billion. So I'd like to know where the remaining those seven how are they spent? we need to know so that we can fight properly for the way that the money is being spent properly. So the categorical funds I know I know other funds and the general funds but the here you're talking Chinese and it's not fair because all these funds are public funds there should be transparency
345there should be understanding and there and there's central committees and this does not come to those committees let alone the schools. So we're at a disadvantage. you're treating us like third class citizens and that does not exist. We need more transparency and more of a description of things. The way you're presenting everything, it's like if we all know this much for your time >> and all these questions and in interrogations. Well, thank you and have a great afternoon. >> That concludes public comment on that item. We need a move in a second for tab 35. >> Move second. >> Moved by Dr. Rivas >> seconded by Miss Newell. All right, the vote on tab 35. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Brigo, >> yes. >>
346Gomez. >> Miss Ortiz Franklin, >> yes. >> Board President Schmelson, >> yes. >> And student board member Yang? >> Yes. >> Okay, it is now, we are long overdue. Uh my apologies um to those here for public comment. We're now going to begin general public comment. I'm going to call on those who are listed themselves as being here in person first and then we will transition to those who listed themselves as speaking remotely. Looks like we have mostly inerson comment. So, uh let's see. Gilbert Lopez, are you here? Come on up. You'll have two minutes to speak once you begin. And after Mr. Lopez is Sophia Mendulsa, then Mao Tjo, and then Curtis Watley. My bad. Good afternoon. My name is Gilbert Lopez, a senior from Venice High School, and I'm here with Students Deserve.
347In the past year, we have witnessed violence, abuse, and fear mongering with devastating consequences impacting many. I am the first to tell the board that we do not that students do not feel safe in the society we live in now. Students need guidance, representation, and tangible action for a plan of safety and protection. This is no longer a fear for just undocumented students or families. This is a problem for all students of color. This is a fear of every student who walks, speaks, looks, dresses, and exists differently from a white person. This is important to understand because based on LSD fingertip facts for 2024, 2025, a racial demographics of LD students shows that only 10% of the thousands of LD students were white. This shows that LD has a massive responsibility towards youth of color
348in Los Angeles. and even more so now given recent political events. I understand that superintendent Carvalo has gone to the public press and given a statement. Although as students we need real action. We need to see action done towards right now. As a wise person once said Shakespeare where is our butin. So as a student I like to offer our demands. We demand know your right assemblies during school hours to empower us on our rights. We want to see accessible workshops and provide support for not only students but their families and caregivers. And we want to see students who have spoken up and taken action to improve their school education and help provide safety measures for other students to work with the school board. As a wise man once said in 1940s in English that's
349translated to the people united will never be defeated. So let us work as one and one union and fix these problems. Thank you so much for your time. >> Thank you for your time. Sophia Mendoza. And after Miss Mendoza is Ma Tjo. Uh, good afternoon. My name is Sophia Mendoza and I'm a senior at Miguel Contas. We are here as L USD students to speak about the danger we face every day because of ice in our communities. For many of us, going to high to school does not feel safe when we know that immigration enforcement could target our families at any moment. We carry the fear of deportation into our classrooms and that fear makes it impossible to focus fully on our education. Students should never have to choose between learning and protecting their families.
350That is why we demand that LUSD creates a clear response to eyes that excludes school police. Police presence does not makes us safer. It criminalizes us. We are dreamers and the future of this nation, not criminals. What we need instead are protections and resources. We want dream centers with real legal support so that undocumented students and their families have somewhere to turn when faced with de deportation. We want programs like the safe passage expanded without police because walking to and from school should never feel dangerous. And and we want LA USD to stand up to city and county officials urging them to end LAPD and sheriff's collaboration with ICE. The truth is that every time a student or their parent is detained or deported, a classroom loses a voice, a family loses stability, and our
351community loses trust. Our schools cannot be sanctuaries if ICE can still reach us through fear and criminalization. Yes, we appreciate the board's recent investments, but those investments mean nothing if students are too afraid to show up to class. Real safety is not about policing. Real safety is about keeping families together, expanding dream centers, protecting black, latinex, immigrant, and LGBTQ plus youth, and making sure no one in L USD feels invisible or disposable. Thank you. >> Thank you for your time. Ma Tjo, >> I'm yielding my time to Dominic. >> Thank you. Come on up, Dominic. You have two minutes to speak. Good afternoon. My name is uh Dominic Gara from MCLC and a leader at student zer and part of the police free leaz coalition. I would just like to thank all board members for
352investing in our education and I hope you make sure to let us be a part of how the funds are being used today. I am here to advocate for you board to make a response to ICE without jeopardizing our safety. So exclude uh school police. You have to protect the students you serve by pushing our city and county officials to limit LAPD and sher sheriff collaboration with ICE. I also here to advocate for MCLC graduate Nori Ramos, a honor student who has been abducted. She's in a foreign country grieving for her now deceased mother. Then we have a receded student Benjamin, someone who was robbed for their senior year. at the finish line, you have to help up have to use your resources to help him get back to his family. Because if you don't
353draw the line here, you're sending the message to ICE that it's okay to take our students because that the district is just going to sit back and watch and do nothing, which I hope you're not trying to send that message across our communities. Thank you for your time. >> Thank you for your time, Curtis Watley. Curtis And then after Mr. Watley is Sam Womba. Good afternoon. Thank you for having us. My name is Samuel Womba. I am a parent of these two uh young ladies as well as another who's not present at LA USD schools. I'm here to ask that uh you guys I'm advocating for PSWs and for them to be present at all le USD schools and to expand the amount of PSWs at the schools from one to multiple and I'd like
354the girls to share their experiences as to how it's been a tremendous impact in our lives as a family. >> Hello, I am Ka Womba. I am currently a seventh grader at Polar Middle School. PS PSW has helped me through a dark time of thoughts, actions, and memories. Um, but now I not only have I healed, I've learned and for I went from struggling to be comfortable with my own family to be speaking in front of you all today. Um, working with PSW has helped me see a life that I thought was lost. I am now on my path of becoming a therapist and healing others today. Not I know there's kids struggling today that do not know how to get help. PSWs are could be a way to help a future generation such as
