April 8, 2025 - 11:00 AM Regular Board Meeting

001[Music] All right. Good morning. The time is now 11:03 on April 8th, 2025. Welcome to the regular meeting of the Los Angeles Unified School District Board of Education. I'm going to take role and then we will jump right into the pledge of allegiance. Miss Newell present. Dr. Rivas present. Mr. Meloinne here. Miss Grigo here. Miss Gonomez here. Miss Ortiz Franklin. Uh board president Schmelson present. And student board member Cortez Lopez present. Okay. So we'll go ahead and do the pledge of allegiance. If we could cue that video. The video is a little soft. So as we're speaking the pledge, we're going to focus on listening to the video as well. But it's uh the sound isn't isn't super high. So as soon as we get that going, I don't think this young man tells us

002to stand. So, let's go ahead and stand, please. I'm John and I'm in fifth grade. Thanks for the future. I pledge to the flag of the United States of America and to the republic um which stands one nation on it all individ. Thank you very much. That video comes from board district 1. All right, it's uh 11:04. We're right on time. Board President's reports. Uh, first we're going to go with labor partners. Uh, I believe Miss Nichols is out there and I would thank all of our labor partners for responding to the email that was sent out from my office requesting that labor partners keep their share to five minutes or less. So, Miss Nichols, that um I think I see you. Yes. Please come on up. Thank you. Don't rush. Don't rush. So, good

003morning, esteemed superintendent, board members. Wonderful to see all of you today. Uh, I am the proud and relentless president of Allah Teamsters Local 2010. And what I'm going to be sharing with you today are voices from the field regarding a very needed and a very important funding source and programs to schools that do have a direct impact uh with services to our students which is why we are all here to serve our students and ensure that we optimize their personal successes in each way that we can. So today I want to talk to you a little bit about ELO funds. I am getting a lot of emails and calls regarding these funding sources even though very appreciated because schools do require these funds to be able to provide services for students. But I wonder why

004there are these last minute decisions and expenditures that are being sent out to schools that were sent out in February, March, hundreds of thousands of dollars to be spent during a very small window of time. In addition, administration administrators are asked to write additional plans. Um, and why are we asking to write additional plans if we have a school plan for student achievement that it delineates our goals, objectives, our actions in order to ensure that we have a plan to increase student achievement and decrease educational gaps? Why are we asking folks to continue to write plans? That seems to be a practice in our district. you get money, you have to write a plan in order to be able to spend the money. So I ask you to please review, reconsider that and minimize double

005actions to decrease the workload at schools and begin to use the plan that takes a lot of time that ex explicitly speaks to the expenditures and the alignment of goals and needs to meet the goals for student achievement. In addition to that, there's great frustration with extra duty pay. We appreciate working in partnership with UTLA and our teachers who support these ELOP programs after school on Saturdays. We couldn't do the work without our teachers. I also want to remind you that administrators were teachers first. I was very proud teacher for 18 years before I moved out of the classroom and I loved it. So, we are teachers at heart, administrators. Teachers perform the service, they get paid, they get their hourly rate, as they should because they're professionals, no questions asked. For a principal, an

006administrator to get EDP, they have to fill out the extra duty pay form. And in addition to that, they have to now present additional documentation to justify the expenditures to the region with flyers and descriptions of the program and times and dates. I ask you to think of this practice as being is this fairing just? Is this showing professionalism to our folks? If there is a concern with extra duty pay, by all means, as a previous director of 10 years, you need to follow that up and you need to use progressive discipline because that's fraudulent. But let's presume good intentions and let's stop treating our administrators with such disrespect because that is disrespectful. Especially if I'm coming in on a Saturday and I'm putting that on the EDP form, that should be enough. But in

007order for my folks to get EDP, they have to jump through these hurdles because the EDP form is no longer enough. Elo funds are being put out very very late. It seems that the theme for ELO funds is we need to spend the money. the district needs to spend this money and it becomes this knee-jerk reaction and I ask myself why why the late notice where is the planning and foresight with the district leadership for its operational effectiveness and sustainable budget sustainability and budget folks I was a director in a community of schools for almost 11 years I was a principal for about that long that's 22 years if I ran my school in this form of a lack of foresight, operational management, and really negligent budgeting, I probably wouldn't be here with you today.

008And I ask the same accountability to this district. I thank you for listening to me today. and I ask you to reflect on ELO funds and how these are coming out and the questions that I asked so that we have shared accountability. Thank you. Thank you for your time. Are there any other labor partners here? No one reached out directly. Uh if there are, please let me know. Oh, there you are. Come on up and you'll have five minutes to speak once you begin from CSEA. Hi, welcome. Well, good morning, Grand Rising to everyone. Uh, Leticia Fox, chapter president, Los Angeles 500, California School Employees Association. Um, yeah, I would have set up in the front so you would have been able to see me much better, but all the seats in the front are

009reserved. We're coming up on May. May the third week in May is classified school employees week where we celebrate our classified employees. This year, as we had last year, we will be having coffee cake and coffee in the building on May 19th. That will be the first day of classified school employees week. Oh, and I I apologize. Uh good afternoon or good morning board president Schmeirlson, superintendent Carvalo, board members and guests on the dis. Um now I'm time now. So I just wanted to put that out. I don't want anyone to forget to make this a part of the board agenda for next month. um appreciating all classified employees and you may be having a special day board members with some classified employees and uh that would be great. I will also be sending to

010each board member our CSCA budget analysis at your budget retreat. I heard the uh CFO state that there has been an increase in classified hiring or there are a lot of classified employees. Teachers have gone down, student enrollment has gone down, but we have all of these classified employees. Um some of you who sit on the dis, you are classified employees. If your job does not actually require you to have a California teaching credential and that position doesn't, you are a classified employee. We will be celebrating you as well during classified school employees week. So let's not make a decision on the classified employees who are the workerbees that we have in a lot of our departments that are underst staffed and all come together to celebrate people who help children. Thank you. Thank you

011for your time. Are there any other labor partners here today? Please come on up. Announce uh well, I see it on your shirt. I don't know if the TV can see it. So, please announce who you're here for. And uh you'll have uh five minutes. Please go ahead. Thank you. Well, I would just recommend adjusting the mic so we can hear you. Perfect. All right. Um good afternoon board members. Uh my name is Henry. I'm a district intern and ELA teacher at Southeast High School. Um, I'm here because Georgia Flowers Lee um is yielding some of her time to me. Um, in December, my principal decided to submit my name uh for non-reelection as a district employee. I am here to ask you to resend and investigate my principal's decision as I believe it is

012discriminatory and biased against me as an openly transgender educator. As a district intern, sorry, I'm shaking. Is this I'm sorry. Is this a labor partners at the moment? Yes. From which Georgia Flowers Lee from UTLA. So this is the UTLA's time. Yes, that is what I was told. Okay, go for it. Just making sure. Okay. Yeah, got it. Um, as a district intern, being non-reelected means I will not receive my credential at the end of this year. And even with that at stake, my greatest concern right now is my students on my campus. I've raised repeated concerns about the hostility our trans and queer students face on campus. The principal has never followed up with me or the students about these concerns. Our school culture is not safe. It is not welcoming and I refuse

013to accept that as a reality. I am the only staff member on our campus who initiates advocacy for our queer students. For many of them, school is the only safe space. They need us to stand with them and empower them to stand for themselves. So, what do I tell my students when they ask me, "Henry, what's going to happen to us next year?" How do I tell them to trust their principal when the same person has disregarded my identity, misgendered, and deadnamed me, and raised his voice at me in front of another admin? If I, an openly queer adult, am not safe on campus, how can I assure my students that they will be safe? To be clear, this non-reelect is not about my ability to be an effective teacher. My principal has stated explicitly

014that his decision was not based on my past performance, but rather his judgment of my future potential. Of course, it's not my performance. My evals have always met standards. If I truly were ineffective, I wouldn't have all these letters of support from my community attesting to my work for equity and justice. Our students deserve quality education. They deserve safe spaces on campus, and they deserve adults who will advocate for them. I refuse to stop speaking for them. I refuse to be bullied into silence. I am asking you to reconsider the non-reelect and investigate the principal's lack of support for his queer educators and students. I'm asking you to show my students that you stand with them. I'm asking you to do the right thing not for me but for my students who have always always

015deserved better. Thank you. I yield the rest of my time to Miss Badour. Good morning board members. My name is Lennena Badur. I am the English department chair at Southeast High School and I am here to urge the board to resend the non-reelection of my colleague Henry. Since joining Southeast three years ago, Henry has demonstrated a deep passion for teaching and a commitment to improving our school culture. His guidance as a GSA adviser and HRDE liaison has helped our LGBTQ students feel heard, valued, and accepted. Over the last past two years, Henry has been a visible and very vocal advocate, empowering students to stand strong in their identities while also bringing to the attention of leadership the bullying and harassment of LGBTQ students on our campus. I believe the reason why I'm having to stand

016before you today is because of this advocacy for our students and his own trans visibility. Henry's dedication and commitment saw our GSA hold its first ever Pride event last June. This event brought together students, families, and local organizations, creating a powerful moment of solidarity and support for our students. However, there was one person who was visibly absent during this event. It is the very person who decided that Henry should no longer teach for LUSD, the principal. A person who refuses to acknowledge the work that Henry has done and continues to do to make our campus more inclusive. A person who has made no effort to address the incidences of harassment and bullying of our students. The only action he has taken is to try and silence their strongest advocate. While others may continue the work

017Henry started, it is his queer visibility and dedication that have made such a powerful impact on our campus. So I asked the board today, who will you listen to? the staff, parents, and students of Southeast High School, or the principal who has continuously failed to address harassment and bullying. I am again strongly urging you to reconsider the decision regarding Henry's non-reelection. His contributions to Southeast High School have been invaluable, and I believe his continued presence is essential to our community's continued growth. Without Henry on our campus, I fear that the progress we have made will be at risk. Thank you. Thank you for your time. Okay, that concludes labor partners for today. Um, do we have a uh we now go on to committee chair reports? Committee chairs. Um, so the first one up is

018committee of the whole. Dr. Rivas. Yes, thank you. Um, committee of the whole met on March 18, 2025. Uh, the committee heard a presentation titled California Teacher Pay, Decades of Falling Behind by Dr. Sylvia Allegretto who discussed a significant wage gap affecting teacher recruitment and retention in the state. Next uh we had a presentation from Rita Wern Randall Willis and um Steve Bagmanian and um Dr. Tony White presented on jazz in schools highlighting the program success in bringing free jazz education and performances to LA USD elementary students. Finally uh Dr. Francis Bayz presented on dual enrollment, dream it, achieve it, explaining how the program allows high schoolers to earn college credit, gain early access to higher education um pathways. Uh these presentations covered key issues of educator compensation, the importance of arts education, and expanding

019college access opportunities for students. The next committee of the whole meeting will be on Tuesday, April 22nd, which is also on Earth Day. Uh we hope to see you there um in person or online if you're streaming and public participation is always encouraged. Thank you. Thank you very much Dr. Rivas. Uh board member Melbourne facilities and procurement committee. Thank you, Mr. McClean. Uh the facilities and procurement committee met on March 18th. Uh we heard a brief update on the status of the district's housing initiative, including a contract we have before us today to move forward to the next phase of this work. uh um putting out RFPs for the initial nine properties that have been identified this coming summer. We then heard an update from the facilities team on the clearing and rebuilding plans for

020the Palisades school. As of last week, all three of the schools uh in the Palisades on district facilities have been fully cleared by the Army Corps of Engineers. An incredible milestone which came even earlier than expected. Um, in addition to the presentation before our committee, the team is currently hosting a series of town halls and webinars with the Palisades community uh to build consensus on the rebuild project, which I know will be coming to this board in the spring. The first of those community town halls is tomorrow evening uh for folks who are interested. Um, I really appreciate the facilities team for its presentations and the work to quickly plan for next steps in the Palisades. I also um just cuz she's here in the audience, but I want to acknowledge Dr. Dr. Deborah Bryant

021um formerly of region west who is now I think executive director of kind of fire recovery and rebuild and operations. So thank thank you to Dr. Bryant and to um Mr. Chait and his team as well. Um the committee also engaged in a discussion to elevate questions about our maintenance and operations processes with a focus on painting. Something we hear a lot from our schools. We identified a list of questions such as how is it determined to require multiple coats of paint? How are hours estimated? what happens when a project moves more quickly than planned, how employee benefits are build to offices and school sites. Uh, and the maintenance and operation team is going to return to the committee this month to share uh more and answer the questions that the committee had last month.

022Um, finally, we heard a brief update on the review being done to compare district construction costs and timing with other entities. This comparative study was previously one of the top recommendations coming from our committee last year. The report which is uh being put together by an independent firm MGT will be presented at our April meeting and we hope will provide avenues for the district to reduce costs and time of our construction project. So our next and final meeting for the year which will be a doozy given all the reports we'll have back will be uh on April 22nd. So thank you all. Thank you Mr. Meline and board member Grigo from curriculum and instruction committee. Thank you. Um, yes, the board's curriculum and instruction committee met on Thursday, March 20th at 5:00 p.m. This was

023the first meeting that I had the opportunity to chair. The committee learned about project-based learning where Dr. John Vladivvic, executive director of secondary instructional programs, presented on the topic. Dr. Vad Vladovik shared about the different approaches to PBL as well as how it is distinctly implemented at community schools, magnet schools, IB schools, and linked learning schools. The committee took a closer look into how PBL is incorporated into the academic experience of students specifically at community and IB schools. We also heard from Javier Guzman, CEO from Center for P Powerful Public Schools, who presented on how this organization is supporting community schools in act with actualizing PBL. Finally, the committee also learned about what tools are available for teachers to adapt PBL into the classrooms such as the available curated projects and the schooly courses for

024teachers. The committee shared thoughts on piloting PBL at priority schools to support enrollment and attendance schools. Additionally, the committee also expressed how crucial it is to give teachers time to train as well as autonomy for PBL planning. Our next curriculum and instruction committee meeting is scheduled for Wednesday, May 7th at 3:30. I hope you can join us. Thank you. Thank you very much. And let's see, uh Dr. Revas from Greening Schools and Climate Resilience Committee. Yes, thank you. Uh Greening Schools and Climate Resilience Committee met on March 26, 2025 to discuss crucial efforts surrounding school greening initiatives and climate resilience strategies. Chief Eco Sustainability Officer Christo Cressilio provided updates on the Eco Sustainability Office, including solar energy initiatives, the sustainability planning process, and climate literacy efforts. a panel featuring uh Fernando Choa, uh Jeremy Zidike,

025and Chris Ruck from SMARt. Uh and SMARTT stands for sheet metal, air, rail, and transportation. They call them uh they are also known as the HVAC Union. Um I'm sorry, lost my place. Uh presented on maintaining clean air, meeting climate goals and student achievement while file remediation recommendations emphasizing HVAC system maintenance for health and learning. uh post wildfire. Uh students and staff u also presented from Griffith Steam Magnet Middle School and Garfield High School share their cultivating growth the impact of mindful gardeners project detailing how school gardener gardens support student mental health and community engagement. The discussion highlighted the critical importance of clean air, a topic underscored by presentations and public comment, suggesting it remains a vital issue for ongoing board consideration. Insights from partners at SMART raise a key question for the district. How

026can it lead in prioritizing effective long-term clean air and HVAC solutions for students, particularly in the context of climate disaster recovery and future resilience? This is especially relevant considering today's board vote on air purifiers which is included in the um the month's board materials. The next green committee meeting is scheduled for Wednesday, May 28th at 4 p.m. Please join us. Thank you. Thank you, Dr. Revas and uh board member Ortiz Franklin, the school safety and climate committee. Thank you. The committee met on March 27th and looked at ITAR data, our incident reports over the last few years uh compared falltofall data and unfortunately we are seeing an increase in some student safety incidents, particularly fights and threats, some slight increases but decreases in drugs and weapons and so we wanted to hear from particular schools

027that were doing well closing um reducing some of those more violent incidents. So we heard from Pinewood Elementary and Burough's middle school who were seeing some good movement in their data and they shared a lot about their clear expectations, their deep relationships, their collaborative leadership and fun activities for kids to stay involved and uh make healthy choices throughout the day. Um we will have our last meeting on May 8th um where we will look at recommendations for the year and uh just want to make a reminder to folks this Friday our school experience survey closes. We do look at those uh results particularly the safety questions in the committee. Um, so lusd.orgtakethees. Thanks. Thank you, Mr. T Franklin. And do we have a student board member report? Thank you. I'm excited to share a few

028highlights from recent student engagement across LUSD. Uh, to begin uh between the dates March 24th and April 8th, the superintendent's advisory council and various advisory councils across the district has met to improve the reach of the student board member election. Over the past few weeks, we have successfully and are currently moving towards the end of our student board member election. And I not only want to take this moment to congratulate our incredible student leaders and finalists who participated not only as finalists, but as continuing the reach as student board member election takes importance. This election cycle was truly a celebration of student voice and civic engagement. and we are working towards our committee meeting on Saturday, April 12th, 2025. Not only to congratulate all the finalists, but also introduced uh our new elected student board

029member for the year 2025 2026. Many of our students also completed a project alongside the committee for the Young's men leadership conference where multiple schools engaged and visited with resources to uplift our students both academically and socially. And as part of the commitment to raising student voices, I also had the opportunity to work closely with students to promote civic engagement on a district-wide webinar with the family academy and the we are one team to empower students to see themselves as change makers. As we look towards the future in the family academy webinar, students and parents alike both deserve information to expand our know your rights workshop. And I look forward to seeing how my peers, the students can continue their efforts in leading this change on their campuses and in their homes as they empower

030themselves and equip themselves with more information for their families. Moving forward, I want to continue to build on this momentum to center youth voice in every decision we make, not only during the current student board member election, but every day we step onto campus. Thank you. Thank you very much for your time. Uh it's 11:30, so we're a little bit ahead of schedule. It might be a good time to take the consent calendar. Um let it decide what goes on the consent and what goes on the regular calendar. Um as a reminder for folks, consent calendar items are subject to the discussion, question or consent. So if you have a comment or a question, would like discussion, it comes off of consent for a full regular vote. or if you'd like it to go on

031consent and do not have a comment nor a question, it will go on the consent calendar on a unified calendar for a single vote. It's a procedural mechanism that boards like this use to promote efficiency in the business operations of this business meeting. So, I'll what I'll do is I'll call a tab number. I'll briefly describe it and then the board members will indicate whether or not they would like it to go on consent or not. All right. And then uh when Dr. Revas comes back, she can let us know where she would like some of the items to fall if uh if she has some opinions. All right. Tab two. Uh California Department of Education's trans transitional kindergarten qualification requirements. Okay. Questions and comments. Tab three, LUSD expanded learning opportunities program plan update. Questions?