355me and my sister. I am Nia Womba. I am currently a fifth grader at Clover Avenue Elementary. Working with a PSW has helped me overcome hardships, struggles, and obstacles. and has helped me to grow and focus and be my best self. PWS have also helped me understand better, get better grades, and also be able to help others. PSW provides much more than a space for just talking. It's a safe space to vent and let your emotions out and learn how to deal with anything that might bother you. It has helped me to get along with my friends and family more and deal with rare arguments better. I I believe that everyone has a right to be able to experience with a have their experience with the PSW and have these skills. Thank you for your
356time. >> Thank you all. >> Thank you for your time. Vic Cannon, are you here? Vic Cannon. Vic Canon. Leo Ceron. Leo Cerrone. And then Linda Olu. Um, good afternoon. My name is Leo Serrone. Uh I'm a 12th grader at Migo Contrellas, a leader with student reserve and a member of the police free Eluzi coalition. I'm here to speak on the funding of BAP and dream centers. Uh first I want to thank you for the investment of uh BAP uh and dream centers. This investment is meaningful but also comes with the expectation that the funds will be fully included in this year's budget. With ongoing attacks on Latino communities, we cannot allow this funding to fall short. We urge you to fully commit to protecting Latino students and families through the complete funding of dream
357centers. We must keep uh immigrants safe and supported not by school police but by protecting resources like dream centers. Uh at Miguel Contra, our student uh have directly felt the weight of these attacks. For example, on July 4th, a student from Miguel Contra, Nori Ramos and her mother have were taken and tragically her mother passed away two months later. This is just one of many painful reminders of why it is so critical to protect and support our communities. Finally, we ask that you protect and strengthen programs like BAP. BAP has already been weakened by the uh removal of the race criteria and we cannot afford further reductions. Uh these programs were essential in supporting and uplifting students and we need your continued uh leadership and safeguarding them ahead of budget cuts. Uh, protect students, invest
358in us. Thank you. >> Thank you for your time. Lindy, are you here? Lindy not here. Lexi Himenez. Lexi. Okay. After Lexi, Elena Harbin, and then Eduardo S. Hi, my name is Lexi Himenez and I'm going to be talking in the behalf of B um PSWs and um generally speaking um students in elementary elementary are not as more mentally aware as teens in middle school and high school. Um and when uh but some kids are struggling with problems at home and don't know who to tell. And that's a problem because if they hold in what they feel, it can affect their social life growing up. But but it can also affect their ability to focus on their schoolwork and on their um and how they are reacting and behaving with other students. And that's why
359it's important that PSWs are actually distributed everywhere in every school district to help students process through their emotions and help them process through how they're handling their emotions and that they're handling them well healthy and um in a healthy manner. Uh for teens and middle school and high schoolers, they tend to hold things back because that's what they think is best for them. That's exactly why PSWs are needed in every school or in every district. Not just for a day, not just for one for three three or four times a week, but every day of school. And um that's um that's it for me. Thank you. >> Thank you for your time. Elena Harbin, Elena H, are you here? And then after Elena, Eduardo S. Please uh please uh be ready, Mr. Eduardo S and
360then Amir Casemir >> sometimes. >> Hi, my name is Elena and I will be speaking on what having a PSW means to me. Having a PSW is important to me because when I was dealing with the passing of my brother, she was there to relieve me of my feelings and thoughts and prepare me for the days that were coming ahead of the incident. She is always there to listen and provide me with the right advice. She cares about the students and tries to make our situations better no matter the circumstances. On behalf of the students at my school, I will read our following comments on how they feel about our PSW. She provides support that is needed when a crisis is in action. I feel supported to and listened to by my PSW. I like
361how our PSW allowed a safe space and let us show our true colors. She's always there to support me. She is someone I can go to when I am going through something and someone who I go to for support. She is constant like a friend that's always available to talk to about my issues when I need it. She helps us get past our struggles. She's always there for people in need. We need to make sure all students are happy and well. She's there to help and guide us to get better. She helps us feel safe and comfortable talking to them. She helps us put our name on our emotions and help us better understand them. She's helped with our anger and expressing things I've they've never expressed. She's helped learn how to She's helped me
362learn how to express my feelings in real my real feelings with others. She has helped me to She has helped me by giving me ways to talk about my challenges and manage stress. And she's always helped making kids feel loved and safe. And that's it. Thank you for your time. Thank you for your time. Eduardo S. Eduardo S. All right. Amir Casemir. And then after Mr. Casemir, Jennifer Lup. And then Allen D. I mean Ugo Hernandez. So Mr. Casemir, then Tanaya Ray, and then Hugo Hernandez. Hi, I'm Amir Kasmir. I'm yielding my time to Leila King. >> Hello, my name is Leila Keane. I am a students deserve at Narbon High School and my peers and I are extremely honored to thank Scotch Merlson and Carla Grego um for the resolution on suicide prevention and
363awareness month and about of the PSWs. As you know, I come here a lot and I speak um on behalf of PSWs today. I'm here to advocate for them. In every school, from the halls of elementary school to the hardships of high school, there's a common thread. And that common thread is the need for someone to talk to. That's where personal support workers or PSWs come in. They're not just helpful, but they are essential. Imagine a young child struggling to adapt to a new school or to their school life. A PSW can be their first friend, offering guidance and a listening ear. As students grow, these challenges evolve. So with that being said, when the challenges are evolving, it causes more of a hardship or a depression and it puts them the child into a
364mental state. PSWs provide a safe space to navigate these hurdles, offering strategies for copying and coping with a lot of problems and resilience. Having PSWs in school isn't just beneficial, it's transformative, and they empower students to overcome obstacles, fostering a supportive environment where every child feels valued and heard. This leads to improved mental health, better academic performance, and a stronger sense of community. PSWs are the silent heroes, ensuring no student has to face their struggles alone. Thank you for your time. >> Thank you for your time, Tania Ray. All right. Hugo Hernandez. Hugo Hernandez. Allen D. Chelsea Duran. Maria Daisy Ortiz. You were There you are. Miss Ortiz is going to speak in Spanish. So, if you'd like to hear what she's saying in English, uh, please either use the translation headsets that you already