032questions and comments. Who is that? Uh, Miss Tab four, Golden State Pathways Program Grants. Uh, tab five, we can work contract with the California Department of Rehabilitation. Tab six, official LA USD land acknowledgement. I believe we have um some activity and presentation with this, so it doesn't make so much sense to have it on consent. Okay. Tab seven cannot be on consent. Uh tab eight, donations of money to the district. Tab nine, define and approve four projects to provide critical replacements and upgrades of uh school building site systems. Consent. Consent. Tab 10, define and approve the lame street education center outdoor classroom. Consent. Consent. Tab 11. Approve an amendment to the facility services division strategic execution plan to redefine the Bell High School classroom replacement project. Consent. Consent. Tab 12. Define and approve the Verdugo

033Hills School new baseball scoreboard project. Consent. Consent. Tab 13. Define and approve 22 board district priority and region priority projects and amend the facilities services division strategic execution plan to incorporate therein. Consent. Tab 14. Adoption of resolution authorizing filing of applications for state allocation board administered programs. Consent. Consent. Tab 15 home to school transportation reimbursement. Questions. Questions. Tab 16, provisional internship permits consent. Tab 17, approval of routine personnel actions. Questions though beyond discussion. Tab 18, approval of non-rine personnel action. Consent. Tab 19, report of cash dispersements. Consent. Consent. Tab 20, approval of procurement actions. Question. Question. So that will be on discussion. So um can I just write down? So we have board presidentson, Miss Grigo, and who else? Okay. Uh tab 21, approval of facilities contract actions. Consent. Welcome friends. just come on, sit

034down. If there's space, please take it. Was that a No, I was just I mentioned earlier in my report that we're taking up the housing consultant, which is one of those things, so I don't need to make another comment there, but I'll note that's one of the contracts that I'm excited about. Okay, great. Thank you, sir. So, consent 22. Uh, integrated pest management team approval. Consent. Consent. All right. Board member resolutions for action. Creating a more friendly user LA USD by digitizing district processes noticed on March 11th, 2025. Yes. Consent quick comment comment also. We'll do an up we'll do discussion because there'll be an updated reszo with some timeline additions. Okay, great. So uh and then we'll do some comments. So discussion on 23. Great. 23 is discussion. Thank you sir. I see 24.

035We have a time certain and a waiver of board rule 72 which will be coming up very shortly. So it doesn't it will be bas it will be on discussion. Let's see Earth Day 2025 strengthening climate resilience and sustainability also with a waiver of board rule 72. Dis did you did I hear discussion? Yeah. Okay. Discussion. Tab 26, Denim Day, 2025, raising our voices against sexual violence, also with the waiver of board rule 72. Consent. Consent. Let's see. Tab 27, mandated supporting child abuse awareness, safety, and equity waiver of board rule 72. Also, super brief comment, but it can stay on consent. Okay. Super brief comment. Okay. All right. Then we have um 28 which is just an initial announcement and then we have a public hearing for tab 29. Um and then we will

036have that can go on consent. We'll just have to hear hear the statements and everything before we go on to consent. Does anyone have a feeling about tab 29? I'm hearing consent is what I'm hearing. All right. Tab 30, report of correspondence. Uh tab 31, minutes for board approval. Consent. And then another um resolution for announcement. And I'll read through what we have. Let me just take 25 off discussion. I won't need it. Okay. 25 on to consent. Correct. All right. We're going to check my work and then um move forward with public comment until we're ready for the time certain. All right. Tab two, three, and four I have as discussion. Tab five I have is consent. Tabs six and so discussion. All right. So uh six discussion, seven discussion and then I have

037tabs 8 9 10 11 12 13 and 14 for consent. Uh tab 15 discussion tab 16 consent. Tab 17 discussion. Tabs 18 and consent. Tab 20 discussion. Tabs 21 and 22 consent. Uh tab 23 I have as discussion 24 discussion 25 consent 26 and 27 consent 27 having a super brief comment by board member Ortiz Franklin and then uh we have 29 30 and 31 on consent. [Applause] All right. So, we have about 7 minutes before we have to proceed for our time certain. U it might be a great use of our time to begin taking whatever public comment is available on those items that have been marked for consent. I'm looking through our list of public comment folks so I can see which which items that are on consent actually have public comment. Okay.

038So the first consent item with public comment is tab 22 for the integrated pest management team for report. Those all those comments appear to be remote and I will call on Sandra Schubert first. Sandra Schubert, are you on the line? Sandra Schubert, are you in the room? I don't have you on the line, nor in the room. So, we'll just go to the next person. I have Miss Robina Sule on the line. Robena Sule, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Roina Su. Hi, good morning. My name is Rebina Su. I'm the executive director of California Safe Schools and the co-coordinator of the Los Angeles Environmental Justice Network. 27 years ago, almost to the day, my six-year-old son was walking into his elementary school when

039an LA Unified school gardener unfortunately and accidentally sprayed him with highly toxic pesticides. Unfortunately, suffered a severe asthma attack as the result of inhaling these toxic chemicals. Unfortunately, I was nearby in a carpool lane and witnessed the event and got him emergency care and thankfully he recovered. Clearly, again, it was an accident, no latigious motive, but he was concerned and he kept asking me if it was going to happen again, not only to him, but to any of his friends or teachers. And I told him without knowing really what the future would hold, that it would not. And fortunately, at the time, there was a very progressive LA Unified School Board and they agreed. And after one year of convening a a group to meet with parents, teachers, district staff, and really highlighting UTLA 10th

040and 31st district PTSA, and medical experts after that one year of everyone meeting together, the LA Unified School Board unanimously adopted the most protective pesticide policy in the nation for schools. It led to California legislation, the Healthy Schools Act, an Assembly Bill AB405 authored by the late Assembly Member Cindy Montine, sponsored by our organization. Today, it's become a national and international model for school districts and communities due to its foundational elements of the precautionary principle right to know and this diverse 15 member IPM oversight team. We appreciate the long- awaited confirmation of the diverse IPM team members today and we look forward to continued open and transparent discussion and respectfully request the assistance of the board in providing team members with a copy of any version of this revised proposed revised IPM manual and request

041that any formal or informal requests that were made through public record act request or Thank you so much for your time. Please be We appreciate your time. Thank you. Okay, Mary Z, I see you're on the line. Mary Z, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Mary Z Mary Zach, please press star six to unmute yourself and you'll have two minutes to speak once you begin. I see you're on the line with us. Mary Zachk, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Okay, we're going to have to come back to you later. I'll call on the remaining folks. Uh, someone identified as Mrs. Lee, are you on the line? Mrs. Lee, please press star six

042to unmute yourself and you'll have two minutes to speak once you begin. Mrs. Lee. Okay. Mrs. Lee is not here. Are you in the room, Mrs. Lee, to speak on IPM? She is not. We'll take um one more attempt with Mary Z. Mary Zach, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Okay, I think it worked this time. Am I am I unmuted? I can hear you perfectly. Please be sure to speak up into your device and you'll have two minutes to speak once you begin. Thank you so much and thank you for the opportunity to speak today. I want to take just a moment to recognize this long- aaited approval of the IPM team. An very positive and encouraging step forward team represents an outstanding

043model of a proactive approach to ensuring the safety of students and school communities. Over the past two years, these dedicated individuals, especially those volunteering their time, have shown their commitment by attending meetings and patiently awaiting progress despite all the delays. And their persistence speaks volumes to how deeply this issue matters. There's now an opportunity for true collaboration and dialogue to address the outstanding issues, policy and procedures manual and the district's intention for the second ad hoc committee. Both of which were meant to resolve the concerns of the 2022 inspector general's audit and in the report were promised to be resolved by January 1st, 2023, nearly two years ago. It's time to move forward with cooperation and transparency. Transparency to uphold a policy that only brings benefit to the district, to its students and school communities.

044I hope the board will give its attention to these outstanding matters. Thank you so very much. We are so thrilled to have the IPM team approved. Thank you. Thank you very much for your time. That concludes public comment on tab 22 and we are now right on time for our time certain of 11:45. Uh Dr. Rivas, the floor is yours. Thank you so much uh Mr. McClean. Well um still good morning. Good morning um colleagues and uh beautiful community here present. Today I have the distinct honor of introducing a resolution that uplifts the legacy of one of the most powerful voices in the fight for labor rights, social justice, and dignity. The beautiful Dolores [Applause] Werta. As a lifelong organizer, educator, and civil rights leader, Dolores Wuerta has never stopped fighting to empower communities that

045have long been silenced and sidelined. From co-founding the United Farm Workers to creating Dolores Wuerta Foundation to inspiring the world with the rallying cry of Cisol Wuerta has championed equity, civic participation and educational justice for generations and future generations to come. This resolution honors her incredible contributions and officially declares April 10th her birthday as the Lores Werta Day the Los Angeles Unified School District be before we begin I'd like us to take a moment to reflect on her legacy which is a long legacy and a brief three-minute video. And of course, this threeinut video does not do justice to her entire lifetime here um on Earth with her fight for social justice and so much more. But um we wanted to at least, you know, provide something that captures her lifelong work and her continuing

046impact on students and communities. Dolores led a lifetime of fighting for workers rights and social justice whose work has been captured in a documentary titled Dolores which we encourage everyone to see. So, as you will see in this video, it it's the beginning of her of this documentary, but it distinctly captures the essence and the fight that she has had to endure as a woman of color, as a chana, in the face of so many isms, sexism, racism, patriarchy, and so much more. She has faced it headon, and she has showed us what courage and strength is all about. So, cue in the video, please. [Music] While the Reverend Martin Luther King Jr. was leading the charge in the South, one California woman was fighting on the front lines for workers rights. And while her

047name's rarely mentioned in the history books, she may just be the most vocal activist you've never heard of. Come on, brothers. We are waiting for you. Dolores helped lead a worldwide grape boycott that forced growers to agree to some of the country's first farmworker contracts. [Applause] She's the first general that I followed into war. The workers are on the right. Dolores, who is an old friend of mine. What she is, she's an insult to the farm worker. Why are the growers in the team so against her because they're threatened? We never given up. Dolores is an icon. Dolores has said Republicans hate Latinos. She also writes, "The alternative to capitalism is democratic socialism. She's not afraid to speak truth to power." She's a clown. We thank you for all you have done and all you

048still do to promote the dignity and human rights of America's family. She's a civil rights hero. She's been beaten up and she's gone to jail. She's a very volatile individual. We always like to say that we didn't cross the border. The border cross does. The FBI knew how dangerous Dolores was. Conservatives on the Texas Board of Education removed the legendary farmworker organizer Dolores Wua from the state social studies curriculum. I got to tell you, I never heard of this woman. We really kind of set the record straight. I mean, women cannot be written out of history. Her fierceness, her advocacy and her passion is what makes us and reminds us that we are the change that we can advocate for what we believe in and ensure that there is change in the world in our

049education and most importantly in our communities. One example of how her story has driven me to uplift my community is when I organized voter registration drives at my school. Her legacy will continue to push me and many others to serve our community. We appreciate your activism and strength to be overcome obstacles because in the end thank you Dolores Hera for inspiring me to make a difference in my community and showing me that heroes can and do look like me. Happy birthday. [Music] Thank you. I am I am I am so deeply moved and I'm sure every single one of you here present by the power of her story and I'm proud to say that here in LA USD we're actively building the next generation of change makers inspired by her legacy. Now I'd like to

050invite special speakers to provide some remarks. Uh, first I'd like to invite um Mr. David Goldberg to speak um as we welcome as he comes up to the podium. I'd like to say that um he David Goldberg is a proud LUSD teacher and longtime labor advocate currently serving as president of the California Teachers Association. David is a passionate champion for culture responsive education and grassroots organizing. David, thank you. Thank you. I just want to um I think whenever you talk about an activist who has made famous slogans, it's nice to talk in slogans. And I think the slogans that mostly when I think of you Dolores is um that you can't lead the people if you don't love the people. and the love that you show everyone in all places from striking workers yesterday on

051a hunger strike to students I know in your foundation in Bakersfield educational justice to everyone to your children who I had the privilege of growing up with every year at summer camps and learning from them um that love that you show so when people say we don't I don't even know who she is it doesn't matter the people who do know who you are and should know who you are know who you and they know what your love means. And so I really want to honor you the way you have shown so much love to everyone but especially the most vulnerable people in our society. And the second thing I want to really slogan is uh when you dare to struggle, you dare to win. And in these times when it's so much um stopping

052us, so much fear, your ability to get out there and continue to struggle, to continue to dare to struggle and to dare to win that you know that you we don't win if we don't actually dare to struggle. And the way you model that for so many generations of people is just something that'll forever I drive by your house. One of those murals is right down the street and I drive by right by my house. I see your mural most days and just gives me that's what it reminds me of and the honor I'm so honored to be able to share with you and honor you on this day. So, thank you. Thank you for your decades and decades of really modeling that for us all. Thank you. Thank you, David. Next, I'd like to

053invite Miss Sarah Bradshaw, a dedicated education champion who holds over two decades of experience in public education leadership, political campaigns, and education management. Her background includes roles in change management, labor relations, and strategic communications. And she has a special special relationship to Dolores. Go ahead, Sarah. Well, it's just that I worship the woman, but So Dolores and I have adjacent birthdays, but I'll leave that aside. So I wrote a speech. Um, in 1985, I embarked on a teacher training program in Massachusetts. I had to walk to elementary school in the snow at 7 a.m. While the school was not uphill in both directions, I learned within three days that teaching was not a lifestyle I could withstand. Sorry, David. Um, the wonderful woman we are here to honor today lasted as a California public school

054teacher a year. She left the worthy profession for far greater reasons than mine. I couldn't wake up. Um, so Miss Dolores Wera left so that she might reach even more than those in her classroom. She had an entire world to teach. It was my honor to meet Dolores Wera and Cesar Chavez while working for a union in the early 90s. Little did I know that I would be blessed with this woman in my life for the next 35 years. Thus, I refer to her with love and respect as Dolores and occasionally as Big D. I have also come to have tremendous respect for her family that helps make her available to us. You know who you are. Yes. While I'm aging myself, did I mention that the year Dolores was born, the chocolate chip cookie,

055and car radios were invented? Since that happy day 95 years ago tomorrow, Dolores is bringing joy, compassion, love, healing, organizing, hope, faith, strength, persistence, and a whole lot of moxy to millions around the world. I'll not forget the day a young woman walked up to her in San Diego, pulled up her sleeve and showed Dolores a cece pu tattoo on her forearm. So Dolores is the hardest working 95year-old ever. This is her after she was told a couple years ago, you got to slow your roll. Yeah. Um in New England there are many buildings with signs out front that say George Washington slept here. I dare say Dolores has slept in every Union hotel in California. There are cars that should have placards that say, "I drove Dolores." Yes. Yes. For as much time as

056she spends on the road to Bakersfield, there should be a Huerta Highway. As it turns out, there's actually a section of road in Fort Worth named after you. Um, there are not enough honors we can give this humble woman. The reason I mentioned chocolate chip cookies and car radios, Dolores reminds me of all the lovely things about a warm dessert and just homemade and made with love. And then man, that woman loves to dance and sing and is good at it. Thank you board member Rivas and fellow board members for this opportunity and your fellow board members for this opportunity to thank Miss Loris Wera for all she has done. She is a leader in all human rights, women's rights, civil rights, LGBTQ rights, whatever you got rights, she's doing it at 95. So, I'll

057wrap up with that. Dolores, I'm honored to be your lucky charm. And um David, if you would, can you make her an honorary teacher? Yes. And then um just a final ceue big D. Thank you Sarah very much. Now I am more honored to introduce the goddess herself, Diana Diaz, founder of the goddess Mercado and K me, a school counselor at Esteban Torres High School and a community builder who lives the values of Dolores Wuerta. the uh has long stood forward with which is economic justice, youth empowerment and grassroots leadership. Diana was also appointed 2023 commissioner for the commission of women by council um board supervisor Solis and woman of the year representing district 1. So here she is. Go ahead Diana. Thank you. Thank you Dr. Rosio Ribbas and school board for inviting me

058to speak about uh one of an amazing inspirational woman. I wanted to let you know that before I came, I um I pulled my students at at Estan Torres and I asked them, "Do you guys know who Dolores Wart is?" And one student asks me, "What grade is she in?" And another student asked me, "Um, who's our advisory teacher?" And another student asked me, "She sings rancheras, right?" And finally was, "I know, I know, miss. She's married to that famous boxer, right? And in pulling the students at my school on my campus this week, I learned that Dolores work efforts are not as well known by our students, by a new generation. I didn't learn about her till I was in college in Chico Studies 101. There is a school named after her, but there

059are no local streets named after her yet. Although she was one of the most adamant feminists and change agents who fought the pervasive racism that was common in mid 20th century, her efforts right her efforts are not celebrated as highly as her male peers. Dolores Werta modeled equitable behavior and respect for her work even before it was a social concept. Because of this proclamation by lu by the school board students will now learn that Dolores Werta once said there are the condition there are the conditions that exist but you don't have to accept these conditions we have the power to change them change was a core belief of Dolores who used her education and teaching experience to inform her activist work I remember the novas campaign and although it was um famously lasted 5 years.

060It ended with the gains for the farm workers that secured new labor policies, health insurance, and pension. Man, some of those are my family. Thank you, Dolores. Popular history communicates that men transformed the US labor movement. Missing from the popular version of history is the efforts of women like Dolores Werta. celebrating her birthday this week on April 10th for her 94th birthday, Felis Complanos. It is important because she dedicated over 70 years to civil rights and social justice for marginalized communities, making her living making her a living icon of the American civil rights movement. So lores do so visibility has increased tolerance, empowerment and confidence in the students that I'm working with. Please remember that when our national leaders communicate their desire to eliminate equity and inclusion efforts in our schools, it is effectively erasing

061the efforts of all civil rights leaders, including Dolores. And we can't let that happen. I ask you today to remember that when regressive policies come to the forefront of discussion in LA USD and people tell you that you cannot fight against it, I'm going to remind you what she said when a labor activist in Arizona told Dolores, "We can't do that here." She famously replied, "Yes, we can." Cue Dolores, thank you for your leadership, advocacy, inspiration, and empowerment. You inspire not just women but entire communities, world leaders, our superintendent and our board members and everyone in LAD including me. Thank you Rosilio Ree Dr. Rosio Rivas and school board for proclaiming this day as Dolores Wuerta. And I know that for years to come, our educators will read books, poems, tell stories about Dolores Wuerta,

062assign research projects that will lead to discussions about labor rights, gender equality, civil activism, and maybe they'll even break a piata. Thank you. Thank you so much, Diana. Um, lastly, we have one more speaker. Um, I'm pleased to introduce Raphael Rodriguez, a dedicated teacher at Mariana Elementary School. Raphael, um, I I would like to say a few words. Um, Don is truth. I'm a school teacher and I'm not always um have time to write words down. Um, but I have a dubious distinction of being the son-in-law of Dolores. And with this distinction, it comes a lot of um work, homework, you know, and my principal could see sometimes I'm and I was joking that one of these days I'm going to retire and just teach because on weekends sometimes I'm out there working the line

063as a union member, you know, doing the work that we have to do and to be lead by an example. And to me, Dolores has been one of the greatest examples of of course beyond my mom, you know, but she's my other mother. And to me to be part of her family is to be part of that legacy. And when I see the videos like the video that we showed in the beginning, um everything it's just like a bunch of memories for us. But I remember this. I always remember this is Dolores, she started as a school teacher. A lot of people like a lot of people they said a lot of that but a lot of times we forget that the struggles that we as teachers are here for is to make a better

064environment make a better community for our children you know when these trying times you know I tell my students you know they say well what will happen I says I will protect you to the very end and that's what we do as teachers and that's what the Lord has did when she took all that time to walk out on the strikes you know literally you know taking that suffering for the people, you know, and and I remember that every day, you know, and you know, that spirit of cis weather to me is also in my classroom because to me when I remember that my legacy is her legacy, that legacy of that me a child of a farm worker can be a school teacher, you know, that legacy of that us we can we can

065strive for greatness and that greatness, you know, there's no other living legend example than Dolores, you know, and like I said, she's my mother-in-law. A lot of the time she asks me, she'll say, "Well, what do you think about this educational item, you know, whatever topic?" And I and so she'll call me like, "Okay, this this and that." And I'll say, "Okay, well, this is what I've heard." And this is, "Okay, thank you." you and I feel like well that's like um it's kind of a big burden to be honest you know but you know I do this and we do this with love you know and to me that I'm here supporting you know my family supporting my um my mother-in-law supporting my school you know it was beautiful to see our children singing

066um going sisa you know and to me like you ask any students in our school they all know who she is be honest yeah there's a big mural that you saw in the beginning of that big mural and and that mural we did it all in one month. And when we put it up there, um our um our principal, Miss Vargas, she's somewhere in the back hiding because she's, you know, she's she's humble. But anyhow, when when when they when they talked about doing the mural, she says, "Okay, I want to do this mural." She's like she's like, "But as one big ask." I'm like, "Yeah, sure." She's like, "Well, we want to put your mother-in-law on there like" and she's like, "Um, we're doing that." And it's like and it's like, "I hope you

067don't think like like it's a big whatever." And I was like, "Oh, yeah, let's do it." You know, and to me as a school teacher, I'll be there for how many years I'm going to be there, but those legacies will continue because everybody's going to ask going to say, "Well, who's the Lord?" And they're going to say, "Well, this is who she is." You know, she is an labor activist. She's a mother. You know, my my sister-in-law right there, Wana Wanita, you know, she's a grandmother. She's a great grandmother. She's all these things to us, you know, but to everybody else, she's also, you know, somebody who's out there to fight for LGBTQ LGBTQ rights. She's out there fighting for immigrant rights. She's out there um um my son has been had the distinction of

068watching his his his grandma get arrested, you know, fighting for workers, you know, and and everybody else would be like, "Oh my god, grandma's getting arrested." He's like, "Hi, grandma." you know, and that's our history, you know, and and like I said, it's a privilege and and sometimes it's a dream, but that dream is and the dream is the dream of Dolores and we carry it on for our children, for our students and for the for our students students. And one day, one of our children that are sitting in our classrooms will be in front of the classroom and continue this legacy and they'll ask, "Well, who was the Lord?" And they'll say, "Well, where did she begin this struggle?" He'll say, you know, start over there in Boil Heights in the CSO, you know,

069start it over there in the fields of Deleno, you know, start in there in the fields of, you know, of all over, you know, and this will continue. So, thank you and is very uh humble, but he has been a teacher for 26 years in both South and East LA. So want to mention that. Um and he's always been elevating to his students to reach the potential in the spirit of Cis Bu. So wanted to mention that. Um so thank you Rafael. Now I'd like to acknowledge some special guests who are in the audience who have gathered here today to both welcome Dolores Los Angeles and to honor her legacy. We have Estephanie Casteda who is board president uh a board of trustees at Sentinel Valley Union High School District. We also have Miss Lures

070Garcia, secretary treasure of Teamsters Local 572 and Miss Vanessa Arao, president CEO of Alliance for a Better Community. So, I thank all of you and all of our special guests. We have Ace Ace members as well. So, I I thank you for being here. Uh we're grateful to have you present showing your support for Dolesa and her story, contributions to our communities. And I want to share um a quote that is very meaningful to me. many quotes of Miss Dolores Wuerta. She says, "We must use our lives to make the world a better place to live, not just to to acquire things. That is what we are put on earth for." So now, the moment we've all been waiting for. Please join me in welcoming the incomp incomparable Dolores Werta, organizer, educator, co-founder of the

071United Farm Workers, and a lifelong defender of justice. [Music] [Applause] Uh thank you so very very much. Uh I do u thank you for all of the speakers that spoke and uh I am so grateful uh for this recognition and especially coming uh from this board of education right here. Uh we know that education is under attack right now. And uh I do believe that education is going to be the savior of our country. The foundation of our democracy is education. that we know that uh in in all of the things that people have to teach that we've got to make sure that we have civics. You know, I remember being in the when I was in the third grade. I remember reading about the Bill of Rights and I remember how proud I was

072that this was our country, the United States of America, and we had these basic basic rights. And yet we see today that many people graduate from even college and they do not know the legislative process. They do not know how government works. So, I think we've got to work really, really hard that we get civics back into our schools and that students participate even in elementary school like myself uh to understand how important it is for them to participate in voting. You that's so important. I know uh in in Santa Ana here uh in Los Angeles County, the kids there, I guess it's Orange County, the kids actually they have a kamata, but they go to the nearest college campus and they have little caps on them that have the year that they're going to

073graduate and then after they march, they get to vote. They get to vote for Donald Duck or Mickey Mouse or Minnie Mouse to the person that they want, but they start knowing about that ballot, how important it is. And of course, we also have to have labor studies because the foundation again of our democracy are working people. This is the foundation of our democracy are working people. And yes, we've got to have women's studies and gender studies. So that kids know in elementary school, yeah, we have a third sex. We have a third sex. And they know. And then little boys have to know that little girls are uh actually as smart as they are, you know, and and that they can also be leaders and and we teach children these things at the very

074very young age, you know, then they know they understand the importance of working people. They understand the importance of the environment, why we have to save the environment, so many things. And when I say this, I know that teachers are burdened. you have so much to teach. You don't have time to go into the community even though the community needs your leadership so desperately, you know. Uh so I I just want to wish all of you the best. I'm very very glita uh who was here with me was also a teacher for 14 years. Okay, for 14 years. and and my foundation, the Dolores Foundation, uh we also are working on educational issues. We're trying to stop the school to prison pipeline. Yeah. And uh one of one of my board members is here with

075me right now, Jamila Can Guerrero. Jamila. Jamila teaches at East LA College and uh she teaches people who are uh hard of hearing. You might say, or am I saying that right, Jamie? Deaf. Deaf. deaf children. Okay. Now, she's a she's a she's a teacher there and uh you know this these are so we have all of these other people and we know at the same time that all of the the money that we need for education is being cut you know so we have a hard uh a hard road ahead of us. We have a hard road ahead ahead of us and uh so we all have to keep working together and making sure we get the kind of community support that we need for education. uh because as I said before this is

076the savior of our democracy. The only reason we are in trouble right now in the United States of America is because we do have uh so many people that are ignorant and they are not educated and they do not know our history that the history of our country uh trying to uh finally Eliminate the legacy of slavery. And there's one more thing that I would really love that we could somehow uh make it mandatory that in every school especially in elementary school that we teach children that we are one human race and that we are homo sapiens right and that our human race came from Africa. Yeah. I one big I think one big way that we can get rid of racism once and for all is if people understand that we are all Africans,

077okay, of different shades and colors. That's right. And if we can cheat and you know and when I when I speak to groups uh I I say this every chance that I possibly can and I remember saying this to a group of children here in lo a couple of times here in Los Angeles and the children actually they got up from their seats. They ran towards each other and started hugging each other. They started hugging each other. So if we can just, you know, plant that seed early on and that's one way that we can eliminate racism once and for all. And so again, I just want to thank you. Thank you for giving me all this time. Thank you for this wonderful recognition. And we have to go forward and continue to, you know,

078to work and fight and make sure that our education and uh uh boundaries are are unlimited and that we can get all of the help that we can because again, education is the savior of our democracy. Gracias. Thank you very much for this great honor. [Applause] X7. [Applause] Woo. Uh, this is not over yet. So, hold on one second. Okay. I just bear with us, okay? Because there's only one time that we have this such a legendary uh visionary here uh before us. I just want to mention that we have, as I mentioned, our other dignitaries that are here. Um, they also have some some something special to give you. Uh before I give you what I want to give you specially from the board, we have Sentinel Valley Union High School District and County

079Central Committee on um school district organization board member Stephanie Casteda who has her own uh proclamation she wants to present. We also have Sonic Santa Monica Malibu um Unified School District board president Jennifer Smith. Um also CSBA delegate Alicia McNano and board member Maria Leon Vasquez from um Malibu, Santa Monica, and Lynwood School uh unified school board member and CSBA director at large who serves as me uh Dr. Alma Castro who are here who also want to present you with with their own um proclamation. So, I don't know if y'all want to come forward and present her with that. You go ahead. Yeah. Thank you. Thank you so much for giving us an opportunity um for So, we also have Mosa Beach City Unified School Board member Maggie Bo Monica. Go ahead. Go ahead. Sorry.

080Make sure we have time for a picture. Yes. Yeah. One, two, three. Okay. So, while they're taking their picture real quick, um we will have public comment right after they finish their picture. Is that okay? There's a couple of procedural items. Sorry. One is there is a there is an existing friendly amendment I believe that we we need to hear before the um public comment happens and then there will be a vote and then we will all celebrate. Okay. So we have a friendly amendments to the uh resolution which have been um um shared with everyone. It's in the second page just adding what's there in red. So I accept the friendly amendment. Okay, great. So the amendments are on the second page of the resolution. They're available both in the back and online if

081you would like to review them. Um uh are there any objections to the friendly amendment? Everybody happy about it? Outstanding. And now we'll hear uh public comment. We have eight folks who signed up to speak. uh for us today. So when I read your name, uh please come on up to the podium and you'll have two minutes to speak once you begin. Uh Carlos Montes. Carlos Montes, are you here? Yes. I think there you are. Uh you'll have two minutes to speak once you begin, sir. Thank you so much. Hola. Hola. Dolores Dolores. Oh, okay. Yes. Carlos Montes with Centro Cso. We have the honor and the privilege that Dolores Werta started with Centro Cso, right? And you continue to inspire the young folks in CSO. They're in their 20s and the 30s. I'm the

082older one. I'm called an elder now. I'm 78. You inspire me. You know, you're in the 90s. I'm in the 70s. If you could do it, I could do it. Our young people can do it. Right. See, and and believe it or not, there are people in our community. Oh, I know. See, Carlos say, "No, but you know, all time did it. You could do it." So, you inspire the the m the mother, the young people, and and also you are a great organizer. You've organized me. I met you at at a at a at a airport somewhere. We were we were changing jets, you know. I was going to Chicago. I think you were going to New York. I ran into you and I asked you for advice and you sat there giving me

083advice about organizing different issues. Then I said, "Hey, wait a minute. Your plane's going to leave. You almost you almost missed your plane. You had to get up and go, right?" And and you know, awesome. You know, I'm from the 60s also. So, we were there with you in the boycott and everything. We were young toughs militants, right? stopped the boycott. You know, we went down to the central market and started knocking down the great cases, right? You say, "Oh, wait a minute. We shouldn't be doing that." You know, Fred, no, we're nonviolent. Oh, okay. Well, how are we going to do the boy, right? But, you know, we were there with you in the black liberation movement, the labor movement, and you continue to inspire the new central CSO that continues to advocate and

084fight for public education against privatization. We're also the only ones that denounce the East LA sheriff killings of our young men. Today in the board of supervisors, there's a motion to approve the settlement for the killing of a young Anthony Vargas in the Maravia project by the sheriffs. Right. It's today finally, you know, uh Hilda Solis is presenting it. So, in closing, you're a great organizer. You're a great inspiration. Mad gracias and thank you for inspiring a whole generation of the whole world. Right. Thank you very much, Mr. Gracias. Your time, sir. Nicole Fefferman, are you here? Nicole, she started the CSO. She started to see us. Okay, Miss Fefferman, come on up. You'll have two minutes to speak once you begin. Hi, my name is Nicole Fefferman. I'm an LA USD parent, teacher, and

085co-founder of the group Parent Supporting Teachers. And I'm grateful to be able to speak here today in support of Dr. Dr. Rivas's resolution celebrating this American icon, Mesta Auerta. Um, in high school, students learn some really hard history that can weigh heavily on their shoulders. And to support students, I frame our US history studies as a national journey attempting to realize the American ideals of equality, freedom, rights, opportunity, and democracy. And our classroom work is to assess the journey towards achieving these ideals and how those of us today can move our nation closer to these ideals because we're a people constantly striving to be a more perfect union. And Maestro Werta is an exemplar for our students experiencing today's economic, political, and social landscape while struggling to make certain that our American ideals are not

086ignored or violated. She isn't a great man who alone changed the course of history. She's a teacher. She's an organizer who helped some of the most vulnerable and essential folks understand and utilize their power. She is a determined and joyful leader who withtood violence of all types to build a movement that created opportunities for so many. She shows all of us what is possible in that journey towards our American ideals. Today I go into LA USD classrooms with the UCLA labor center and Miguel Contes Foundation to help schools comply with the new California law AB800 teaching young people, our students, high school students, their workplace rights. We want students to know that they have rights and are entitled to enforce these rights. And as Dolores Wuerta teaches us that the best way to protect ourselves

087and each other is by sticking together and speaking together and taking action together. and LA USC students directly benefit from the fights that Dolores Werta engaged in with thousands, hundreds of thousands of folks in California, in the United States, around the globe. And in our increasingly scary world, our students in our district need to look towards Dolores Wuerta for a way forward. Her life and work can teach us so much about how to be resilient in hard times and how to engage in righteous resistance. Thank you. Thank you for your time. Next, next public speaker, Yolani Quuebas. Yolani Quuevas, come on up. And after Miss Quas, uh, Hans Johnson. So, Yolani Quas, then Hans Johnson, and then Eloa Galindo. So, that's the order. Oh, please walk. It's okay. Um, the two minutes is yours. Thank

088you. Okay. Thank you so much. Uh, thank you for having me, board members, um, superintendent and board president. And hello. Um, the Les Horta. I mean, I was on the video up there. I don't know if you saw, but um, I just want to say that you are an inspiration to me and so many others. Um, personally I share your values so much and I never thought that I could ever be um someone as strong and um someone who could stand up for the injustices that occur every day especially in today's political climate. But the moment I learned about you, I learned that I can. And I learned the term cip in a different way. I learned that I truly can make a difference, not just in my school, but in my community, in my

089country, and that's all because of you. And I'm so thankful to have this opportunity to talk to you, to meet you, and to say thank you on behalf of me and the board district 2 um that represents Dr. Dr. Raio Rivas and also all Los Angeles Unified School District. Thank you so much Johnson Hans Johnson and then Eloisa Gulendo. All right, the two minutes is yours. Thank you. Good afternoon board members and I want to say a a particular shout out to my own schoolboard member here today Carla Grigo my neighbor in Eagle Rock uh and someone who shares and brings the inspiration of Dolores Werta to our school board and I also want to say thanks to Dr. Rivas for for bringing forward this resolution to honor a Californian an American who tells the

090truth and who shows great courage on a daily basis. Part of that courage is not just to use a megaphone, but it is to hold up a mirror. It is to hold up a mirror to the moral shortcomings of institutions and of for good governance in those institutions, including government itself at the local, state, and federal level. One point I want to make, Dolores is a leader for empathy and for teamwork. two values that are incredibly important as pillars of public education. We talk about the notions of teamwork often through team sports in our schools, but the arts and music which Dolores has celebrated and integrated into every social movement and protest she has led, fusing all of our lifelines in her fighting for public education, for environmental justice, for women's rights, for LGBTQ plus

091rights, and for workers rights in our communities. Arts and music are a lynchpin and have been the joy and the base for so much of that effective protest. I want to urge this board to not simply pass this resolution, but to fulfill the promise of California voters with Prop 28 and to make sure that funding flows to our schools and to the teachers that we invested in with that decision. That is a way to keep the spirit of Dolores Wuerto alive and it is a way to show that arts and music not only teach empathy but they teach teamwork just as much as sports and athletics do. Thank you. Miss Glenda, Miss Glenda is going to speak in Spanish. So, if you'd like to hear what she's saying in English as she's speaking Spanish, please

092put up your hands and we'll get you these headsets so that you can experience simultaneous translation. Our staff is handing out these headsets if you'd like. Miss Galinda is going to speak in Spanish. So, hear Spanish over the speakers. Uh, but if you'd like to hear what she's saying in English as she's speaking in Spanish, please put your hands up and we'll get you these translation headsets. Thank you to our amazing translations unit for setting up this entire system. Okay, gracias. My name is Eloa Gal. I'm a member of ACE. I'm a mother of a student at attending Garfield High School. And I am here today because is it is very important to designate a day dedicated to celebrate Dolores Werta. She has inspired us to fight for the public education. Dolores Wuerta. I want

093to thank you because it is not your job is not easy to fight against the politicians, the corruption and capitalism is very difficult. You left your family. You traveled in car starving because when you fight as an activist, you fight against your own resources without funds, without food, leaving our children. And this is why I want to thank you. I want to thank your children for the time that you gave your mother for the comprehension. Thank you, Doloresa, for the inspiration. And during these times, you parents, teachers that are present, never stop fighting. Even during these important days because of the because of fight against the migrant politics and as immigrants, we have rights and we have the responsibility to elevate our voice because seed. Yes, we can. Thank you, Dolores. Thank you for your

094great work. We know that it wasn't easy. You had to go through so much a lot of push backs. And I saw I saw your movie. You were incarcerated. And I want to tell you that these efforts that you made will not be left in vain against the presence of God because God says to fight for the corruption, fight for marginalized people, fight for working people. Thank you. Thank you for your time. Okay. Esardo Mazaros. Estardo. Estoardo, are you here? And then after Mr. Mazaros, we have Juan Mandi. Two minutes is yours, sir. How can anybody go after that? Yeah. My name is Stoardo Masaros. We're here today to honor and celebrate a living legend, Dona Dolores Werta. Thank you, Dolores. You deserve today and so much more. I for one will take your example

095and keep fighting to make your vision the world to make your vision of the world a reality. I grew up with your model cip as my outlook towards the world. As a formerly undocumented person, I face those challenges and if I didn't have that cip attitude, I would not be standing here in front of you today. So I stand here as a testament to Dolores's work in this country to uplift the voices of marginalized people. Today's as an organizer in a chaotic and increasingly polarized world, I find that phrase to be my guiding principle. Every morning I wake up, every morning I say cip yes we can. Because no matter what the struggle is, no matter what the challenges are, that's the spirit that our people get up with every day to face those challenges,

096to overcome the barriers. Cue, I'm raising a daughter. She is three years old and she will be a student at Sixth Street Elementary. I have already started passing the baton down to her of all the lessons you have bestowed upon us, the Lotus. Before she was born, I hung up this picture on her wall. One of the very first books that I read to her was this book. [Applause] I've read this book to her many times and some of her first words that she uttered to me are you guys can guess it. April 10th will always be the lotus day at every school in LA USC. Dolores, thank you for making the sacrifice, rolling up your sleeves and making your light our guiding light. Thank you very much, Dolores. Juan Mandi, I see you out