365have or put your hands up and we will get you a set if you do not yet have one. Okay, gracias. >> Good afternoon again. Well, really, first of all, I want to say Mr. Meleen in the morning. I was here for the evaluation, the superintendent evaluation, but in any case, what I want more than anything else is to speak. And you reminded me right now when I was uh SSC chairperson at Franklin and it was when it was cut. And what I said then is that everyone needed to bring a plan on how they had impacted the students because we had the diploma project and we also had the social worker. And unfortunately when they came and they brought their evidence well we had to let go of the social worker because she had
366only made an impact with seven students and here it is about impacting life of the students and that's what I really ask of you to truly see how people are working um because sometimes they have the position and they are not working on that position. Lastly, I want to say to the superintendent that I ask in a very very um demanding matter to enforce school safety because today with everything that we have that we are living through and we know that there are people with mental conditions that are not treatable and that is a trigger for our schools to be targets of violence. And we're talking about elementary school and high school because if these people come into a church, they go into a university, if they go to a hospital, how is it that
367they are not going to go into a school? So I make emphasis. I in fact to return school police because that guarantees that all those predators or all those people that want to do harm, think about it twice. There needs to be school police around the school. We need to treat safety in a way that is urgent and not in a negligent matter. Miss Dortis for sure she has a lot of friends. That's why she brings program. Thank you. And I would like for you to present a good safety plan to guarantee students safety. Thank you and have a nice afternoon. >> Vanessa Guerrero, are you here? Vanessa G. R.J. is R.J. here. >> R.J. is not here. That con Oh, we have one remote speaker that is Jennifer Lup. Please press star six to
368unmute yourself and you'll have two minutes to speak once you begin. >> Hello. >> Hi. Can you hear me? >> Yes, we can hear you. Please go ahead. >> Okay. Good afternoon, superintendent and board members. My name is Jennifer Lupo. I am a school-based psychiatric social worker and also a parent to a L USD student. Thank you to board members and Grego for their resolution on suicide prevention and bringing important awareness to the role of PSWs in our schools. This is an important step. However, there are still some real concerns specifically related to the hiring plate trees placed on school mental health from 2022 to 2026. One, no new PSWs were hired for schools without PSW. Two, no vacant PSW positions were filled after PSWs left LA USD and positions were closed in 2025 2026
369school year. School purchase funding exceeded the number of current PSWs, but no new PSWs have been hired for additional schools that have purchased PSWs this school year. Four, after norm day, any school that had their ECAS at 600 plus or 1200 plus students that goes below these numbers will have their PSW displaced with no consideration of any continuity of care. As a PSW, I can confidently say I know almost all the names of the 333 students at my school. I know what's normal and not normal behavior for my students because I'm consistently interacting with them and getting to know them when I'm in class and teaching on the yard doing schoolwide campaigns and providing direct services. When they're having a hard day, I know them by name and I help support them. You can't get
370to that point until you have spent time at a school building relationships or if you only have a PSW for one or two days. A hiring freeze on PSWs doesn't help kids. PSW should be centrally funded by LS L USD and the needs of children should be more important than just the numbers. To remedy this, L USD >> very much for your time. Thank you for your time. That concludes general public comment. Uh we now have tabs, just to give you a preview of what we have to work on. We have tabs 2, 25, 27, and 32 to complete. Um at least one of one of those is a public hearing. Um and we'll do that right now. So tab two, textbooks and instruction material certification resolution. Before action is taken on the textbook and
371instruction material certification resolution, a public hearing must be held. This constitutes a public hearing on that report and a maximum of 15 individuals who wish to address the board shall be heard. Uh folks have already signed up online to speak and we have six speakers signed up for this public hearing. Um Mr. David Toukovski thought I saw you somewhere. Uh let's see. Maria Louisa Palma, I do see you. Come on up. You'll have two minutes to speak. Why don't you begin? And then after Maria Louisa Palma will be Maria Daisy Ortiz. Good evening. My name is Mar Louisa Palma. I am speaking on behalf of Olada, a nonprofit organization. I bring you here a small sample of consumable textbooks, untouched, unused. Why? Because my son was told by his teachers they would not be using
372these books, but they had to be issued to them. So, they've been sitting around my house. This is a an English language book, an algebra 2, all these consumable textbooks. Ask any parent because I have asked quite a few if they have some of these similar books laying around their house and they said yes. Some of them have thrown them away. I can't throw away books. It hurts me. But here they are. Every parent has stacks of these. How does this happen? Is this bad planning? Are teachers forced to take on these books that they know that they will not use? What is going on with this? So this must be an open secret, right? teachers, principals, and parents, and administrators. Somebody in this building must know that these books are going unused. Mr. Yang,
373do you have some unused consumable books in your house? I'm going to bet that you do. So, what I hear from parents is that teachers are using apps for grading instead of using the hard copy books. The app Desmos came up when you have been told here about the extensive use of screens. We're talking about homework. Okay. I have had that experience. My son is at home. What are you doing on the computer? I'm doing my homework. I'm doing my homework. I'm doing my homework. We don't have any way of knowing as parents if they're doing their homework or not because we're not using any paper. Teachers are not assigning paper. I heard from a parent whose child is in an AP class. They were not provided a consumable for that book. The copy, I'm
374wondering if that's copyright infringement, was posted on Schooly to print at home. We're assuming that all parents can ask their have the ability to print out copies of consumable textbooks. Why was that textbook not provided? Too bad the inspector general Susangle left earlier because this is a formal complaint. Isn't this a waste, use, and fraud? Waste and use of educational funds. I bet it happens every year. You guys figure out what to do with these. I can't throw them away. >> I'll note that the deputy IG is here for Miss Stangle. Okay. So, the second speaker is Maria Daisy Ortiz. come on up. You have two two minutes to speak once you begin. And after that will be Mr. David Tokovski. Good. Name is Maria Dei Ortiz and I agree with what my colleagues said.