097there. Mr. Magandi is going to speak in Spanish. So, if you'd like to hear what he's saying in English, please either use the headsets you already have or put your hands up to receive a set if you have not. Okay, good morning. It's beautiful to recognize the lives of people. But you know what the problem is? The mission has been accomplished and we've created a group of people that have taken advantage of the inspiration and sacrifice of people to do business with our Latin community. This is a big point. Where are we getting at? We need to understand that Latino lives matter, but we're not talking about this. One thing is to come here to recognize the work of a person who has done historic work but another thing is inspiring new transformations because it's

098very beautiful this hypocrisy. It's very beautiful to see the legends and have all these different things, but people live in one of the worst poverty crisis and those of us that are Latino and immigrants and our kids have less opportunities because we're not creating the appropriate opportunities for them to have success. We need to change these paradigms. And what do we do with this? My son told me recently, "Father, do you know what the problem is? that older people don't understand the youth. Do you know how many people are leaving the district? Do you know how many? 25,000. Do you know how many kids are abandoning school because there's a chronic absenteeism? 40,000. Do you know how many moments of violence occur in the schools? Miss Tanya, you know this. the place you represent, South

099Central. I just went and do you know how many African-American kids are consuming and selling marijuana and you're still here talking about an ideal world? What are you doing for our community? And you want us to keep supporting you when you give a social justice discourse? You're just being a hypocrite because you don't feel or live what we do in misery. and formal education. We need new opportunities because we need to create safety in and around the schools. We can't continue being dishonest, screaming things we're not even accomplishing. Thank you. Okay, now we have two speakers who are calling in remotely. Sophie Ryan, I see you're on the line. Sophie Ryan, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Sophie Ryan. Thank you. The Association of

100PSA Counselors has been fighting for equity and supporting families for over 105 years. As their president, I am honored to be here honoring Dolores Guera. Thank you, Rosio Rivas, Scotch Medson, and the board for this proclamation. It's an absolute honor to celebrate a lifetime dedicated to fighting for justice, equality, and the empowerment of marginalized communities. Senor Auerta, you're a symbol of courage, resilience, and unwavering dedication to social justice. In the face of adversity, you have maintained a belief in the power of collective action and the potential of positive change. From today on April 10th, we'll recommmit everybody to the values that La Seenora embodies, asking ourselves, what can we do to create a more just and equitable world. From the bottom of our hearts, congratulations on this welldeserved day of recognition. Señora, you have taught

101us justice is interconnected, that fighting for one group benefits us all. Thank you for your time. And our final speaker on this is Isabelle Gonzalez. Miss Gonzalez, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Isabelle Gonzalez. theme promoting promoting civic engagement and leadership for the next generation. Beautiful. I congratulate you Miss Rivas and for all this a resolve where the resolution that is shared with educators, students and organizations community based to amplify the equity values and civic participation. I wish that were the case. Miss Wuerta, in what way do you think of sharing this meas or what type of equity are you talking about? It's when you sitting there having security teams there and leaders of the next generation meaning our students are exposed to lose

102their lives every day. What equity when the organizations like BAP benefit one race only and discriminate the rest? Does social justice mean giving green light to bullying to delinquents to drug dealers, violators, uh killers and criminals that are going into our schools freely? and some too with yellow jackets. These you all our ass are falling to deaf ears and our safety has already been able to account for 5,000 signatures we've gathered and still then we have no justice and our civic participation chant is no we can't no it can't be done. So our petitions, our respect aren't being respected and the money spent isn't being done so clearly. Please, you need to have financing for school police. Please members, I want to recognize Missy Cruz Meer Crew. Miss Cesy Meyer Cruz to come and say

103a few words before we continue on. Thank you. Thank you. Cesley Meyer Cruz, UTLA president, Jennifer McAfee, our UTLA secretary, and Georgia Flowers Lee, our NEA vice president. We honor you, Dolores Werta, today and all the days of the year. uh we wanted to make sure to come and speak on behalf of this resolution. I want to thank you board member Rivas for um dawning this honor that should have happened years ago. So I'm glad that you're here and you did it um because this is uh righteous. I want to speak specifically to Dolores Wera because she is a legend, an icon, an I can um an I can movement in herself. I had the pleasure of meeting Dolores many many years ago, walking in Deleno along the fame stretch that many people as we

104just celebrated the 60th anniversary of that march. I was pregnant. I couldn't tell anybody I was pregnant at that time. And I will tell you this, I marched and I marched alongside her. And since then, I have marched with her in Oakland when they were on strike. I have marched with her here in Los Angeles. And when you feel tired, you better say ceue because if Dolores Werta can do it, everyone can. She talks about capitalism. She talks about fascism, oligarchy, austerity, and she definitely talks about police brutality. She just spoke to you and talked about the school to prison pipeline and how we should not be criminalizing our youth. That's what she believes in. That's what we believe in because that is righteous and just. We have to stand on her shoulders and lift

105up her name in every single space. She has been a defender and fighter for ethnic studies since she was born. And we are talking about real liberated ethnic studies. And so we must celebrate Dolores Wera. We must talk about resistance and resilience. And she does it so perfectly with Bale Hook's radical love. And so I say to you, Dolores Wera, thank you for doing all that you have done because we benefit from your work and your labor. And I want to thank the family who has given so many years to allow us to have this enriched experience. We love you, Dolores Werta. We lift you up today on April 10th. Every single school should be teaching about Dolores Wera. That it not just be about murals. It is about love and it's about resilience in

106the struggle. Thank you. Thank you, Miss Mayer Cruz. So, now I open it uh for any comments um from the board members. Go ahead, Mr. Well, Rosio, I agree. I have to thank you, Vice President Rivas, for uh bringing this resolution to the board today because uh honoring Miss Dolores Rivas at this time Oh, Rivas, I'm so sorry, Dolores. Well, I hold you in high esteem, too. Dolores Wera at this time is what we need. So, we need the hope that she inspires. We need the resolve that she has modeled to stay strong and in times of adversity like we have now. And we are so grateful that she has joined us here today to remind us of the dedication to the cause of justice is what we need to give meaning to our lives.

107So thank you again Dr. Rivas for that wonderful wonderful recognition. Thank [Applause] you. Well, I too um want to say thank you. uh so fitting and so timely. Um Dolores Wera, you're you embody what we need right now um for such a time as this and at 95 to be and it's amazing the power even here today charging us uh and encouraging us as we lead within this board district to encourage our students and children. And I I think of a quote and there's so many that you have, but one that is so important um you mention about giving clothes and food is one thing, but it's much more important to teach them that other people besides themselves are important and that the best thing that we can do with their lives or with their

108lives is to use them in the service of other people. And I appreciate that because that is what we stand for and that is what you represent, what you have done for so many other people. Thank you for your service. Thank you for your love. Thank you for your example. And appreciate your family too for sharing you with us for all this time and being such an example. Thank you so much. Thank you. I want to echo the gratitude uh to Dr. Rivas for bringing this um in these times. Um you bring so much light to us and um and you remind us of the courage that it takes to stand up for the most marginalized in moments of repression, in moments of bullying, in moments of fear. Sometimes it's easier to step back. But

109you, your experience, you have taught that that's not what we do. And all of us here on this board are learning from you. And I want to thank you for reminding us that in these moments is when we stand with our most marginalized population, with our immigrant students, with our LGBTQ plus students, with our black students, with all of our students. And as a teacher who worked with students with disabilities for most of my career and someone who went on strike twice, you were always my inspiration and as a woman especially because it's hard. I think it was Miss Galindo who said how hard it is to do this work, but it's hard when you're a woman and it's harder when you're a woman of color. But you did it and you inspire us. This

110majority women board, you are our inspiration being here. Happy birthday. Thank you, Dr. Rivas and Miss Wuerto. What an honor it is to celebrate your life and legacy. Um, I had to laugh in that video when Bill O'Reilly was saying he didn't know who you are. Luckily, we have a generation of students who won't know who he is. Um, but thanks to this resolution, they'll know who you are. And even before this resolution, as a kid who grew up in California, uh, I knew who you are, who knew who you were at a very young age. Uh, and to to Miss Grego's point, I think it was a nice lesson to learn in elementary school that next to the the powerful men we learn about in history, there's a more powerful woman. Um, and so

111that was a lesson enshrined in me early thanks to to learning about you in our California curriculum. And I'm I'm just grateful that we can do it. And I think we all get asked in public office now living through dark times, how do you stay positive and how do you stay hopeful? And your legacy um your example having been on the winning fights, the winning side of many fights um and on the the side that has not yet won but continues to fight. Um seeing that sometimes you take two steps forward, one step back, but you have to keep moving forward is what gives us a lot of hope. And so the fact that you're here uh on the eve of your 95th birthday, I think those of us who are here uh you know

112we we can't give up the the struggle uh and we know that we will continue it. Um you know and I think there is I had the privilege once of meeting another hero of mine um uh Gloria Steinum who had said when asked is she passing the torch she said I'm not passing the torch I'm using the torch to light other torches because only then will there be enough enough light to see us forward and I think that's uh your legacy as well. So such an honor to celebrate you and continue to make sure that the students including those we heard from today uh will uh will celebrate Dolores today and again know that uh usually in front of every man of history there's a more powerful woman. So thank you Miss Hwerta. Um what

113an incredible honor it is to have Doloresa with us today and to finally declare April 10th as Doloresa day. And I want to thank Dr. Revas for bringing this motion forward and I would love to co-sponsor. Um you're such an incredible civil rights leader and inspiration to all of us and in these days it is ever more important to know your story that every young person in our school district will know who Dolores Wuerta is and know that they can aspire to that sort of activism and impact in our communities. Um your fights for labor rights for farm workers, for women, for immigrants, LGBT community. We know that these struggles are ever more relevant today, unfortunately, and that they are battles that are actively impacting the lives of our children. Whether it's attacks on our

114immigrant students and families, uh parents being ripped away from their children because of where they come from, um attacks on our LGBTQ communities, dehumanizing our LGBTQ students, staff, and families. Um efforts to roll back worker protections and defund our public schools. All of this is so relevant to our schools and to our students who feel these pains every single day. Um, so I'm just so grateful that we have you to inspire us. Um, I uh you probably don't remember this, but back in 2012, I was an organizer on the President Obama re-election campaign in Las Vegas, Nevada. And a special assignment I got was to drive you when you came um to visit and to inspire um the Latino voters in the community who felt that they were too often unheard. And um it was

115such an honor to drive you successfully and um to meet you because you were a hero I have always looked up to. Um and to meet your wonderful daughter Wanita who we bonded over teaching at that time because I was in the classroom. Um and it's that type of impact I know that you had on me that you have on so many people. Um and we know that our young people young people are the future of our community. The fight for justice and equity lives through them. And with your inspiration, I have such belief that they will continue to change the world. So, thank you. Happy birthday. Your life is a gift to us. So, thank you for allowing us to share this earth with you. Thank you so much. Well, I wish ditto was

116sufficient because everyone has spoken so well of what this day and you have meant to us. And I'll just say thank you for continuing to inspire us uh including today and hold us to the fire. And I look around this room and see so many diverse people, so many people of color and young women who look to your legend as their future. And I don't know if as a young child or even in your early days, you would have imagined a room as diverse as this leading the second largest school district. More to come. And I uh only hope that we can live up to what your leadership really demands of this moment and of the future. So, um, my hope I I know we usually do photos is that we always stand here with

117the board in the back. I would actually love to stand with the people in the back because that represents who you are and, uh, you are at the forefront, but you're also just side by side, step in step with those whose lives you're trying to better every day. So, when we get to that moment, um, I'd love to do that and I'd love to be added as a co-sponsor and just thank you and happy birthday. And I agree, your life is absolutely our gift. Thanks, Student board member. Thank you. First of all, thank you Dr. Rivas for introducing this vital resolution. And it's difficult to put into words the impact the lotus has had on my life. Um, I try not to get emotional when I talk about items like this, but I truly just

118want to speak from the heart about who else can champion change, not only for the state of California. Um, who's broken the glass ceiling and someone who did that is a woman of color. And I just thank you so much. just myself, I wouldn't cry, but it's so difficult. Um, something about myself that many people don't know, um, is that I never planned to go to college. Um, my family was working class. Um, but one thing that moved me ever since I was little to to champion change for my community was the words of Cis Bu. And I truly mean that with all my heart. Um, thank you for constantly championing change for our communities, for the students, for women of color, for immigrants. Um, I had a whole speech planned out, but I truly

119just want to say um from the bottom of my heart um you recently um this past year did an interview um with my mentor, my dear friend Karen Ramirez. and seeing people who look like me and individuals who constantly fight for what's right in our communities led me to this board seat and to champion change for my student communities. And as I think about our student board member finalists and the next student who will be here when I go off to college, I know that they're in good hands because of the fact that they have mentors and leadership and stand on the backbone of people like yourself. So, I end that all off with a true gratitude, a sentiment of gratitude, and thank you truly for changing my life and the life of all my

120peers in the district. Thank [Applause] you. Dr. Rivas, before I have our superintendent give a few words, would you please include me as a co-sponsor? Okay, superintendent. [Music] So, there are many people who um learn history by reading it, by watching it in movie reels. There are others who are blessed enough to meet history as history is made. There are those who choose to applaud, those who walk the line, who sacrifice. And there are those who are determined and courageous, regardless of consequence, to walk the righteous path, for the right reason, at the right time, regardless of threat, condemnation, or consequence. The work to labor, the life of Dolores Wuerta is defined not just by pronouncements, but by deeds. steps towards the right thing even when everything around that right thing was so wrong. It

121takes courage. It takes passion. Certainly takes a lot of passion. It takes compassion. It takes love. It takes devotion. And it takes inspiration to do that. This is one individual who's been doing it for over 70 years. Fatigue and being tired are not vernacular that help a movement. Dolores is someone who didn't fall seven times, has been tripped seven times, but always dared to stand up. And it is that eighth time when she stands up that we all pay attention for if she can do it, what should be our excuse? So on behalf of those who believe in labor, thank you. On behalf of those who are immigrants like me and many on this board, thank you. On behalf of those who have no voice, thank you for yours. On behalf of the LGBTQ community,

122thank you. Thank you for elevating their dignity, their humanity, their potential through your work. Congratulations, Ephelis Complangos. [Applause] So with that said, before we move on to our last um part of this wonderful deor, I'd like to move vote. Second. Okay, take the vote, shall we? And we'll take the rule 72 motion simultaneously unless anyone objects. Thank you. Uh, Miss Newell, yes. Dr. Rivas, yes. Yes. See, Mr. Melvin, yes. Miss Grigo, yes. Miss Gomez, yes. Miss Ortiz Franklin, yes. Or President, yes. And Miss Cortez Lopez, yes. Unanimous. Yes. There we go. It is. Um, so now the l the last part of this wonderful, beautiful day. Uh on behalf of Los Angeles Sanchez Unified School District and our governing board, I am proud to present this proclamation to Dolores Werta. It is our collective expression

123of gratitude and admiration for your life's work and your continued impact in our schools, our youth, and our movements. The proclamation not only recognizes April 10th as Dolores day in LUSD, but affirms our district's commitment to advancing advancing civ civic education, equity, and student leadership. principles that you have championed for more than 70 years. Dores, thank you for showing us how to fight, how to teach, and how to believe in one another. And cis now, we'd like to take this up. So, really briefly before we go down and take a picture, I'd like to take this opportunity to sing Phelis. Happy birthday to Dolores. Here we go. 1 2 3. Happy birthday to you. Happy birthday to you. Happy birthday dear Dolores. Happy birthday to you. [Applause] Okay. So, we're going to do two. We're

124going to do just two photos. one with the board and then one just as I have been directed with Miss Werta and the entire audience in the background with the people. So we'll do one with the board and then we'll pivot for the whole audience. So thank you everybody for your patience. Really appreciate it. [Laughter] We'll bring you back a little closer. Thank you so much. You're used to this. [Music] It's my honor. It's our collective. Our collective looking over there. Can I ask the the nonD folks to have a seat so my my people can get a great photo of the board? Just push it. Just just think of like a pizza. Sorry. Okay. Look right over here. Over here, guys. Okay. Look right over here. One, two, three. Can we all do our

125fist bump? [Applause] Okay, now we're going to do one with all the folks. So, if everyone could face this way and then the comms and camera people come up here, get a delicious photo of a swera with toentebody. [Music] [Applause] C step. [Applause] We're good. Okay. All right. All right. Thank you. Thank you all. Uh thank you everybody. Uh thank you uh thank you uh Miss Divas for doing this wonderful proclamation. I want to thank everybody in the audience for singing happy birthday and for uh being here with us today and especially all of you board members. Mutas gracias. Thank you very much for this great honor. Gracias. Thank you so much. [Applause] Is it okay if I give you my crown so you can wear for your birthday? Okay. Thank you everyone. [Music] Let's

126please make sure to give our special guest lots of space. Okay. Where's Diana? Diana. Diana. And then Sarah. Sarah. Where's Sarah? Oh, there you are. [Music] Right over here. One, two, three. Now look over here. [Music] All right, thanks everybody. Couple more photos and then Miss Werta has to go, I'm told. So, um, thank you everyone for your patience. [Music] All the union leaders. [Music] Okay. All right. All right. Big D. Whatever you want. Thank you so much. We're gonna do the speakers if you don't mind. David, I'll just go. What's next? I'm going to go get a little meeting in here. birthday. She's going to Stanford. She's going to Stanford. I I actually Your words are being cut with my They've got to resume board business and we have to go. Thank you. Okay,

127look over here real fast. One, two, three. Thank you. [Music] Okay, folks. Here we go. We're going to move on to the next items on the order of business shortly. Very exciting times, I think. Please everyone give Miss Werta a little bit of space. Be very meaningful to me if you did. is going to be hard. I mean, really, really, please give Miss Werta some space, y'all. I appreciate that so much. I know. I know. You are the biggest inspiration I was ever. Okay, open it up. I'm sorry, honey. Thank you. Thank you. [Music] Oh my god, we made it. [Music] Garfield. [Music] Julio. Yeah, [Music] I use another line in my head. Another song. Talking loud and saying nothing. Yeah. [Music] I know. You want to get [Music] All right. And as soon as

128we have a quorum back, we can come back to the meeting. No more meeting. That's it. [Music] You been in a lot of years. You put in a lot of send me an email today, everybody. Thanks everyone for filing out nice and quietly. We have four pretty great recognitions coming up that involve our wonderful students. So the sooner we quiet the boardroom or take our business into the lobby or foyer if you wish to continue discussion. Always good to see you. Love you too. Thank you everyone. As soon as we have a couple more board members up here, we will get right back to business. Okay, that's all it is. Kayla [Music] Okay, we're going to begin in just a few moments. Thanks a million everybody for for quieting down. Number four, I'm going to