375This does happen. The books aren't used. they use other things and it's a waste of money. And I also want to say that before when the voice of the parents and the parent leadership was appreciated and was valued, there was a committee to revise the books that our children would be receiving. Within that committee, there were parents of the central committees and there were also teachers. Yes, of course. And we can't work in every corner. We have to work in a way as as a team. Therefore, honestly, this is lacking. We should review this. Who makes the decisions of the books that will be given this year? Also another thing that I don't see in these books is that our the children with exceptional needs, exceptional learning needs, sometimes these books aren't correct, aren't accommodating
376these children. They also don't reflect the culture of our children. It is also very important for our English learners to have books that will help their development of the English language and to know we as parents need to understand these books because many of them are home but we are disconnected from the instruction area the curriculum that needs to be developed within the study. We all need to work in the same page because we do love our children. Thank you and have a great afternoon. >> Thank you for your time. >> All right, I have three folks signed up to speak remotely, but they are not signed in. Uh Karina Lopez, are you in the room? >> Marcela Garcia, are you in the room? Uh Raquel Diaz, also not in the room. And Mr. David
377Tokovski, >> not here. Um may have a motion and a second to vote on tab two. Move it. >> Moved by Mr. Smurlson. >> Second by Miss Newell. >> All right. Voting on tab two. Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvin. >> Yes. >> Miss CGO. Miss Gomez. Miss Ortiz Franklin. >> Yes. >> Board President. That's a yes from Mr. Ortiz Franklin. Uh board presidentson. >> Yes. >> And student member Yang? >> Yes. Okay, I will come back to Miss Grigo. All right, that's tab two. Moving on to tab 25. That is Ortiz Franklin. We have Do you want to introduce it and then take the public comment? >> I do. >> Good to start. All right. Uh thank you board for considering time is money maximizing efficiency and effectiveness
378in task forces and committees. Um there is a slightly updated version I just want to make sure folks have. So this came out of my own mistakes. Uh there are a couple of task forces and committees that board resolutions have created including my own that I want to make sure are purposeful, efficient, and maximizing our staff time. Um particularly as we come up against some budget deficit discussions that we'll have to have over the next uh several months. Um so let me be clear. This is just about task forces and committees created by board resolution. This is not about superintendent created task forces or the board president who has the purview of doing that every single year. Definitely not uh about labor unions um agreements that have also created some task forces and advisories which
379is why there was a crossout of the BAP steering committee in one of the whereases here. Um but really this is about trying to make our um tasks that we direct the superintendent to be more purposeful and in alignment with the strategic plan. Um, one concrete action I hope will come out of this is uh these two culture committees that meet right now and take up a lot of staff time that often have uh uh opposing viewpoints about how we should approach safety in the district. And as the safety chair of the board, that's another body that we're meeting and talking about schools culture and safety. So, we're trying to consolidate that. Um the arts advisory that I also created from resolution does not have a district staff member as the lead and so I
380have no one to hold accountable for the resolution that I created. Love the volunteer work that has um taken place by so many community partners and yet community partners are not accountable to the board the superintendent and team is. So we really need a lead from the district there. Um and maybe this will inspire some other work uh around task forces and committees to be a little tighter and more efficient. Um but for for this resolution, it really is just about those that we have already created and those that we will be creating um to have uh sunset time limits um within two years or potentially a third-year extension. Um but really to make sure that we are accomplishing a task um and not just meeting for the sake of meeting. It is in no
381way intended to reduce community voice or input. We have lots of spaces for that and we want to make sure that those continue. Um but I hope to to earn you all's support um in this small area that I hope will uh go along with the um what are the the impact statement that let us know that there might be some minimal savings. I I hope to uh reap that minimal budgetary savings and some efficiency of staff time. So that's really the purpose of this. I hope that makes sense. I'm happy to answer you know any uh questions from my colleagues or have some discussion. Um I'm surprised there's some public comment but we're happy to entertain that and thank you Mr. from Meline for your co-sponsorship. >> Shall we take the public comment? >>
382Okay, so we have uh two people. Uh Nasi German, are you here? Ner S. Cubri, are you here? S Cubri, are you here? Neither of those folks are here. We have folks who are calling in for tab 25. Amir Whitaker, are you in the room? You're not online. Uh Jamie Defalco, are you on the line? No. Um Ginger Fox, also not on the line nor in the room. And then we do have one person who is on the line, Elise Hennessy. Elise Hennessy, please press star six to unmute yourself. And you'll have two minutes to speak once you begin. Elise, please press star six to unmute yourself. I see you're unmuted. You'll have two minutes to speak. Why don't you begin? >> Okay. Thank you. Hi, my name is Elise Cennessy and I am uh
383a co-executive director of strategy and sustainability from KARDER Community Asset Development Redefining Education. I'm here to just say um that the school climate culture and safety task force was uh a renaming of the school discipline task force which was established by the work of parent and community leaders to get transparent data on uh implementation of policies including PBIS and without its own task force um what will get what will guarantee that discipline in PBIS don't get left behind. Um, and while this may not have been the intent, but the impact of passing this and this type of consolidation will mean there's nowhere for community members, parents, and folks to truly engage directly with this issue. There's almost five subcommittees to the safe to the safe schools task force, none of which address discipline in PBIS.
384uh if we lose this space um we would be losing something that we fought for as um the uh duh sorry as Ortiz Franklin mentioned. Um and so this is a safe space again for us to actually monitor and hold the district accountable to the dis discipline foundation policy and SCDR or school climate bill of rights. And so I'm urging you all not to move forward with this because again, as noted, we do want to make sure that we have those spaces where parents and community members have a voice and that we have leverage to hold the district accountable and uh we urge you to not take that away. Um and and that ends my public comment. Thank you for your time and your consideration on this. >> Thank you for your time. Also note
385the amended language has been handed out to each board office and is available online for viewing. Um there's either board discussion and we've we've concluded our public comment on it. Okay. Okay. Um well I appreciate you know the your intention on this uh resolution. Um, it attempts to address efficiency and governance benefits, but it raises important concerns for me about equity, authentic community voice and power dynamics uh within the district and also our communities. Um, I believe that the points raised by this resolution and what it attempts to address are issues that really should be delegated to our board secretariat and district leadership. Um, and also among us um, as a discussion or to make a concerted effort. Um, board members are taking the points that you raise and when we formulate board resolutions. Um
386the resolution does raise some good points of efficiency, effectiveness, and I'm all for efficiency, effectiveness, research efficiency, accountability, uh clarity of of leadership, um to some extent, alignment with strategic plan and and fiscal responsibility. But it it does present challenges and risks. Um for instance, as was heard by um uh the caller right now, perception of limiting community voice, annual reviews, sunsetting, and stricter oversight may make stakeholders feel their input is being deprioritized or controlled. Equity concerns. Communities um historically marginalized um may fear their platforms would be shortened or diminished. centralized power by requiring a district staff lead. Um the resolution may be the resolution may be seen as consolidating control under the administration and weakening community-led efforts. Uh continuing administrative burden, annual reporting, board review, staff lead requirements could increase bureaucracy um at least
387initially. Uh risk of abbrup abrupt disruption. ongoing initiatives may lose momentum if task forces are eliminated too quickly or without adequate transition and just the sunsetting process also itself um may interrupt the work of task forces or committees or councils with work that is ongoing or is long-term. So all in all, I think I feel um I believe that uh there are unintended consequences from this resolution. As I mentioned, silencing diverse voices, task forces are often a key space for parents, students, external partners, and communities to help shape district policy. Frequent sun setting could weaken that trust. Tokenization of engagement. If outcomes are narrowly defined by board goals, community input might be seen as advisory only. reducing authentic collaboration. Turf battles, consolidation of overlapping task forces may create a conflict between groups with different constituencies
388or philosophies. If we're consolidating, you know, there's that like who um is honored over others or who are being considered over others. Equity versus efficiency tension. Efforts to streamline could disproportionately affect committees created to address racial, cultural, or social economic disparities, which often need sustained engagement. And lastly, potential disengagement. Community members may be less willing to participate if they know that the group has a short um shelf life. And this resolution does bring up a whole set of questions for me that um not sure if you know it could be answered at this moment. uh for instance um on equity and access what safeguards will exist to prevent cutting equitydriven committees under guise of efficiency. Another question on accountability and oversight who decides whether task force's outcomes are effective enough to justify continuation on community
389engagement. How will the district maintain authentic parent student community engagement if communities are eliminated or consolidated? And lastly, out of a whole other set of questions, how will the district track and report cost savings if any, which we said a minimal from consolidation and sunsetting? Um, and also I know one of our um the speakers that was not present um is Amir. He sent an email with a letter um from ACLU so call which also raises a lot a whole set of questions that um I think really need to be discussed prior to voting on this resolution. Like one key question for me is has district staff try to address concerns administratively without resorting to a resolution. So, I I feel like this resolution, like I said, I understand the goal, but overall, I think
390it it affects um not only the current work, but also it um it's going to affect the the the input or the um the equity aspect of task forces. And I think um for this reason and many reason, I'm I you know, I'm not going to be voting for this resolution. If I may, Mr. President, I I appreciate the concerns, Dr. Evas. I'll just um say that the resolution does invite the superintendent's team or require the superintendent's team to present um at your committee of the whole. So, I hope you know depending on where this goes um exactly some of the concerns raised about what is the plan given some of the bodies that exist with the analysis of the leadership's expertise along with the community groups that are involved there. you know, which are
391continuing, which are sunsetting, which are combining. Explicitly in this reso are only three groups that I created. And so, this is an attempt to fix some of my errors. Um, and Mr. Melvin created the other the third group. Um, and so I'm grateful for your co-sponsorship here on the school climate bill of rights, um, school culture and, um, the safe schools resolution. Sorry, that's the one that you created. You know, all these different groups that meet. It's not about eliminating, it's about consolidating. So there will still be a space to talk about school culture and climate in addition to the board committee that Mr. Smearlson created that you know several of us are on and that I chair. Um so the the hope there is that they are combined. That's what's called out here. And
392then for the arts group as I mentioned you know the nobody is accountable to the board except the superintendent. And so it's really important to have a district leader in that space so that we can uh bring them to us to say what is happening here. And and my hope would be that in the first quarter of 26, at least those three groups that are called out here that again I I created and I'm trying to correct for and then potentially where there are other opportunities, um we could hear from the superintendence team who's doing all the implementation of these task forces, you know, where there might be areas to clean up. And again, this has nothing to do with union contracts or the president's committees or the superintendent task forces. Just really um trying
393to clean up some of my own errors. Honestly, >> I I understand that. And I think that maybe it's incumbent upon each board member, at least present, to address those individually, right? It's your resolution. You can go back to to district leadership and address those. Um, >> I had to do it through resolution because I tried administratively, but because it was a board resolution, it had to come back as a resolution. So, that is the reason why I had to bring it. >> And I and I and then I know they're yours, but I think there's maybe other implications or unintended consequences of that. So, I think this uh should be more of a larger discussion. Um, and if it does come to resolution, I would like to know more about it. I just don't
394I just don't feel ready uh to vote for this because there's so many other questions that of that have been posed not only by Mr. Whitaker, but also um you know, from you know, just my own concern. So I just think it's limited. Um the examples are so limited that I just don't know if that is substantial to really address this issue that you want to bring. But I mean I understand where you're coming from. I just don't know if this is the right way to do it. >> Others. >> Well, I was just going to say I mean Ortiz Franklin was explaining it too that Dr. Dr. Rubis, a lot of the concerns that you just raised are actually what got me to sign on to the resolution, which is that trying to find
395ways to empower voices on these committees because right now so many of the task forces are fragmented and not in conversation with one another that uh we've had feedback from some of these committees too that there is lack of coherence. And so the one I always um point out is when it comes to school safety and we have one committee that's full of school police advocates and we have one committee that's full of school police critics. And so those we're not having a productive conversations that that is getting back to the board. So I think that whether the resolution passes or not to both your points um we should be intentional about creating new task forces and seek awareness of existing efforts. It's just hard to do to undo what was done by resolution without
396the resolution which is ultimately why I'm co-sponsoring. But I think the I think the underlying concerns are shared. It's just a fig question of what the best resolution, no pun intended, is but thank you. >> Well, one thing, why not create a resolution that only focuses on your resolutions on your specific um sort of um areas or challenges that you're facing rather than including all the other ones from other board members and also board members that are no longer here. So, that's the other thing. Maybe it's a resolution just focused on your areas that you want to fix and then also another one for Mr. Meloy's resolutions. I just think that where we're really looking at it in a broader perspective, it has the impact versus the the intent versus the impact is is where
397I'm you know sort of balancing here the unintended consequences of it. And as to just to you know quote here from Mr. Whitaker, it comes at the expense of community collaboration and collective decision- making to support not only our students but also in you know um including external voices that really want to have um input and feedback and and want to be part of the policym here at the district. So and then also in the future I mean I I I take this um for my own as well education is like yeah when I moving forward if I present a resolution I want to have those um you know the expense and and creating more workload and making sure that the task force is efficient. Um those are things that I would take in consideration.