129insist on quiet as possible because we have some very cool cool presentations about our our amazing students here at LA USD and I want to give them their just due. So, looks like we have plenty of board members now and we will now move to it looks like the superintendent reports. Mr. Kowalo, thank you very much. Uh, good afternoon once again. Uh today we're going to celebrate and recognize four different individuals or entities. Uh we will be recognizing teachers, coaches, mentors, students and much more. Our very first uh recognition um is of the SoCal Beat Battle. This is a collaborative initiative between Sound Trap and the Young Producers Group. The SoCal Beat Battle is truly a celebration of student creativity. It is the coolest thing in town. This year marked the fourth battle with over

130700 student entries. I'd now like to uh invite our guests to the podium. Mr. Leandro Otto, a dear brother and friend, senior partnership director with Soundtrack Trap, and Lawrence Gray, the executive director of Young Producers Group. But before I turn it over to them, I'd like to thank both organizations for your support uh of LUSD's iDream extended learning mobile program. I would also like to appreciate your energy, your dedication, all you do for the young people of our community. We have also a number of educators uh present here today. We have Lester Vasquez, a Florence Nightingale middle school business entrepreneurship and technology magnet. He's been serving as a teacher for 19 years. Thank you so much for your inspired and inspirational teaching. We have Jolie Rodriguez, Carson Senior High School. She's been teaching for 15

131years, of which four have been recently with Los Angeles Unified. And then we have a number of teacher uh students attending. We have Moa Ball with Hamilton High School. Um, and she was the first first place vocalist category winner. Kyla Pinkinis, Hamilton High School, uh, Nobody Talks. Second place vocalist category, Judah D. Sosza, Taft, Charter High School, Omen. Third place instrumentalist category, Akira Armstrong, Moran, Fairfax High School, I'm tired of feeling this way. I know the feeling. Second place, instrumentalist category. And last but not least, Llaya Williams, Ivan and Young Center third place vocalist. Leandro, take it away. Thank you, uh, Superintendent Carvalo. Thank you to the board. Uh, did not know I was going to be following Doloresto today. Uh, I think it's the epitome of, uh, yeah, not being not falling a little

132bit short on the following presentation, but we're going to try our best. Um we're here to honor our students really and to honor the work that teachers and kids are doing every day in our classrooms and to really thank you the board and u the collective body who's in this building who works uh in LAD for dedicating yourselves to providing opportunities for students to learn with creativity and music making platforms like Soundtrack which is the company that I represent. Um really excited to talk about the beat battle which is the premier music competition for students in Southern California middle school and high school. We uh this is our fourth uh year doing it. As superintendent mentioned, uh this has been the biggest event that we've had. We opened up the culmination we open up the

133beat battle for about a four or five month submission window and then we end it with a huge culmination uh event at Spotify headquarters in downtown LA. U hopefully y'all can join us next year for the fifth year. Um where we do like almost like a career exploration event where kids and and and guests can explore different career pathways in audio. Um, but today really is about our kids. And um, I'm going to introduce my colleague who helped facilitate this beat battle, Lawrence Gray, to talk about YPG. Hello folks. I'm Lawrence Gray. I'm the proud executive director of Young Producers Group. We facilitate this battle. We put out the call to LUSD in school districts across Southern California. We had three categories. We heard some of the winners before. A vocalist, instrumentalist, and producer category.

134So these are people that are doing many different things. We try to keep it wide open so that anybody playing any instrument, making any kind of music can engage. And that's really the big thing to understand here. This is all original music. Students are writing their own stuff and putting it into the battle to be judged and get celebrated. So all the music we're going to hear today is stuff that these kids came up with using tools like Soundtrack. I think when we see creativity put at the center of music education, amazing things can happen. And when we're in the center of the recorded music industry here in LA, the talent is just through the roof. And the event that we put on with Sound Trap, as as Superintendent said, is the party of the

135year. It's really amazing. And we really do hope you guys can join us again next year. So, in preparation for the beat battle this year, we noticed in previous years we didn't have enough girl representatives or female representatives. So what we did during the school year was uh we partnered with different organizations like Girls Make Beats in LA to develop writing camps for girls to come out and learn from incredible artists themselves through panels and workshops. And uh we saw a huge uptick which uh Lawrence will share in a minute of our female representation uh at this year's Beat Battle. We also partnered with the I Dream Initiative which we're super proud of this um collaboration where we went to over I think 14 schools. We even did a winter camp um and impacted hundreds

136of kids teaching them just the foundational tool of Soundtrack Trap and how to use it. And um yeah, Soundtrack is a district-wide tool. Every student, every teacher in the district has access through schooly and we're really proud of that. Um so, thank you to the IDAM uh team, Carla, and everyone who's a part of that. But we're going to do a little less talking today. We're going to try to bring a little bit of the party. We actually are uh debuting our beat battle culmination recap video today to you all. And we're also gonna have our students music playing on these little tiny speakers that hopefully can withstand all the beat, the bass that we're gonna play. Um, but before we do that, we just want to give you a couple data points. Yes, we

137had 712 submissions. Honestly, it was too much. It was insane. It was It was a lot of music. Um, when you have that many submissions, the nine finalists that make it through to that level are just super human. The music that these kids are making is through the roof. Um, and yeah, we're very proud that with our partnerships with Girls Bank Beats and and really putting this at the center, we had a 37% increase in female submissions. That was awesome. And then partnering with companies like Sweetwater, we were able to give away $100,000 plus in prizes. What did it include? Guitars from Fender. We gave guitars, we gave bases, we gave MacBook Air computers to the first place winners. So Moa got a new computer. Um, and we gave microphones, speakers, basically everything that you

138need to have a studio in your house. And this is again, I want to really reiterate something that Leandro said about about Soundtrack being districtwide. Every kid in LA has a computer and a digital audio workstation. That is insane. That is really powerful access to creativity that if you told me a couple years ago that that would be the case, I wouldn't have believed you. And what we're seeing here with things like the beat battle is when these kids have access to the tools, they're going to do amazing things. So, for us to be able to give these prizes away, we're lighting fires all over the place that are burning super bright as we're going to see in this video here. All right, without further ado, here we go. Oh, no. Okay, so we also

139partnered with a bunch of really incredible judges. These are Grammy nominated producers, vocalists, instrumentalists. Um, not all of them are pictured up here, but these are the ones that handed out the prizes at Spotify. All right, hopefully this [Music] works. Welcome to the 2024 Southern California Beat Battle. The best darn party anywhere in the world. Happening right here in LA, right here at Spotify, courtesy of Sound Trap. So, I'm the proud executive director of Young Producers Group. Soundtrack makes great software. We show teachers and students how to actually use it. We also love to facilitate this beat battle. We sent out the call to all of Southern California to submit original music. We received a ton of submissions. Thank you to the 712 participants. You responded with your gift, with your art, with your vision,

140with your passion, your compassion, and your creativity. It takes real bravery to put your own music out there. These are people submitting original music. You fashioned something beautiful out of nothing. And that's why we recognize you. One of the best things about tonight is we're going to be giving away ridiculous prizes. over $100,000 worth of prizes. Behind every amazing artist kid here today, there's an amazing educator. We are recognizing the best of the best. This year, we are recognizing the outstanding teachers of the year, the next generation. That's that's what it's about. You know, we're inspired by you guys. You guys are going to be the innovators. You know, you guys are the ones, you know, are passionate. So, you know, keep it going. Um, and yeah, proud of all you guys. I just want

141to encourage you guys uh to never lose your curiosity. Keep learning. Congratulations to every single student who put themselves out there. You won just by submitting to the competition. You are our future. You are the engineers of opportunity and the architects of hope for our community and our country. I am so proud of the fact that Sound Trap is here in LA. I tell you, producers, writers, musicians, podcasters, you all come together and create something that belongs to you until you liberate it, allowing it to become something that belongs to everyone. Give it up. I got really happy because I saw my son. I didn't even realize he had a little cameo on there. But um anyway, so I wanted to give a special shout out to our incredible educators. I started my time as

142a classroom teacher in Philadelphia as part of the Philadelphia school district high school English teacher. Um so I know as well as Lawrence of the power of a great teacher and what teachers do every day in classrooms to inspire our kids. So this year we added a category which was the outstanding educator category and two of the three winners were from LA USD. So we have both of them here. So, if Jolly and Lester can stand [Applause] up. They also took home some prizes which included a Disney season pass which those for anyone who's ever bought one not not cheap. Um so hopefully you've been to Disneyland. Um and I'll pass it over to Lawrence 2024. So we'll go back one. There we go. Okay. Um so again guys, we're going to hear music from

143from the champions today. You know, we work with schools all throughout LA USD and we have we have teachers physically in in the schools and we're giving curricula to the different schools as well. But these guys are just punching way above their weight. When we're listening to this, we're going to have we're going to hear their their names. They will stand up. We'll have we'll ask them to please come on up to the front and step forward when they hear their names. I ask everybody in the room to please show some love to these incredible musicians that we got today. Um and board enjoy these tracks. The first beat battle at a LA USD board meeting. Yes. Here we go. Come on up, guys. Come on up. Come on up. 2024 SoCal Beat Battle finalists.

144First place vocalist category, Moabal. [Music] There isn't anything that I let the blue ruin your life watching. Are we any different? [Music] Second place vocalist category, Kayla Pinkis. [Music] Nobody talks in the world. Put one in front just to walk out the door. Nobody talks in the world. [Music] Third place vocalist category Leila Williams and they woke up to cross a bunch of sust and but they ain't nothing but now I'm going to cut up sit back and shut up. Oh, I got hands up cuz I kept my head up. Turn them second place instrumentalist category Akira Armstrong Moran. [Music] I'm tired of feeling this way like I will never change the words you say I will repeat. [Music] Third place, instrumentalist category, Judah [Music] Duso. All [Music] right, give it up. We got we

145got to work on these speakers for next year when we come back. Uh, but you can imagine at the Spotify space, it's about a $4 million um audio visual equipment in this room. And when we play these songs for the first time, it's the first time that anyone is hearing this song uh mastered by YPG in this space. And it takes a lot of bravery to put your music out there. And so, thank you to the students for participating. Thank you for Lawrence and YPG for all that they do. Um, one other acknowledgement, there are three kids that couldn't make it today because they had other commitments, but we also want to honor them. There are a producer category, all three of which LA USD students, all three of which are incredible. I think we

146even had a middle schooler in this in this group um in one of the groups earlier too. Um but yeah, so se uh eight of the nine finalists were LA USD students of 712 submissions. So it is it is really worth highlighting guys that LUSD dominated this beat battle. There was no competition, right? the amount of submissions, there was by far the most engagement and then the winners, eight out of nine. And again, I really just want to reiterate, every note we heard, every melody we heard was all original. Super, super cool to have that. Um, thank you so much for giving us the the privilege to share this with you all today. Thank you so much to the students. Thank you to the parents that are here. And a huge shout out again to

147Jolly and Lester for bringing this creativity to their classrooms and enabling students to speak their truth to write their songs. Um guys did it. It's amazing. Thank you everybody. So when I um when I talk about um this event being the best uh party of the year, it really is. Um you get to meet people that otherwise you wouldn't meet. to get to listen to original productions that are, you know, fresh tracks and just the energy is surreal. And the fact that this opportunity that's been afforded these young men and women is an opportunity that's afforded to every single student in Los Angeles Unified. Everybody can produce, compose, sing, play. It is a remarkable, remarkable feat. So, Leandra Lawrence, thank you so much for being terrific partners of ours and delivering big on their dreams.

148Congratulations to [Applause] you. So, what we're going to do, we're going to keep acknowledging there are three other recognitions and then stand by. We will take pictures with the board at the end. Uh the very next um recognition is a very special one for a lot of us. actually all of us. Um the academic decathlon is a tradition in this district that showcases some of the most remarkable students anywhere in the world. And um today's second recognition uh is our 2025 academic dathlon winning team Verdugo Hills High School. As a school district, uh we were proud to host the 44th regional competition for the academic decathlon. This year we had uh 722 students from 47 high schools that competed. I was there. I know a number of you were there. That was an amazing amazing

149event. The winner, as I said, uh is Verdugo Hills High School. They won the superintendent's trophy, which is this event's highest honor. Each year, between 40 and 50 high school teams across the district, uh, composed of nine official team, the cathletes and multiple, uh, JV students commit to studying, preparing, rehearsing for the regional competition that always takes place in January and February. So, uh, this is a very diverse program. It's really uh cuts across gender, socioeconomic, ethnic makeup of the populations in our schools. And really uh this is an event that allows uh opportunities for intellectual exploration, personal growth through a variety of different subjects. It allows the teams to collaborate through team activities, public speaking challenges. There's so much, but ultimately there's something for everyone. Of course, this would not happen without remarkable coaches,

150and I really want to speak about a remarkable individual who is retiring this year. Um, you know, your absence going to be felt. Um, Verdugo Hills coach, Mr. Silva, uh, will be retiring June after 14 years at the same school and 31 years of teaching. Mr. Silva, they thank you. We thank you for your outstanding professionalism, your uh commitment to our students, to their education, and to their personal growth. I'd like now to invite Dr. Nina Agnihotri uh with Beyond the Bells academic the Kathlon coordinator to the mic to provide uh an introduction to a short video and then uh recognize the team members. Thank you uh board president Schmurlson, Superintendent Carvalo and honored board members for having Berdugo Hills High School and our LUSD academic decathlon recognized today. We will begin with a short

151video so you have a little bit of idea of what academic decathlon is all about, the spirit of decathlon and the hard work that our decathletes go through all year long. This is a little snippet from our awards ceremony that took place in February 2025. Los Angeles Unified is proud to host the 44th annual academic decap. Our students from 47 schools from all over LA USD came today to receive recognition, awards, scholarships, trophies, medals. Parents were here, students, their teachers, their coaches, principals, and community members. We're all here to see our students receive this recognition that they've worked so hard for all year long. You are an elite group of students. And the gold medal are awarded too. I won a silver medal in mathematics, a silver medal in music, a gold medal in social

152science, and I also won team's highest scoring student for Garfield. My favorite thing about the academic decathlon is the people I meet. Getting to meet new people is something that I struggled with, especially entering high school. And to me, I formed a bond with my coaches. And it's a very special bond, like a home away from home, my second family. One of the things that we value most in LUSD is the diversity and culture that we bring to our schools and our students. Our students really represent our community. Academic decaplon here in LUSD is a mixture of students from different backgrounds, different socioeconomic levels working together whether they're a 4.0 or a 2.5 and being able to achieve something amazing. The winning school this year for Dougal Hills High [Music] School. I grew up here

153in Sununga, born and raised. Today I won the LUSD Super D to Catholic Trophy for the second time, two years in a row. So that was pretty exciting. To win two times in a row is a crazy feeling. I wouldn't be holding this without my teammates. We've been second or third for the past couple of years. So as the team captain this year, I really made it my mission that we would get there to number one, and we did. And I'm so incredibly proud of each and every single one of them. [Music] our team is here and they were of course uh enjoying their field trip here to the boardroom and also got to meet Dolores Werta. What a treat. So, thank you for that. And I would like to invite uh our team over

154today. Um Arthur Barcenez, our principal, uh could not be here, but we have Carrie Maderos, assistant principal from Verdigo Hills High School. I'd like her to say a few words. [Applause] board. It's an honor for us to be here and thank you for taking the time to honor our students. I couldn't be more thrilled to be one of the assistant principles at Verdugo Hills High School. Thank you, Miss Gonz, for all your support. Um, it's remarkable the amount of sacrifice the students put in. They're there after I leave. They're there on Saturday. They're going to be there next week over spring break. Their dedication is unmatched and that has led to their success. And we thank you for continuing to support this program, supporting Beyond the Bell is supporting students who have an opportunity then

155to grow as individuals and show pride in themselves and in their school. Someone earlier spoke impassionately about how teamwork is across the board, not just in athletics, but arts and music and academic decathlon. So, I'm just thrilled and I appreciate the support that you've given and I implore you to continue it for many, many, many infinite years. Thank you. [Applause] I would like to invite coach Eva Silva to come up and introduce his team again. Mr. Silva retiring after 31 years and going out with a bang for [Applause] sure. What you hear is the music that they make. is not as awesome as the music that you heard before, but it's still music to our ears. Okay. Um, thank you very much for having us here. um everyone I've seen a lot of you supporting

156us through the award ceremony, the super quiz and so to see you here again um recognizing us is is a great is a great event. Um, as I was sitting here, I felt a little like this is a cruel joke or something. Really? You bring us here to recognize Dolores Werta? And I was like, really? And then, um, of course, we hear that the party of the year was here. Uh, and we're really supposed to follow that up. Okay, we'll do our best. Um yes, this is our first time in school history that Verdu Hills High School has come um away with the superintendence trophy. Uh we've been we've been trying and trying and trying. This is my 14th year coaching the team. Uh this has been a humbling experience for me. Uh I come

157from an athletics um background as a cross country coach and cross country um coach at Belmont High School near here. I was the super coach. But when I started coaching at academic cathon, it all changed. We were 32nd 40th and the music that you just hear was just one medal for the entire team. And now you can you can you can hear it for yourself. You can see it for yourself. We come a long way. Um besides being the um regional champions, uh we went to the state competition where we placed fifth overall division one among the entire state of California um going against the best schools the California and the nation has to offer. We as consequence were invited to compete at the nationals competition which is going to take place in Iowa um

158de mo Iowa um the beginning of the month. Um but with success comes work and responsibility. So as Dr. Anotri uh mentioned alluded already next week on spring break I get to bring my whole team uh to prepare for the competition. The competition will resume on Thursday the 17th with speech interview I'm sorry interview uh essay art and literature. Thank you. So while everybody is enjoying their their their vacation we are going to be studying. We are going to be going full out. Uh and we were placed in division two. So hopefully we'll bring home a championship national championship. So at this point at this point I would like to introduce my team. Uh there are three divisions in academia the cathon. The first division is the varsity division. Uh these are members who are

159anywhere between 2.1 GPA or lower. So we have our freshman first year competing Miles Ketchum. Our returner Boy Perez senior graduating this year and our gift given us to us from heaven because it was his first year competing but also leading the varsity division. Mr. Fuentes, Giani Fuentes. The second division is composed of the Scholastic. That's the medium uh the the middle of the um um group. These are students who have a GPA of 3.2 to 3.8. eight. So, you can think of them as the B students, right? Um, first up, another freshman, uh, Mr. Anthony Molini. I'd like to I'd like to point out that the future of academic capital at Verdu Hughes High School is is cured because we had two freshmen that already are competing at the national level. So, it's it's

160the future looks good. Um, second up in our uh Scholastic Division is um first time competing. She she was participating last year but she couldn't compete and now she's competing uh for us. Um I'm sorry I'm blanking on names because I'm a little bit nervous. Mr. Charliz Dial and leading in our scholastic division also one of the top uh performers in the state and the re region Mr. Harrison Barrett Harrison also received the first place um scholarship for science in in the district. and our T division, the cream of the C. Um, these are students who are typically 4.0's and who are not afraid to show their academic dexterity anywhere. Uh, first up is our second returner, um, Stephanie Gutierrez. Second um participant in the honors division is a person who has been is incredible