398So yeah >> thank you Charlotte. Did you want to say something? Go ahead. >> I did. Um, and that's why I mentioned I know this resolution established that a district sponsor for board committees. Is that what we're asking? And does it imply that the board cannot have a committee without a district sponsor? >> No. So, this is not the committees that Mr. Smearelson established for us. This is as a result of a board resolution um that we are tasking the superintendent with that there is some district staff member who is accountable back to us. >> Right. So is there I guess to her point as well as Dr. Rivas has mentioned uh guess a better way and just knowing as we're trying to change the culture here of undermining our stakeholders voices that it does
399seem like that like this one particular resolution is now going to affect every without an analysis of all of the board resolutions that have come before this board that it will now have an implication on everyone even though it was an error like you said and I appreciate you taking ownership for that to say, "Oh, I made a mistake and now looking back, how do I correct it?" But that's just your resolution, but this is going to affect every resolution that will come before or have gone behind. And so that's that would be my concern. >> Yeah. So that's and I appreciate that and that's part of the idea of having the superintendent's team actually analyze this because we have tried to look back through resolutions and say what bodies exist why did they exist
400when you know what is the goal of these various bodies and as of now it is really hard to understand what is as a result of a board resolution that's continuing and so my hope would be at the committee of the whole the superintendent's team would present here are all the groups that are meeting here's what they're working on and their progress towards them and here's what we recommend going forward it might actually only be these two areas, culture and arts. Um, because as we were digging, I couldn't figure out if there were others that were just created by board resolution because so many have been from union side letters or contracts and, you know, at the discretion of the superintendent or the president. So, I'm actually not sure if it's more than just these
401two areas. And my hope is that we would hear from the superintendent's team with a deeper analysis if it even is any other groups because I'm not sure and I don't know if my colleagues here can recall any other board created groups that would be impacted by this. >> So to your point, it sounds like that work has to go before this vote goes. It's like this resolution can't you put the cart before the horse kind of thing. Like we need to know those variables before making a decision on yeah this is where we go now. if it's not just to affect the said resolution that you said there was an error if that makes sense. That's just my point. >> You anyone else? >> Okay, Rosio. Sure. >> Would you know just um since
402you mentioned in your resolution um the two task forces um that actually go under the per Oh, he's not here. Mr. Andrew Chate um or Mr. uh you know Mr. um web webber web >> web sorry um maybe you can at least um help us understand how you would go about consolidating these two um committees or any challenges that you feel would come about from it. >> Well, thank you for sharing. I think that uh ideally um the the whole focus behind consolidating these committees would bring about efficiency for our staff in terms of uh facilitating those uh meetings in com combination with the various leads. So it would help us in uh being able to hear from both sides or whatever uh stakeholder views and then be able to handle it in one arena
403as opposed to having the these opposing views at one meeting here another one here and then we're having to figure it out um and trying to do it at different times. >> So do you you would consolidate how would you consolidate that? Who would you pick from both? or you just automatic and consolidating them and without losing any members. >> The idea would be to encompass uh that's something that we could discuss in terms of um encompassing members from both teams and being having an opportunity to address the schoolwide positive behavior intervention and support. also addressing the safe school task force issues with the gun prevention, gun violence prevention efforts um and looking at uh having it in one committee as opposed to repetitive meetings uh taking place throughout the month. >> I mean, I
404feel like maybe one resolution just to address that concern in more detailed and specific I think would ideally help um at least for for your for this specific purpose. I just as I was reading this resolution, I felt that the whole purpose of this resolution was to address that those that that one committee which is I understand but I think maybe just do one resolution for that specific committee and then for the rest we can just have a discussion or more input or um a deeper analysis before we move so we can move forward with a more um specific uh resolution that really drives change rather than like something we don't know what the impact would be or the unintended consequences particularly with when it deals with equity and transparency and being inclusive in in
405in our resolutions and policym. >> So I have an idea um if the superintendent and team could maybe do this that we would move this resolution to the committee of the whole depending on when it makes the most sense if staff could come with the list of committees that would be impacted by this vision. I I think my thought was that this would happen in January after this resolution, but I hear you. Maybe we need to have it before. So, if we could have staff come and say, "Here's the task forces and committees that have been created by board resolution just so that we're clear on what would be impacted and then the team could also be thinking about how to consolidate. That way, the board would have the information, maybe a little more confidence
406on like what would it look like going forward." And so, I don't think we vote at a committee of the whole though, right? So, we would move this to discuss at a committee of the whole and then bring it back to vote on it at a board meeting. >> So, do you want to withdraw this um request? >> Well, I think we I might procedurally request to move it to the committee of the whole. Is that how it would >> Well, there's no action taken at committee of the whole. The way our board rules operate that there's discussion there. So, what I don't think you need to take action to move this. I think the procedure would be withdraw it now get a commitment to put it on the committee of the whole uh to
407have the discussion and then have it leave the committee in its final form for a vote it you know subsequent board meeting that's how that's how our board rules operate >> we will I will accommodate my staff and I'll accommodate we can meet on how when you would you feel it will be the best time to bring it bring to the committee the whole and the discussion and yeah when whenever the our district leadership is ready to present. Okay, great. So, we'll withdraw. I move to withdraw and we will plan for when it will happen in committee of the whole. We'll coordinate with the superintendent's team on what would work this this fall. >> I was going to suggest a committee to study the committee, but this is a good this works too. So, great.
408You have my support. >> There's nothing. So, now this 25 is now off the table, so to speak. We just have 27 and 32 now. So tab 27 is a resolution um requiring a waiver of board rule 72. Um is everyone on board with Let's do it the right way. A motion and a second to vote on the rule 72. >> Moved. >> Okay. Moved by Dr. Revas. >> Seconded by board presidentson for the rule 72. Miss Newell. >> Yes. Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, Miss Ortiz Franklin, >> yes. >> Uh, board president Schmelson, >> yes. >> And student board member Yang. >> Okay. So, the rule 72 has been approved. And, um, let's do a motion and second to take the underlying
409resolution. >> Move it. >> Moved by Mr. Smurson. >> Seconded by Miss Newell. Okay, let's see if we have any public comment on tab 27. >> Uh, we don't have any signed up for tab 27. So, Miss Newell, would you like to reduce your resolution? Again, thank you um for obviously first uh the rule 72 just so we can bring this forth and I know um this is as many things mentioned today has been a long time coming in for the sense of us being a district that kind of moves forward and when we talk of freedom and we talk of things to liberate us and to learn has always been for our students to have that advantage. age. And so, um, the core idea of this, um, for students ability to access and exchange
410a wide range in ideas and information and a fundamental right that should be protected. And this includes just defending comprehensive inclusive education that reflects our diverse histories and perspectives, protecting our critical thinking and creativity from censorship, restrictive laws, ensuring that our students see themselves and their communities in their learning. And we saw that displayed here today. And it is always a warm feeling and just great for us to know that we are leading in this way as well as advocating for our educators to be respected and supported for their professional expertise. This resolution is uplifting that inclusive curriculum that protects our educators and promotes safe and affirming schools and environments for all of our students. And some of the things we want to just take action is that we will demand accountability for our decision
411makers in guaranteeing the right to learn and for us to ensure that it's safe, welcoming, and that our schools are effective in this way. also advocating for inclusive curriculum, supporting the teaching of inclusive curriculum that covers the whole story of the country and includes diverse perspectives. Again, speaking against our censorship, which opposes book bans and efforts that restrict discussions about race, gender, and sexuality, and these sensors, which are vital information. We want to be in schools that attend schools meetings like such and engage in engage in local decision-making processes to support quality education and advocate for the freedom to learn as well as to connect the broader outcomes by linking our advocacy for freedom to learn to the desired outcomes of our students. being prepared for a diverse and interdependent world and becoming engaged citizens.