161because she has been in the country for just two years and she's already competed in at this level. Competed last year, came back this year. Miss Lillet [Applause] [Music] Kachan. I teach AP AP English literature. I'm an English teacher, but I also teach EL. And she came into my ELD class and I said, "Oh, this this person is special." So, um, I recruited her right away. Our captain, our captain for this year and individual champion for two years in a row, Irene Aanessian. [Applause] Once again, thank you very much for honoring my team, for honor us here, and um, we hope to make you all proud come May. Thank you so much. Thank you, Coach Silva, and the amazing Verdugo Hills High School team. Again, our seniors are all collegebound, ready for the world. Many

162of them have received acceptances to numerous UC's and Cal States and community colleges as well. So, we're really excited about the next step. All decathletes graduate and go to college. So, that is our goal. Thank you for having us today. much and uh best of luck in the national competition. I know you'll do your very best and will make our community proud. Our next recognition uh is one that quite frankly we could easily overlook, but we have greatness in our school system, in our classrooms, our students, our teachers, our principles, our coaches, but also individuals who do for the entire workforce. Uh our third recognition today is uh goes to LUSD's retirement investment advisory committee uh which oversees the administration and the implementation of investments district investments for the benefit of our workforce the 403bs

163and the 457bs. Um, LUSD was selected by the National Association of Government Defined Contribution Administrators as their prestigious 2024 art capable president's award recipient for outstanding achievement in public sector retirement plans. Very appropriate that we win this. We know we have our very best protecting our workforce's investment considering what's happening with the stock market. So, um, we join an illustrious group of former winners, whether we're talking about the city of Seattle, the Virginia retirement system. Um, and this award really underscores this team's commitment to excellence, to innovation, and the financial security of our employees. I am very proud to invite Priti Kapor, our director of benefits administration to the podium along with Dr. Sandy Katon and Steve Schulo from the Retirement Investment Advisory Committee to provide brief remarks and accept our heartfelt congratulations for your

164terrific accomplishment. Thank you, Mr. Carvalo. Um, good afternoon, board president, Mr. Merlson, Superintendent Carvalo, and honorable board members and executive leadership team. It's an honor to be here to be part of recogni recognizing this important achievement for the Los Angeles Unified School District and the dedicated individuals who made this accomplishment possible. In 2006, LUSD began providing a 457b retirement savings plan, a key component of our employees financial wellness. The plan offers employees an additional opportunity to save for retirement through pre-tax and post-tax contributions allowing for greater flexibility in retirement planning. LUSD's selection as the 2024 Art Capable President's Award recipient would not have been possible without the dedication and expertise of several key groups including the retirement investment advisory committee for their strategic guidance and oversight in ensuring the plan success. Our plan consultant NFP

165for their expert advice and support in optimizing plan design and performance. our valued partners at Voya Financial who provide investment management and participant services that drive engagement and financial education. And last but not least, the benefits administration team whose hard work and commitment to financial wellness have made a direct impact on employees retirement readiness. Each of these groups has played a critical role in making our 457B plan a model for public sector retirement programs nationwide. This this award is a testament to the collective effort and commitment of LAUSD to support the financial future of our employees. It is an honor to be recognized on a national stage and we remain dedicated to enhancing the retirement security um of our workforce. Thank you. And now I would like to hand over to Dr. Sandy Katon and

166Mr. Steve Shulo from the Retirement Investment Advisory Committee. Sandy, thank you. [Applause] Thank you, Superintendent and School Board. It's been an honor and a privilege to represent educators on the retirement investment advisory committee from its inception. I wanted to thank David Goldberg who was the UTLA treasurer at the time of its inception who asked me to attend the first meeting with him and then asked me to represent UTLA. I'm so proud of how far we have come from just an adequate 457B to a winning plan winning the Nagda Art Capital President's Award. It is an honor. We have the lowest fees and we have excellent choices. I want to thank you, President Shmearlson, for not only attending our meetings, but your continued support. Thank you. Yeah. Good afternoon, uh, Mr. uh, Mr. Superintendent and, uh,

167board members. My name is Steve Schulo. I'm a retired teacher from LSD, elementary teacher. I'm not a financial profession professional, but for some reason I got on this committee at in the inception. Sandy and I were on this committee because we were interested in improving the retirement plans of all uh district employees. And uh it was uh George Tishler, he was a trailblazer and uh David Homequist who was your senior advisor u Mr. superintendent who and he was the one that asked me to be on this committee and I am forever grateful and honored to be on this committee. Uh and doing something that is rarely talked about in our district district publicly privately 403b plans and 457b plans are discussed but not in a public uh situation. And by the way, this is the

168second award from NAGDA. And so we are doing something right because this is an extremely rare event in public K12 K12 school districts. And uh so I am again I'm truly honored to be on this committee and I'm going to continue to be on this committee and thank you very much for this recognition. [Applause] We will take a picture with the entire group with the with the award in just a bit. Um it is said that everything starts with the teacher and today uh as we recognize remarkable individuals everything ends with the teacher as well. Every year the president of the United States of America recognizes through its presidential award for excellence in mathematics and science teaching a remarkable teacher from so many across our land. Today we recognize a special individual. The presidential awards

169for excellence in mathematics and science teaching is our nation's highest honor bestowed as I said by the president to a teacher in the K12 uh space in science, technology, engineering, mathematics and computer science. This has been done done since 1983. The 2025 winner is our teacher. So today's last recognition goes to Gate Street Elementary School teacher Jennifer Troche. Let me uh let me say a few things about Miss Troes. Miss Trochez went through a rigorous selection process. She demonstrated deep subject knowledge, effective instructional practices, and outstanding leadership in her field. And um you truly exemplify the transformative power that educators have in the lives of students both as a teacher, a mentor, inspiring the next generation of scientists, engineers, explorers, innovators, through your unwavering commitment to academic excellence, to creativity, to student empowerment, and to

170public education. Board members, here you have the best of our nation. Wow. Uh, thank you, Superintendent Carvalo, and the school board. I apologize, my voice is a little horse right now. And thank you to my colleagues here. My my I don't know, to everyone who took time to be here with me this afternoon. Uh today is a big honor not only for myself but for my family and nothing I ever imagined for myself as being possible when I became a teacher 28 years ago. Um 28 years ago I actually left the early beginnings of a career in museum science education. Um because my idea at the time was to gain a couple of years of classroom experience so I could go back and climb the museum career ladder. But unknown unbeknownst to me at the

171time, I had no idea that I would fall in love um with my work um with my students um when I first started at Foscher Learning uh center in South LA, my neighborhood where I grew up. And um I used that the challenges of being a new teacher uh to motivate me um to stay in my profession. And as much as I pride myself in being an independent, strong Latina, uh my journey as a teacher is not a solo adventure. I've been very fortunate to have worked alongside many committed and dedicated individuals who have supported me, guided me, and inspired me throughout my career to be the teacher I am standing here before you today. I'd like to quickly thank the following individuals. Miss Veronique Wills, Miss Marisella Sanchez, Dr. Jose Rodriguez, Miss Lilana Valades

172Rodella, Dr. Gonzalez, Victor Gonzalez, Dr. Lynn Kim, Dr. Rita Blake and Miss Mary Spurl along with USC Mission Science, UCLA Center X Science Project, the California Nanosystems Institute, the NEAD Project, and the NSF Cal State Domingus Hills Elementary Science Master Ter Teacher Fellowship Program, which I participated many in many many years ago. Um, I am very grateful for them because they help me grow in my capacity to bring STEM opportunities and learning to our students, in particular girls and students of color because we all understand that our society benefits the most when our STEM work force is diverse. Thank you for seeing um to all these individuals for seeing my potential and helping me develop my leadership skills to do the other work. work I love as an educator and as a teacher leader, which

173is providing training to other teachers to help them ignite a love for STEM in their students. I am also grateful for my colleagues in my district, my tribe of like-minded individuals who set a high bar of teacher excellence that inspires and motivates me to incorporate my love of science into my work as an elementary teacher. Finally, and most importantly, I would like to thank my family, my partner Daniel, my husband Daniel, my father, and my mother, and my brother who have been my biggest cheerleaders throughout my career. I want them to be um since earning my award, I have been asked what it does what does it mean to me to be a recipient of the presidential award for the excellence in math and science teaching. This recognition means the world to me. It's the

174manifestation of the values that my immigrant mother and father instilled in me as a little girl. mainly the value of getting an education and working hard. So I not only uplift my family and myself, but I uplift my community as well. It is the recognition of the commitment and the dedication that I bring to my classroom every day in hopes that I will be a positive impact to my students lives. And it is an affirmation of the work I have done as an educator and teacher leader for my district so far. work often done in collaboration with colleagues within and outside of our district to ensure that all our students regardless of gender, race, and or socioeconomic status have access to a quality STEM education. Being a presidential awardee is is humbling. I am honored

175and honestly makes me very happy uh to be seen and recognized for my work. It is my hope that this award will continue to inspire me and challenge me to be the best teacher I can be for my students and my community. And I'm really excited for what this school year is becoming, working alongside with my principal, Mr. Rosel Gonzalez, and colleagues at back at Gate Street Elementary. I look forward as we work we continue our work to foster and nurture a love of steam in our Gator community and within our district. Thank you for your time and for today. I really appreciate it. [Applause] Please, please, please stay there since you were the last to be recognized. Going to be the first to have pictures taken with the board. And then we'll have all

176of the other uh awardees come up for pictures. But I want to add that Jennifer didn't only represent LUSD so beautifully u through this recognition, but she's also an LUSD teacher of the year, a LEO finalist teacher of the year in addition to being a President Joe Biden's selection for one of the best teachers in America. Congratulations to you. [Applause] Okay. So, right now the board is going to come take photos with the national president award recipients and then we will go to the uh national associate association of government defined contribution administrators award winners then to the ord Verdugo Hills friends and then the SoCal beat battle folks. So, we're just going to try and run through it efficiently. Appreciate your patience and again sincere congratulations to everybody. I just watch. Wow. Okay, everybody look

177right over here. We're looking. One, two, three. Oh, hold on one minute. Okay. Yes. And can my husband take a picture? Of course. Oh, yes. One more. One more. One more. I mean, it wouldn't have been possible, right? Where's that? Hold on. Can you take a picture? A diamond. Hurry up. Perfect. Beautiful. Congratulations. Congratulations. That's my hand. Don't worry. I'm not going for your wallet. I'm just holding you up. Thank you for taking Oh, my pleasure, sir. My pleasure. My pleasure. Of course. Of course. This is amazing. Amazing. It's a pleasure, sir. Very happy. I'm moving my hand. Okay, first one, two, three. Thank you so much. Thank you. Thank you. Congratulations. [Music] No, no, you're don't think that's I know we have that science. [Music] Yes. Yes, sir. [Music] Come on. Pretty if you

178want to bring your committee [Music] members to work with this guy. That's right. Okay. [Music] Okay. Look right over here. One, two, three. Good. Good. Congratulations. It took time. It took time, but we did it. Congratulations. You're welcome. Uh we will need to speak soon my heart actually this award is for you. Thank you so much for the Oh I know that and her son is on my student council. Yes. Thank you so much. Thank you so much. [Music] All right to the cat lead now. Where's the social? Kelly, come in the middle. It's your district. It's your district. Where's Mr. S? He's He's chatting. I think Oh, yeah. That's the right. Congratulations. Congratulations. Good to see you. Do you Are you okay? He's sad his window. Everybody look over here. Oh yeah. Congratulations You

179don't have to leave. You don't have to leave. You can stay. Please, please. Thank you so much. All right. soundtrack. Thank you so much so much. I love this song, by the way. Amazing. Amazing song. I'd love to see you, you know, grooving to it just then. Amazing. Amazing. I really appreciate you guys taking a picture with them. Uh these not yet our last picture. Loved your rap. Amazing. Right. She's a star. Thank you so much. Congratulations. Congratulations. You do go. Here's the the super winner right here. Right next to Here we go. Come on, Leandro. Hop in here. I'm going to go back here. I want to go next to Kelly. What's up, Kelly? Hi. What school did you teach in Philadelphia? I taught in Port Richmond. Um Oh, yeah. Are you familiar with

180Port Richmond? Yeah, I I'm from I taught at Gratz. You taught at Gratz. Try to take a picture. Oh, sorry. Sorry, sorry, sorry. Board President asked me a question. All right. Thanks so much everyone. As soon as we have four esteemed board members up here, we can re-engage in the business of the board. Thank you. Thank you everyone. Is as soon as we have another couple of board members, we will get back to the business of business. I guess I'll stay. Thank you everyone. And if uh just going to let the board members know who might be eating lunch right now that we are going to go ahead and uh continue the business. We will start this off right. May I have a motion to bring tab six to the table? Move it. Thank you.

181Moved by Thank you very much. Moved by Miss Gonza, seconded by Dr. Rivas. So tab six is all about the our official LA USD land acknowledgement. And as is usual, first I'll give you the order of operations. We'll take the the public comment for those who signed up to speak and then we will go into any uh presentation or discussion associated with with the tab and then the board will vote. So let's see um would Samuel Lopez come on up. Samuel Lopez, are you in the room? Thank you, sir. Come on up and you'll have two minutes to speak once you begin, sir. Good afternoon, members of the LUSD school board, staff and community members. Uh my name is Samuel Lopez and I'm a tribal youth council leader for the Gapalina Tong West and Gabriel

182Band of Mission Indians. Uh I' I'd like to just talk about the importance of the Atlantic acknowledgement. Uh growing up I've I never heard a land acknowledgement at school. Uh nor did I even really know what it was. Um and everything I learned about my people was framed in the past tense. Um and it did felt deeply isolating to be immersed. Um like to you know just again be talked about in the past tense. Uh but ever since I've been uh just kind of working with my people in a more present tense, uh it has just been again so rewarding and important um for me to kind of understand for our future generations to understand our history in a more complete and understanding light. Uh because studying history isn't about documenting the winners. Uh it's

183about articulating and telling the story fully um and what has been done and why we're here today. At this moment in time, it's especially important that all young people are seen, supported, and uplifted. We must reinforce that first peoples are not a spectacle to be observed on reservations or a mere topic to be written about in school projects. We are still living on our ancestral lands. Um, and we're not going anywhere. As a tribal youth lead, I've had the privilege of working with my elders and fellow tribal members to educate your educators about who we are. All the work being done in collaboration with us uh instead of just without us fills me with hope and the future uh hope in the future and the possibilities that we can build together. A meaningful land acknowledgement

184goes beyond words. It invites us to reflect on our responsibilities. It calls for supporting indigenous students, educators, and families within the district, incorporating indigenous knowledge into the curricula and partnering with local tribal communities to ensure that their voices are heard and education policies and decisions. Ultimately, this land acknowledgement is a step toward ensuring that future generations grow up with a more complete understanding of our history, our presence, and our contributions. It is an essential first step in honoring the past, shaping a better future, and fostering community rooted in respect. So, I just again want to thank you so much for all the work that you do um to support that initiative. Thank you. Thank you for your time. Hey, Anthony Morales, come on up. Thank you, sir. Mha. Greetings. My name is Chief Red Blood

185Anthony Morales, tribal chairman of the St. Gabriel Bano mission engines and the direct descendants of the ancestors who inhabited a major our major village of Yagna which is now Los Angeles. Last November I stood before you to address your consideration of a land acknowledgement that would recognize our tribal ancestral lands on which Los Angeles Unified School District resides. Today I ask that this consideration become final. Also at that time I shared a story of how to preserve one's culture so that it will never become extinct and that is to teach the children because they are the ones who will continue their culture and that is our goal by becoming a partner with Los Angeles Unified School District to prevent extinction from ever happening. Today was a prime example. I was sitting there watching these videos

186of all the youth and it's them. It's about them and it's important that they learn their culture. So, so that what I'm saying here so they would never become extinct. Their music and their their songs and dances, their foods, that's very important because they are the ones that are going to carry their culture when the elders journey to their final resting place. Um, this land acknowledgement will be an honor to our tribe because you are identifying our past, giving us a voice in the present, and giving us visibility in the future in the memory of our ancestors. Thank you. Thank you. Thank you for your time, sir. Thank you. Uh, Herbert Johnson, are you here? Herbert. Yes. Please come on up, sir. The two minutes is yours. Why don't you begin speaking? Thank you. Of

187course. Uh, good afternoon. Uh, my name is Herbert Johnson. I'm a retired firefighter paramedic for LA County Fire Department. Um, and I'm here to support the land acknowledgement. I have been a Tongva now for 30 30 plus years since I've been married. And the more time that I spend with this culture, the more I'm learning and the more and my wife is a fourth grade teacher and so she takes me to go with her to go and teach and how teachers, especially the lady that won the award, God bless her. Um, but it's always very fascinating to me when I'm getting when I'm still learning after 30 plus years. I'm still learning about this culture and learning about land acknowledgement and how important that is and to continuing on to teach I mean the students

188but also to teachers as well. and watching the teachers when their eyes go that means they can take that back to the schools and how important that is for the land acknowledgement. I only have two minutes, so I mean I can't give you a whole lot, but I'd be more than happy to talk and and with my wife, who's a PhD student right now at UCLA in Native American studies, what she is actually learning, the good and bad, which is a bit disturbing at times. Um, so thank you for this time. Um, hope you considered the land acknowledgement and hope to see you real soon. Thank you. Thank you for your time, sir. Okay, let's see. We have just going through list. Some folks are on this list in front of me, but are going

189to be more formal speakers just before the vote. I don't want to confuse those those two all those names. So, Samantha Yang, are you here? Samantha Yang, come on up. Thank you for coming. You'll have two minutes to speak once you begin. Samantha Johnson gang. I'm an enrolled member of the Gabalino Tongva St. Gabriel Band of Mission Indians. I'm an indigenous scientist with a bachelor's in science from Cal State Long Beach and I work for my tribe in education. I also do a lot of land acknowledgements. I'm happy to be here representing my community today. I am here in support of the land acknowledgement. In my experience, this is an excellent first step in restoring relationships and bringing awareness to our tribe, which has historically been heavily silenced. My family has been here in LA

190County Basin since time in memorial. We are from the village of Jubet, which is also known as the Whittier Narrows. In more modern times, everyone in my family has gone through grade school, middle school, and high school in LA County. When my mom was in junior high in the 1980s, her history teacher told her class that all Indians who were here almost starved because they were too stupid to find something to eat, and the Spaniard saved them. That teacher was chewed out later that evening by my army vet grandfather. But the mindset and ignorance are still apparent. When I was in grade school in the 2000s, progress had been made. In fourth grade, I beamed at the two whole paragraphs in my textbook about the Tongva way of life before colonization before quickly moving on

191to the abundance of the mission and rancho eras in California. Last fall, I spent most of my um November hopping from classroom to classroom around the city of Alhhamra to give two-hour presentations to third grade students who learned our trib's history and culture. The interest and eagerness in the students to learn more about it was contagious. San Gabriel Band of Mission Indians has also been hosting LA USD teacher professional development days for over a year with great success. As an indigenous scientist, I see how education, indigenous culture, and climate change are all interconnected. Land acknowledgements allow people to uh the opportunity to briefly hear about the land they are on and might help them consider how to move forward in a better way. This is how we make a better future for our community, which

192is how we help our next generation. I'm hopeful to see what the land this land acknowledgement can expire. inspire kopuha. May be very well. Thank you for your time. Let's see. I have both uh Mona Ralde and Rudy Ortega who are going to speak after everyone goes because you'll have more time than than just the two minutes. So, I appreciate your patience. Um we're going to go to the folks who are speaking remotely. So, um Art Morales, I see you're on the line. Art Morales, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Art Morales, I see you. I see you've unmuted yourself, Mr. Morales. Um, if you begin talking, we should be able to hear you. Try. There you go. If you speak now, we should

193be able to hear you. If not, I'll go to the next person. Maybe you can call back in. Apologies, Mr. Morales. Well, we will come back to you. Kimberly Johnson speaking remotely or are you in the room? Kimberly Johnson. Kimberly Johnson signed up to speak remotely, but I don't I don't have her signed in just yet. So, we will call that name again in a moment. And then Josh Schwit. Josh S. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Josh S. Hello. So yes, this is Josh Shy um with the office of general counsel representing the band of Mission Indians, Gabriela Band of Mission Indians, Key Nation. Um we would like to recognize the good that the district is trying to bestow upon a First Nation.

194However, the uh rightful descendant of the LA base and the Keefe nation was not properly consulted with in this process um for whatever reason. We're not quite sure, but our uh understanding is that chairman Solace has not been consulted with in this. So, we would like to move or make a statement that no action be taken on this item at this time. Otherwise, we'll be forced to appeal. Thank you. Okay. Thank you for your time and we'll come back to uh let's see, Mr. Morales, please press star six to unmute yourself, Mr. Morales. And you'll have two minutes to speak once you begin. Art Morales, we we can't seem to hear you, Mr. Morales. I'm I'm very sorry. I know you were you signed up to speak in person and then switched to remote, and

195I apologize that we might not be able to hear your voice today. You want to give it one more try, sir? Unfortunately, we can't hear you. I hear you. I see you muting and unmuting. Um, and unfortunately, there's nothing I can do from from where I sit to resolve uh the problem. Okay. So, that concludes the the public comment speakers and I believe we have also special guests here and maybe an introduction or a discussion about the tab 6 itself. Come on. Yes, please come on up. I'm sorry my run of show is not smooth today. I apologize. Please come on up. Introduce yourself and um and give us your words. Hi, my name is Mona Morales Recal and I'm with the St. Gabriel Band of Mission Indians. I do have one question, Mr. Mclane.

196Art Morales did send me what he was intending to say. Would it be acceptable for me to say that? That's perfect. you're a visiting dignitary and you can absolutely do that. Okay. So, this is on behalf of Art Morales. I'm an elder, tribal historian and former former chairman enrolled member of the historical San Gabriel Band of Mission Indians having history of time immemorial. Our tribe was the only Gabrieleno tribe and tribe in existence through the 20th century. Chief Anthony Morales's father, our chief legal council, and I were designated the first likely the first most likely descendants by the Bureau of Indian Affairs and the Native American Heritage Commission in the late late 1970s. I would like to thank the board for acknowledging the first people and representatives of this land with hope that we can

197continue to bring visibility to our ancestors in history. Equashem, we're still here. Thank you. Now, can I speak on behalf of myself? So, um I do want to thank you guys so much for this. It is such an exciting time for us. Specifically, board member, thank you so much. And um Megan and Yuckling have been amazing to work with. This work didn't just start in November. This work has been going on for years. And it is um with so much gratitude that we have for the partnership that we have with LUSD and the impact that we've been able to have in a lot of the professional development sessions in working with the teachers and so deeply grateful. Um in addition to that, it would be remiss for me not to mention the MMED team. um

198Lydia, Carmine, um Elizabeth Pratt and Ellia have been amazing to work with through the years. And so I just want to call them out that it's just amazing that you guys have such a great team that has been so wonderful for us to work with. From a native perspective, one of the things that we commonly say is all of my relations. And in regards to all of my relations, we have a word that means everything that we share breath with is a relative. And that's a mind shift that's a little bit different from traditional ways of how we're taught. With that mindset, we also um will work in the idea of having an open hand. And the open hand means many things. It's our ability to give and receive and our ability to have balance,

199which in our language is meurida, which means balance. And we know that when we get out of balance, we carry too much, we go like this. Or as women, because we give too much, we go like this, right? And so we want to make sure that we're staying in balance of all of our relations and making sure that we have reciprocal relationships, not just with each other, but with Mother Earth, plants, animals. So with all that being said, in our tribal custom, one of the things we like to do is give blankets as a sign of our gratitude. So for the board members, um, we would like to give you a blanket. And I have a question. Would it be appropriate for us to do that now or do it later? No time like the

200present I think. Okay. Hello everyone. My name is Rudy Ortega Jr. I'm the tribal president of the Fernando Tatavia Band of Mission Indians and it's an honor to be here. Um my tribe is from the mission of San Fernando which is the San Frernando Valley area of villages that's part of your LAU school district um territories for us in the mission of San Frernando 2995 Indian people were taken to mission San Frernando so when we talk about landman that's the land we're talking about by 1850 this was by the way 1797 to 1850 by 1850 was only 500 of us by 1880 there was only 30 of us and today the 30 remain in in in the enrollment of my tribe of the Ferdinand Tavian people today which we have about 900 people enrolled and

201listed as tribal citizens of my tribe. So this thing, this acknowledgement is an important and crucial thing as you heard from testimony about the identity of our tribal peoples, the existence of who we are as native people in this pe area of Los Angeles. And it's no fault to our ours our people who fought for land acknowledgement, fought for land trust, fought for federal acknowledgement for the federal government. And yet our tribe does not have that destination. But today, you're making that designation. And I ask that in favor that you vote yes on this initiative because it brings that value of honor and privilege to understand that the school district recognizes the first people of Los Angeles before it was called Los Angeles and that's the key and fundamental piece of this land acknowledgement that

202the schools will be speaking about these first peoples and I appreciate the work again as Mona have mentioned with I I'm not going to say it right but Lydia definitely you know uh she did a tremendous job in making sure that she reached out to multiple bands in Los Angeles and to ensure that those consultation was put in place. So, I value her work, her testimony, and basically your all uh to hear us and hear this testament. And we have blankets. Uh Mona text me and said, "We giving blankets." Sure, we're going to do that. We're going to do that. So, thank you again. Yes, please. Yes, please. Please come on up. You will have two people wrapping you with the blanket. We will begin with our superintendent and then our board members. [Music] he

203mayhey. [Music] May he t your t. May he mayhey. [Music] Yeah. He yeah he [Music] taeh your teeh your ta May [Music] we yeah he Yeah. [Music] He to the Holy [Applause] I'm quiet. Okay. The item has been moved and seconded and now it's my opportunity to ask for a vote. So, um, Miss Newell, yes. Dr. Rivas, yes. Mr. Melvin, yes. Miss Brigo, yes. Yes. Miss Gomez, yes. Miss Ortiz Franklin, yes. Board President Schmurson, yes. That's a unanimous seven eyes. And now perhaps a photo. Was there a request for a photo? Yes. Okay. Very cool. Okay, thank you very much everyone. We're going to resume our regular business and we're going to move to tab 23. Um, let's see. Tab 23 has some public comment associated with it. Yeah. All right. So, I'm going to

204go ahead and call the folks for public comment and then we will take this item up for discussion. We might as well do this all the way. Right. May I have a motion, a move in a second? Move it. All right. Moved by Mr. Smurson. Second. Seconded by Miss Newell. Okay. So, all 10 speakers are listed as being in person. I'll call their names now. Um, Joseph Bernie, uh, Allison, Mera Thomas, Amamira Thomas, Mariah Williams, Khalil Smith, Deina, uh, Mackie Draper, Daniel Sierra, Daniel Sierra, Gilbert, uh, Crystal Okay. So, none of the folks are here for comment. So, um thank you, Mr. McClean, and thank you, President, for um moving this up. Um you know, from the past, uh to the future, I guess, from that last agenda item to this one. Uh but the

205idea here is really just to help move the district forward in terms of our constituent and public facing processes. Um, it asked the district to do a review of all our current systems and processes to digitize things and to bring LA Unified into uh the the 21st century and in the world we're living in, whether it's we're interacting with our um private companies or paying parking tickets online. A lot of things that we now uh take for granted in most of our lives that we're doing digitally, we still um some for good reason, some it's hard to find a reason uh but do things more antiquatedly here. And there's a list in the resolution. School enrollment, emergency cards, permission slips. One of the things that's been great in the last few years through our ELOP

206program, which we're going to vote on later in this meeting, and CAP is all these field trips. Well, parents have to fill out permission slips by hand for every child for every field trip. Uh, so it's, you know, whether it's the environmental coal. Yeah, thank you. Miss Hendy Nubble is nodding. Um, and so I want to acknowledge the work that the Duk's already started to do on some of these uh digitization processes. One of the things we're also going to be voting on today um is uh the winning bid for a contract to have uh uh credit card and digital payment services for things like leasing uh our facilities. But I will tell you I asked I started asking and advocating for that seven or eight years ago. Um and so we wanted to just

207kind of uh expedite some of this and and make sure every department has an opportunity to say these are the things we still do on paper. We definitely want as the resolution calls for paper options uh to be accessible or for folks who might not have access to uh to computer or to a smartphone. But in general, many of these things we are an outlier when it comes to things uh being done by paper. And so the idea here is to uh save families time um rather than than taking unnecessary time. So, um, appreciate the co-sponsorship of Miss Ortiz Franklin, who I'll turn it over to now, but, uh, it asks, uh, there there's an updated version here and working with the superintendent's team. Again, acknowledging the work that's already been done, but just adding

208to this review that, uh, directs the superintendent to conduct a review uh, conduct a review of all current systems, both internal and external, to determine which can be digitized and modernized for ease of use, provide a report back to this board, and then start uh, start doing the work. So, with that, I'll turn it over to Miss Ortiz Franklin. Thank you, and thanks for bringing the resolution to our attention. You know, I was super excited when this came because as you're seeing nods of fellow parents of uh students in the district right now, we are recognizing where this might ease our own life as well. Um, so just personally filling out the enrollment forms and the emergency cards. Uh, this the the slot is so small sometimes to fit long last names. Um, so really

209appreciate the the efforts to move in that direction. Um, I was lucky to add one around the early childhood um, checks. I was almost late this month. Um, but I paid my rent on time because that was digital and the check I had to find the checkbook in the car somewhere. So, I just think this will make things really uh, simpler for families and also for staff. Um, appreciate the the sign-ins and the mileage and uh, I know the team wants to make the district a premier place for both students, families and staff. So, I'm excited that we've been doing some things in that direction and I hope the strength of the the board um and invite my, you know, colleagues co-sponsorships and yes vote as well uh will make it just easier for everyone.

210So hopefully um we will see the the fruits of this labor very shortly. Thanks for bringing it. Thank you. And with that, I don't know if there are other board member comments, questions or Yeah, Mr. Schmson, can I note very quickly we're on version three which has been passed out to the board members is available online and we have hard copies in the back if you if you need it. Thank you. So, version three. So, I too would like to co-sponsor. Thank you very much. Please. Thank you. And I want to talk about cumulative records. And if you don't know what cumulative records are, those are the children's records from TK to 12th grade and beyond. And we are charged with keeping those records in perpetuity. And that means forever, forever and ever and ever.

211And I could remember working at Virgil Middle School when amnesty was happening in the 80s and they depended on those cumulative records to prove that they were in school and that was the lifesaver for the kids and their parents to show that they were actually in the US in the 80s. So let me tell you about cumulative records. as a principal, an assistant principal, we're responsible for them. And sometimes schools have painting projects and they move the cubes to another room. Or sometimes they have modernization and they pack them up in boxes and move into another room. Somebody has to keep track of all these cumulative records and where they go. If you have a fire at the school, if you have a flood at the school, someone is responsible for those cumulative records. So

212it is very very important that when properly at the right time those records are digitized and that means they're taken to a special place where they are uh cleaned up and photographed in perpetuity but what happens is and I know the superintendent has supported me in this um it's a little slow to get moving with all those records. There's a lot of work to get those records done, but we have to make sure that all of our records are done in digitization properly so that we have those records forever. And I'll remind you again about amnesty and how important it was to keep those records safe. So, thank you. Thank you. Yeah, Miss Hendy Newell. Yes. Um, yes, I too would like to co-sponsor as a parent who has figured out a way. You just

213xerox uh uh emergency card because you have to fill it out every year and you just omit the year and you try to keep up with the times. This would help so much. Um, and as someone who had to look for those by hand at a school site, so I know the work that goes into that. So definitely appreciate it and bringing it forward. So we get into the century that we're in now. So thanks. Are we I missed the beginning. So we're just doing comments or questions or Yes. Okay. On tab uh um well I'm glad that you're bringing this forth but um we did receive a board informative on April 1 uh from the district. So I I was just you know um a little confused. Uh what more is this resolution doing

214um that wasn't already addressed in the board informative? Because in the board informative I mentioned that um the district is already um digitizing some um forms like school enrollment, field trips, special education reimbursements, leasing and civics. Um and it mentioned all of the forms for field trips and also for enrollment special education reimbursements, civic center payments. So, is just this adding more to what the district is already digitizing to include more um applications of forms? Yeah, that was and happy to have um Deputy Superintendent Salceto or whoever on the superintendent team talk to that. Yeah, I mean a lot I appreciate that work. A lot of it was in response to I think board advocacy over year over the years. Some of it like the credit card payments releasing we're voting on today, but it

215took a long time. others um are in process and so it it's just uh kind of to validate that work and ask that it get expedited and then add um the other non-exhaustive list here emergency cards like Miss Andy Newil was uh discussing recording excused absences early ed center payments like Mr. Franklin acknowledged TP compliance forms and then through the review we changed it from audit to review because it was kind of like a lowercase audit just a review of every department to say these are the ways that the public interacts or even the schools interact with the central office uh by paper and then ask them to add that to the effort. Yeah, because it does say here are the the the next steps as you mentioned that the district staff will continue exploring

216the feasibility of digitizing additional processes like the early ed center payments, illness forms and tuberculosis compliance forms to just name a few. Um and that the board will be apprised for updates. So this is just sort of making sure that's taking place. Yeah, I think that ca that informative came after this was submitted and again I appreciate so I can't really my neck is trying to turn but I appreciate this and we've been working with the team um including this new language including continue to current current efforts as you were reading. Uh so you know that was a I would say a step as part of the broader hole but yeah Pedro if so the resolution was noticed at the beginning of March. Um what we wanted to do is be responsive to what was

217actually being u brought to everyone's attention and provide an update on what we've done to date. Um there are a number of timelines that we need to execute on to ensure that we're digitizing a number of different processes in the district. Um but we also intend to kind of scour our processes across multiple divisions to think about what are the touch points with multiple stakeholders to really identify where efficiencies might exist. How do we leverage existing applications um and forms that are already online based or processes that are currently being converted that can include an additional element to resolve um resolve some of the paper back and forth between parents, staff, uh external stakeholders, community members that are submitting, you know, uh information for leasing and civic center permits. Um we do think there's an

218opportunity here. At the same time, it comes with potential costs and expenditures. Um, that is one thing that we have to weigh when we look at feasibility. Um, and we always try to strike a balance on kind of leveraging what we have and just enhancing what we have. So, we'll have a report back on the 12 budget and what that that what what it'll take. Well, I'm glad because of this because particularly for the civic uh center permits and payment that seems to be an area that a lot of our community members um are very frustrated with. So, if this is going to, you know, really um modernize and um just making streamline the process easier for everyone I think then um so thank you for bringing this forward. I just wanted to clarify with

219the board informative and yeah, please add me to the resolution. Great. Thank you. We will. Yeah, Miss Grigo. Yeah, I just have a question regarding the where is it the illness forms absence for illness non-illness is that for employees or for students? Um that is for we were thinking employees predominantly um but I I think this is what the review is going to call for certain things emergency cards and permission slips are the big pain point we hear for and enrollment which is on here from parents but we're also going to ask schools to say you know we um and remember one of the my Venice High School we also were hearing parents and it was about things like signing up for classes or even um summer school. So, like we're going to ask our

220schools and ask you all to do the same and figure out what those pain points are. But this the absence for illness and non-illless family new child leave was an employee. All right. And I appreciate the stakeholder and community feedback by October 25th. Um and yeah, thank you. Great. I'm supporting it. Wonderful. Thanks. Uh okay, then maybe we can um it's been moved and second. We can take a vote. Outstanding. Uh roll call on tab 23. Miss Newell, yes. Dr. Rivas, yes. Mr. Melvin, yes. Miss Grigo, yes. Miss Gomez. Miss Ortiz Franklin, yes. Board President, yes. That's six eyes. And we'll check back in with Miss Gonz when she's here. Passes. Okay. The time is now 2:54. We started taking public comment on consent items. Um, and we got through consent item 22. That was

221the IPM. Um, and we'll continue with public comment on other consent items as we take them. So, tab 26 and tab uh 27 both have uh public comment, both of which are on consent. So, Eldana Area, are you here? Eldana Area and then Norma Gonzalez. This is for tab 26. Norma Gonzalez, both not here. Tab 25 is actually also on consent. My apologies. And we have six speakers for tab 25. Um, Angela Torres, are you here? Angela Torres, Samuel Pake Heights, come on down. It's your time to shine. You'll have two minutes to speak once you begin on tab 25, Earth Day 2025, strengthening climate resilience and sustainability. Few minutes, sir. Yes. Thank you. So, good afternoon board members, superintendent, and staff. My name is Samuel Pines, and I'm a sophomore at North Hollywood High

222School, and I'm here to strongly support the Earth Day resolution. For students like me, Earth Day isn't just a one-day event. Earth Day is our future. We see the impacts of climate change throughout Los Angeles. We feel the extreme heat. We worry about the air we breathe. And we are still recovering after the devastating wildfires. After evacuating from the Palisades fire, I returned to neighbors without physical homes and friends without a permanent school. That's simply not fair. Every student deserves a healthy and safe space to learn. That's why the climate education this resolution supports is essential. Understanding these issues empowers us to contribute to solutions. We want more opportunities like Earth Day LA that connect us with others who care and teach practical ways to make a difference. We're most inspired by tangible changes at

223our schools. Things like more trees, functional recycling programs, and renewable energy installations empower us. Oh, installations show us that the district is serious about creating and tackling climate change. So, please keep pushing to secure funding for greener, more sustainable schools. We're counting on our bold action now to secure our future and our planet. Thank you. Thank you for your time. Jerry Yang, are you here? Mr. Jerry Yang, come on up. You'll have two minutes to speak once you begin. Not as tall as Samuel. So, let's uh Okay. Does the time just start on my first word or Okay. Okay. Sorry. Um, hello L USD board members. I'm honored to have the privilege to speak to you about today's Earth Day resolution. Before I begin, let me introduce myself. I'm Jerry Yang. I was I am