412So I bring this before you just really grateful for this opportunity to be able to share this resolution in hopes that we being this district can continue to drive the force of learning and learning in a way that we learn about ourselves and that representation matters and that our students feel that. They believe that as well as our educators and our community see that. So, thank you for being able to bring this forth. >> Thank you, Charlotte. No public comment, right? So, we're going to discuss. >> Go ahead, Rosil. I have a few words on your wonderful resolution and um I kick myself for delaying on on co-sponsoring but um so just you know here are just a few words I want to say um on your resolution. So I rise today in strong support
413of the freedom to learn resolution because at its heart this measure reaffirms who we are as a district and what we stand for. I thank you board member Hendy Newell in bringing this resolution forward and please add me as a co-sponsor. At the Los Angeles Unified, we believe that every child deserves access to a safe, inclusive and highquality education. One that reflects the dignity and worth of every student regardless of race, gender, background, or identity. This resolution makes clear that educational equity is not optional. It is the foundation of our mission. It also reaffirms that our classrooms must remain places of honesty and integrity. Teaching the full truth of our history. The triumphs triumphs and struggles is not a political act. It is an educational one. Our students deserve a curriculum that prepares them to
414think critically to understand diverse perspectives and to meet the challenges of a multicultural world with courage and compassion. Equally important, this resolution stands behind our educators. Teachers are trained professionals who must be trusted to their work. In an era where educators across the country are facing political attacks simply for teaching accurate history, LUSD will not waver. We will defend our teachers, respect the professional expertise, and ensure they have the freedom to teach California standards without fear of censorship or reprisal. This resolution also speaks to our unwavering commitment to anti-racism and diversity. Through cultural responsive teaching, professional development, and efforts to recruit and retain a diverse workforce, we strengthen not only our classrooms, but the bonds of understanding and respect across our communities. And finally, this is about the well-being of our students. We know that
415young people learn best in environments that are safe, welcoming, and supportive. By committing to traumainformed practices, equity reviews, and policies that dismantle systemic inequities, we are making clear that every student, especially those disproportionately impacted by injustice, has what they need to thrive. So I hope my colleagues here um that you will also support this resolution. A resolution that is both a declaration and a promise that LUSD unified will always stand for equity, for truth, for diversity and the and for the freedom to learn. Thank you very much. >> So well said. I couldn't have said it better, Rosio. Really. And this again is going to um enforce inclusive and culturally responsive education. And uh my quote will be when education is equitable the entire community wins. And thank you so much Sherlette. I want to
416be a co-sponsor if you if I may. Thank you. >> I just have a question. Um how how will we know that like this has been implemented? There's a few action items that I was curious about like review the curriculum, put in place practices that lead to a diverse workforce, review the discipline practices like do you imagine some sort of um like accountability metric here or because there's a lot in here. >> Hoping that we can get some tools that we can be able to check to see how the schools are doing in this way through as you mentioned some metrics checking off well are they doing this? How are they doing it? Is the school reflective in that uh with the standards that we already currently have in California? How are they adding up
417to that? Because some schools I know have been saying, do we teach the standard? Do we not teach the standard? So I think that is something that we have to definitely have a metric to to check and balance with. >> Mr. Yang. >> Yeah. But like board members before me have stated, you know, in a day and age like this with student needs under attack, I couldn't imagine a more perfect time to approve such a resolution. As the resolution accurately states, educational equity is not a zero sum game, but a way to elevate student priorities and create an equal playing field. By removing educational barriers, students can more easily climb socioeconomic ranks after graduating, equipped with the necessary resources, connections, and skills to succeed. One of my priorities and something that countless students have echoed
418with me is the importance of educational equity in the in the form of support in and outside of school, especially regarding curriculum and accurate representation. When students learn about role models who look like them, they can relate more and feel more empowered, motivated, and inspired. When students have community support in safe spaces, they are more likely to perform better academically and more willing to involve themselves with extracurriculars, applying their lived experience to create change. This has been proven time and time again in personal experience and from other student anecdotes. I support this resolution for the precedent it continues prioritizing student interests through an emphasis on diversity and differing perspectives. And I would like to co-sponsor >> Carla. I don't have much to say. It's great that you brought this forth. I support it and would
419like to co-sponsor it. >> Anyone else? Okay. All right. Mr. McClean. >> Okay. Let's vote on the amended resolution including the board 72 which we've already done. Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvin. >> Yes. >> Miss Prigo. >> Yes. >> Miss Gomez. >> Miss Ortiz Franklin. Yes. >> Uh, board presidentson. >> Yes. >> And student board member Yang. >> Yes. >> Okay. We have just one tab left. Tab 32. But before we get there, um, Miss Ggo, I have to collect your vote on tab two. That was textbook and instructional materials. >> Yes. >> All right. Thank you very much. Okay. Now, let's go to our final item. Tab 32. May I have a motion and a second to take it? >> Move it. >> Moved by board presidentson.
420>> Seconded by Mr. Melvin. Let's see if there's any public comment. Tab 32. There are two in-person commenters. Leti Gashian. Leti, are you here? And then Luis Sanchez, are you here? Luis Sanchez. Neither of those folks here. Um, this is on here because it was set for discussion or comment by someone. Does anyone have a discussion, comment, or question? >> I just have some questions. >> Sorry, it's late. Um, I just have some general questions about Prop 28 and I am I don't know who's going to answer. >> I have the team here. So, we have John Trey and Dr. Bias as well. >> Oh, Carla over there. Okay. >> All right. So, just um a few general questions about Prop 28 in terms of how the money should be spent. I understand there's a
421certain percentage that goes towards something and another percentage. Can you explain that to me? >> Hi everybody. Uh I'm Sarah Shioali, deputy budget director. Um so I think what you're referring to is uh what's commonly referred to as the 8020 rule. So within Prop 28 uh at the district level after three years are eclipsed for each entitlement we have to demonstrate that 80% of the expenditures are on labor. So that can include both positions as well as supplemental salaries. Um so that's one of the underlying rules around what we can spend that money on. >> Is that so when a school site gets their funding is does that same does that rule also apply to the school site? The school site uses our Prop 28 funds with 80% for salaries, 20% for supplements, you said
422supplementary materials. >> Um, so supplemental salaries would count towards the 80% but the 20% can go towards community partnerships, towards materials. Um, we while that is a requirement that is enforced at the district level through the audit, it is something we ask schools to comply with as well because if we don't do that, it's possible that everyone says, "Oh, someone else has got me covered and everyone comes just shy of it and then we're >> and then as a district level, we'll be off." >> So, we do hold schools to that. >> I see. And then does the law specify certificated versus classified for that 80%? It could be either. >> Absolutely. And then um can you give me some examples of when a school has purchased um a certificated um versus a classified or
423I should say a classified versus a certificated and why would they do that? >> Yeah, I think uh one of the uh biggest expenditures that we see under classified are are instructional aids. So particularly for the secondary sites, they have fairly sizable allocations and so as they're trying to spend those down, trying to make sure that they're reaching that 80% uh they're leveraging all the different options they have available to them. So they're bringing in those instructional aids to help round out the offerings they provide to >> and they're instructional aids in the arts department. >> Uh they are instructional aids that are supporting arts instruction. >> Yes. Okay. And then um how are schools allocated prop 28 funds like what is what is used to decide how much each school gets? >> Of course
424uh the state determines site level allocations. Uh so then we push out those funds during budget development. Now the problem that we have faced is that the state is not aligned to our timeline for when we push out those funds. So at each budget development, we provide an estimate of what we think their next year entitlement will be as well as uh a uh a projection of their current year carryover. So they have different pots to to be able to work with in order to be able to invest in those people. >> Okay. But is it based on enrollment? I guess that's what I wanted to know. So it's whatever the school uh enrollment is, that's how much money they get. Okay. And then um this particular report is for this past year 2425. >>
425Yes. >> All right. Okay. Thank you. >> Of course. >> Questions? Anyone? >> Okay. >> Clean. >> Okay. Let's vote on tab 32 having been moved and seconded. Uh Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvin. >> Yes. Miss Grigo, >> yes. >> Miss Gonomez, Miss Ortiz Franklin, >> yes. >> Board President Schmurson, >> yes. >> And student board member Yang. >> Yes. >> Okay, that concludes the business for the day. I believe we have an adjourning motion. >> Thank you. Uh, Mr. Nelson, I'd like to adjourn today's meeting in memory of Frank Baxter, uh, former uh, United States ambassador to Bolivia and philanthropist who passed away on July 15th at the age Uruguay, thank you, at the age of 88. He spent the last 30 plus years of his life
426in LA and our city has benefited greatly from his work in our communities over that time. He was a tireless advocate for education, equity, and the arts. was committed to improving the quality of education and expanding opportunities for lowincome and highnee students. And among his many professional, personal and philanthropic achievements, Frank served as chairman of the board of alliance for college ready public schools, after school allstars, um the LA Opera, LACMA, the I Have a Dream Foundation. Our deepest condolences go out to his family and loved ones, uh, his longtime wife and the love of his life, Kathy Baxter. And we're forever grateful for his immense legacy that will help, um, LA's kids thrive for generations to come. And on a personal note, in addition to his many civic and philanthropic accomp accomplishments, Frank was
427just the loveliest guy um, and such a mentor to so many and just the kindest, loveliest man. So, we will miss him. Uh, but his legacy will live on, so may his memory be for a blessing. his life definitely was. Thank you. >> Yes. My apologies I did not um inform you all. Um this is an adjourney motion in the name of the passing of Erica Hoffman. Um Erica Hoffman um was uh an employee and someone that we worked very closely with in the California School Board Association. Um many of us um um I know for sure Tanya and myself maybe Kelly as well um had the opportunity to work um with Erica um or travel with her also to Washington DC to discuss policy at directors and legislative committee meetings and enjoy her company
428over a good meal. Those memories were made possible because of Erica's work of at the California Schoolboard Association and they are sealed in our hearts because of Erica's presence and profound impact she made on each of us. Erica was a bright star in the education advocacy constellation and also Martha Alvarez worked with her. She was a steadfast advocate for children and trusted mentor who did not suffer fools gladly. um her unwavering commitment to public education over the past three decades left an indelible mark in on California's education landscape. From her tenure at the California Department of Education to her pivotal role at at CSBA, Erica stood out as an intelligent and passionate champion for students, especially the most vulnerable populations um including children with exceptional needs and those who rely on access to school-based health
429services. Her expertise on federal policy and funding issues will be particularly missed at the time when the federal education policy landscape is continuously evolving. Erica's legacy of service and her tireless pursuit of educational equity will continue to inspire all who follow her footsteps. Beyond her professional contributions, Erica will be remembered for her warmth, wit, and irresist irrepressible spirit. Whether it was a clever joke, a sharp political insight, or a shared laugh in the midst of diligent work, Erica had a remarkable ability to bring people together and remind us of the joy in our shared mission. Um, please know that our thoughts are with Erica's families, friends, and the entire education community as we mourn her loss and honor her extraordinary life. May we all carry forward her passion, her dedication, and her belief in the
430transformative power of public education. And this is I'm I'm reading from a letter that we all sent on behalf of the board. So with deepest sympathy, members of the LUSD board of education. So it's a letter that we sent on on our on our behalf. So thank you Tanya for helping work this out. Thank you. >> Okay, the meeting is adjourned. It's now 5:53 p.m. [Music]