224one of the 2025 LUSD student board member candidates. I also currently serve as the president of the Los Angeles City Youth Council. Uh and I'm a junior at North Hollywood High School um same school that Samuel goes to. So um part of my background is a lot of work within climate literacy working with Jerry Song. Um I've recorded multiple videos for the 2025 Earth Month website um which hopefully will be coming out soon. Uh, and I constantly push for uh for more climate literacy and more fun climate literacy curriculum. Uh, I'm actually helping design a climate change board game right now. So, that's one of the things. Um, and I actually, well, Scotch Merlson uh left, but I advocated to him about banning artificial turf across LA USD as well. So, as you can see,

225I have a history of um, climate advocacy and for pushing reform. Um, and now I want to talk about why this resolution in particular is important. It should be no stranger to us the disasters that are currently occurring in our community. It is irresponsible to ignore them and chalk them up just to, you know, disasters. The fact is is that many of them are caused by climate change and that's something that needs to be taught in schools. As temperatures continue to rise as well, students are bearing the brunt. They feel the temperatures rising and the lack of green space in schools. And it's important to acknowledge the moments we have to celebrate our community and our environment. This resolution is just one step in the right direction, providing a platform for schools to build around

226to create events bringing awareness and celebrating our planet. It also helps address issues students are experiencing due to climate change such as eco anxiety, insecurities, and mental health issues. I stand before you today not just as a leader in climate literacy and a passionate environmental advocate but also as an LUSD student asking you to pass this res resolution to support the future of our society and keep your students my peers informed and engaged in the ever evolving world. Thank you. Thank you very much for your time. Uh Camila, is Camila here in person? Joe Z, are you here in person? And we have Lauren Aim online. Lauren, please press star six to unmute yourself. And you'll have two minutes to speak once you begin. Lauren Aim. Lauren, I see you're with us. Hi, this is

227Lauren. Should I go ahead? Yeah, please go ahead. Yes. Hi, thank you so much. My name is Lauren Nik. the climate co-director at the LA lines for a new economy and just calling in to express um gratitude and support to Dr. Rivas and the board for taking up this important matter of the climate progress of the district and the importance of um celebrating and honoring Earth Day in the efforts of the district to um advance climate resilience for students and staff and um as a district and the need for additional resources to be able to do that. So just wanted to voice appreciation for Dr. Revas in putting forward this resolution and encourage the continued progress and solidarity with of many organizations and the and parents and residents of LUSD in working together to advance

228equity for all um of us working in LD and parents and students. So thanks very much. Thank you for your time. Uh that concludes the public comment on the item and Dr. Reeas has informed me she wants to give a few comments on her resolution tab 25 Earth Day. Yes, I have a few comments and um sorry I didn't know that this was placed on um consent and um and I do have some speakers here present. Um so today I am honored to introduce the resolution strengthening climate resilience and sustainability in LUSD in recognition of Earth Day 2025. Since 1970, Earth Day has united people across the globe to protect our climate cla planet. And here in Los Angeles unified, we are proud to be part of that movement. We know that climate change is

229not just a global issue. It is a deeply local one. Particularly for our black, brown, and low-income uh students and communities experience the harshest impacts of heat, pollution, environmental degradation. And yet they're uh they are also leading the way in innovation, community care, and climate advocacy. Um before I go further, I'd like to share a very powerful poem written by an eighth grader at uh John Ley Middle School uh by Jonathan Salvador. It reminds us why work work matter this work matters not just for Earth Day but every day. So this is a poem called nature's work. nature how how we started and yet we take it for granted. Many buildings cover the magic and this is quite tragic. The phenomenon that occurs is amazing and the work done is destroyed. Many parks gone and

230nowhere to play and many kids don't know they have a say. The companies want allin on profits and Earth is the one who takes the hits. What we need is more grass and not not let this opportunity pass. To show everyone what this planet has done, we all must do our part starting with one. We must clean up and not pollute. Let the trees grow and savor the fruit. So, thank you Jonathan for this poem um putting words putting into words what many of us feel so deeply. and um thank you for your inspiration for us to act in urgency and hope. Uh so the resolution recommits LA Unifi to advance it to advancing climate resilience, clean energy, green schoolyards, and student led environmental learning. It also encourages our participation in two key events the

231in the city of Los Angeles sanitation environments Earth Day LA 2025 event at Norman O um Houston Park. an opportunity to connect, clean up, and celebrate sustainability together. And the second one uh which was just added into the resolution was the Echo Park Earthfest 2.0 um El Centro de Pueblo at El Centro de Pueblo hosted by Senator Marena Duraso. Let us remember that Earth Day is not a single day. It is um a launching pad for action throughout the year. And this resolution reflects our district our district's responsibility to ensure every student learns, grows, and thrives in a climate safe and equitable environment. Now, I'm pleased to introduce uh some guest speakers who will share some important work being done to advance our climate goals. Uh first, we have from the neighborhood council sustainability alliance,

232we have Miss Aurora Corona. Um, I'd like begin by uplifting the work of the neighborhood council sust sustainability alliance and coalition working to advance sustainability and resilience across Los Angeles through advocacy, best sharing, best practices, and common communitydriven action. Uh, representing NCSA today is someone who truly embodies that grassroots spirit. I'm honored to welcome Aurora Corona, a lifelong resident of Pico Union and environmental leader with deep roots in our school communities. Aurora also serves on the board of friends of Pico Union Library where she leads local greening projects like native plant medians, park cleanups, and community gardens. She reminds us that environmental justice begins one on the block where you live. Our welcome. Thank you. I'd like to greet all the board and thank you for having us here. Um yes um Dr. Rivas I

233want to applaud you for um all the work that you're doing especially for Earth Day. As you mentioned, it has been over 70 years with the first Earth Day and we're in our 55 year and yet we still are not where we need to be and the work is still there and you've heard our students and Jerry happens to be on the Los Angeles Neighborhood Council Sustainability Alliance. He has now created a youth action team and I believe I don't know if Scott's on it but um we're very thrilled to have this youth action committee and they are working hard and they are LA USD students. I'm very happy that you mentioned the poem because exactly what I was going to do. Um I led a contest about nature's gift. That was the theme at

234LUT schools and we actually got about 17 uh honorable mentions and top selections and the one that uh Dr. Receivas read was a top honorable mention for a top selection. So beautiful work inspiring. I think it's so important that uh we just had a ceremonious a a great ceremony land um resolution. We can do the same for the planet. I mean really if we are so adamant about doing a land we cannot survive without the planet being here. So my ask is that you approve Dr. Rosio Riva's resolution and uh a resolution for our planet on earth. Thank you so much. Um our next speaker is that I'd like to invite forward is Miss Lisa Hart. She represents the neighborhood council sustain alliance as executive director and a powerful advocate for citywide sustainability policy. Lisa

235le's initiatives that bring neighborhood councils together for collective environmental action and she also serves on the executive committee on so-cal stop artificial turf task force. We are grateful for your leadership collaborative spirit. Welcome Lisa. Thank you so much for having me. It's an honor to have an opportunity to speak before you the same day you're honoring Dolores Huerta. It is so important that new generations of students learn about her work. So, thank you. And I want to thank you, Dr. Rivas, for acknowledging the role of the climate crisis in the fires in your Earth Day resolution. In the immediate aftermath and even now, many of our leaders have been conspicuously quiet on that front, which was almost as frightening to me as the fires themselves. LUSD has been a role model for sustainability on many

236fronts. So, so thank you for your leadership and yes, we must have green schools and we must green our schools. As a member of the so-cal stop artificial turf task force executive committee, I know we we look forward to continue working with you on this important issue as we have identified solutions because although artificial turf is the color green, that is not what we at the Sustainability Alliance mean by greening schools. Thank you again for your leadership. Thank you. Uh thank you Lisa Naora for your support. Um, now I'd like to spotlight the Earth Day LA Coalition, a group dedicated to advancing public awareness and celebration environmental action through citywide events and partnerships. Um, I'd like to uh recognize Gonra Terasa's Cross. Unfortunately, he couldn't be here with us, but he's all part of this

237quot Oh, is he? Oh, he's here. Oh, I'm sorry. Go ahead, please. Okay. I wasn't sure if you were here. Um, so, uh, Mr. Mr. Terasa's Cross is a seasoned public servant and community advocate who has helped lead Echo Park Earthfest and numerous large-scale culture environmental celebrations across Los Angeles. Gonrado has mobilized coalitions and secured millions of funding to support arts, sustainability and community engagement. Welcome, Mr. Hi. How are you all doing board members and superintendent? My name is Conrad Terrasas. I'm a district representative for state senator Maria Lennena Duraso and I'm here to express my gratitude uh to board member Dr. Rosia Rivas's Earth Day resolution and for introducing that and we also wanted to invite everyone to an upcoming free Echo Park Earthfest at 2.0. This is our second year. It's Saturday, April

23826 in two short weeks at El Centro de Pueblo in Echo Park. This is a community event that celebrates environmental stewardship. It showcases how we can nurture our planet, which we all want to do, right? Uh we begin with a service day LA co-sponsored by Mayor Bass. It's going to be a cleanup from 9:00 a.m. to 11:00 a.m. We're going to follow with a great fest or festival. We're going to be giving out free trees, 100 free trees, planting trees. We're going to be have free eye exams. People can get free eye frames up to a hundred. All you have to do is bring your your prescription or you can have an exam taken there and get free eyelasses. We're also going to be having composting demo and youth performances until 5:00 p.m. So, we

239just want to thank you for all your initiatives you do at the board and thank the the board member Rousil Rivas for your work in protecting our planet and we hope to see you all on the 26th. I have flyers. I can leave them with you. Pass them off. Thank you. Um I want to ask if m um S Coyama is here. No, he's not here. Okay. Oh, you are. Oh, you are. Hi. Welcome. So, really quick, um Sakai Coyama is a lifelong resident of Echo Park and a passionate advocate for parks, neighborhood safety, and animal welfare and green spaces. Her work reflects a deep care and grassroots commitment needed to build resilient neighborhoods uh from the ground up. and she's also part of the Earth Day LA coalition. Thank you. Good afternoon, members of

240the board and superintendent. My name is Sakai Coyama, co-coord co-coordinator of Echo Park Earthfest, co-president of Friends of Alleian Park and part of the Echo Park Advisory Board. It's an honor to be here in support of board member Rosia Rivas' Earth Day resolution and to share more about the free Echo Park Earthfest happening Saturday, April 26 at El Centro de Pueblo. Um, Conrad explained a little bit about it to you, but I want to express to you just as a product of LA USD student, a lifelong born and raised in Los Angeles. In third grade, um, we had a project and it has stuck with me my entire life and informs me today as how I move through the world. Um, third grade, Dayton Heights Elementary School on Commonwealth Avenue. Uh, Mrs. Johnson. Our project

241was about trash and recycling and where does it go? It doesn't just go away. It has to go somewhere. And so we had to do a whole project. I had a whole poster. I remember it clearly. I might even still have it somewhere. But just so you know how important it is to educate young children at a very vulnerable age that it it stays with them and it becomes their lifelong mission as it has with me. Thank you so much. Thank you so much. And one last speaker. I know you called her for public comment, but she's actually here present. Angela Torres. Um, I'd like to invite her up forward. There she is. Um, Angela is joined by Pasadena City College Corps and Impact Scholars. So, welcome Angela and these wonderful scholars. And Angela is

242also a member of the Historic Highland Park Neighborhood Council. Thank you so much. Um, good afternoon board members, superintendent, and staff. Um, if he's still here. What a beautiful morning honoring the Lores Werta. I am still we're processing all of that. Um I'm joined with Pasadena City College Corps and Impact Scholars. My name is Angela. As a proud member of the Highland Park Neighborhood Council and a passionate advocate for formerly incarcerated students and youth empowerment in Northeast LA, I strongly support this resolution. Um this resolution not only affirms LUSD's commitment to climate resilience and sustainability but also emphasizes the critical need for indigenous um le and environmental equity um initiatives. So especially in communities like our own that are disproportionately impacted by climate change. And I believe these resolutions are important as they focus on

243environmental equity which are important in um our communities um impacted severely by incarceration, gentrification, and just eraser. So I specifically just want to say I love the idea of more collaboration in this area and wholeheartedly support um the proposal. I think it it um involves an education piece that'll start conversations that we could have benefited from having when we were younger. um thank you for leading this crucial initiative. I'm excited to see um it implemented. Thank you all for your time. Thank you so much. So, thank you uh everyone, all educators, students, and community members who are putting climate action into practice across our schools and our communities here in Los Angeles. Together, we're growing greener, healthier, and more just future for Los Angeles Unified School District. Thank you so much. So I guess we

244can vote and I'll move. So we've taken off discussion. So I'm off consent for discussion. So if there's other folks who want to chitchat Oh yes. Any other comments? Co-sponsor please. Noted. Yes. I'd like to be added as well. Okay. So co-sponsor for Miss Gonz also miss Franklin also here. Rego Mr. Okay. Unanimous co-sponsorship. Okay. So, we may as well take the vote on this. It's on the discussion calendar, not consent. So, this is on tab 25. Um, can we take the board rule 72 waiver at the same time, unless there's an objection? Okay. Um, we have a mover and a seconder yet. Move her, please. Move it. Second by Mr. Mlson. Seconded uh by Miss Gomez. Uh, Miss Newell. Yes. Dr. Rivas, yes. Mr. Melvin, yes. Yes. Miss Grigo, yes. Miss Gomez, yes. Miss

245Ortiz Franklin, yes. Board President Schmurson, yes. Okay, that's seven eyes on tab 25. And Miss Gonz, I need to collect a vote, I think, on tab 23. Yes, that's a yes. Okay, so that rolls and I would also like to take tab 26 out of consent. I also have Okay, so we'll put we'll put that on to discussion and come back to it after we get through these consent items. So, last consent item we took was tab 22. We heard the public comment on that. Um the next consent item is tab 27. Um we have two folks speaking to tab 27 mandated supporting child abuse awareness, safety and equity. Um Sabrina Burgess Garrett or Burgess Garrett are you here? Sabrina and Adriana are you here? Adriana and Mr. Franklin, you said you had a super

246brief comment. Super brief. Just to explain that we are all mandated reporters in LA Unified. There is a shift in um the framing to mandated supporting. Um so when students are showing signs of potential neglect, um it is not just for conditions of poverty or uh hunger or uh transportation or all of these issues were um sort of relooked at the state. And so the resolution is simply calling for us to take a look at our training and our uh policy to make sure we're in line with that so that we are offering support as well as um maintaining our mandated reporter status. Um it's an effort to be more equitable because we know that more poor and black children are over reported in this process. And so I'm would invite my colleagues to to

247co-sponsor to vote yes um to strengthen uh the way that we train folks to offer support just as much as we are uh keeping them safe uh in our district. So that's the quick comment. Yes, thank you for bringing it forward. I'd like to be added to Okay, so adding as co-sponsors, Dr. Rivas, me too. See Mr. Melvin, I'm just going to go this way and then Mr. Schmurson. Yes. Riego and Gonz. Okay, so that was consent item 27. Um, I will confess to an error. Tab 29 cannot be on consent. In fact, no action is taken on it. That's the charter petitions for public hearing. We I will read my public statement and then we'll hear the folks who signed up for that item to be heard uh after we conclude the consent calendar.

248Um, we don't have any comment on tab 30. We do have uh comment on tab 31 which is minutes for board approval. Maria Torres, are you here? Maria Torres. Uh how about Nelly Mendes? Okay, that concludes the public comment for consent items. Can I have a move and a second to take the consent calendar? Moved by Miss Gonzalez. Seconded by Dr. Rivas. Yes. Okay. Thank you. Uh, Miss Newell. Yes. Dr. Rivas. Yes. Mr. Meline. Yes. Miss Grigo. Yes. Miss Gomez. Yes. Miss Ortiz Franklin. Yes. For President. Yes. Okay. The consent calendar passes. It's 3:20. We're going to go on to the discussion items that the board members selected as not being on the consent calendar. So the first item up for discussion um is tab two, California Department of Education's transitional kindergarten qualification. Uh we

249have two folks um for public comment. I will call on those folks and then um it goes to the board for discussion. Uh Megan Costello, are you on the line? Megan Costello, are you in the room, Miss Costello? Neither. Nor. Erinda Morita, are you in the room? You're signed up to speak remotely, but you're not signed in. Erinda Morita. Um, okay. So, it's up for discussion now. I have two members who wanted to discuss tab 2. Mr. Melvinne and Miss Grigo. And we have uh from HR, we have L. Ortega and Michael Berserdorf here. And Dr. Dean Tagawa from early education. Um, yeah, thank you. Um, I'm wondering about uh the PDS that are going to be offered for the teachers who are teaching TK. I understand that um there are many options for them,

250but one of the things that I've heard from um TK teachers is that on PD Tuesdays, usually there might be the only one or maybe there's another TK teacher and so they need but they're the PD they have to join the regular PD that is offered to all the other teachers and they feel that they don't have the the PD is not relevant to their work. So, I'm wondering what can we do so that the TK teachers during PD Tuesdays get very specific and uh differentiated uh PD that addresses their work. Yeah, thank you uh board member GGO. So, one of the things that we did this year was to start doing what we call byite-size PD. So, we take like a a four to six hour session and we break it down into 45

251minute sessions so the TK teachers can join. So this year we've had on any given Tuesday when we have the bank time we have over 500 TK teachers who are able to join those. So that is new for this year and we'll continue it for next year. But it's definitely a kind of a sweet spot that we found because you're right you may be only one or two TK teachers at your school site but when we can all bring them together for a 45minut Zoom then we get over 500. The other thing is within that same kind of PD structure, uh we created a TK um teacher group in schooly and they're very active and we have over 1100 teachers in that group. So there's different ways that we're trying to bring out PD besides

252just Tuesdays, but the bank time um Tuesday seems to be we call them byiz PDs, but it seems to be a big hit. So just kind of know we'll continue that for the upcoming year. Great. Thank Exc excuse me. Thank you. So I just a comment uh or clarifying question, I guess, but I'm I'm thrilled that we're now providing universal preschool in LA. I mean, I know we call it different things, but to parents, that's basically what it is. Um, and everywhere I go, people seem surprised that we have that. So, I have seen our buses and our billboards, but as we've discussed at Miss Gonz's committee, I hope there's more we can do to to let folks know that we um have universal prek uh in LA preschool in LA. Um and I'm glad

253that we have enough teachers to provide instruction to our youngest learners and most of these teachers have training either through their credential or micro credential or their hours of credit. Um you know, I notice in this action we're kind of certifying either the training or the experience. And while there is no substitute for experience in the classroom, I want to make sure that all of our teachers have some specific training for this population of young learners. Um, and so, you know, we're by approving this, we're basically saying that if you are already teaching, you're certified. But I just want to see what additional training are we doing to support educators to work with this population. not to, you know, we'll support this action, but just um to make sure that not that those folks are

254are getting proper training and and professional development. So um with the training for TK teachers, we've done the bank time Tuesdays. We've also done Saturday trainings in the summer. Last year, we brought over a thousand teachers together to do training specific to um um early literacy and early numeracy. And then again during the course of the year we've been able to bring early literacy, numeracy, some writing and then the big piece is the classroom environment. So we've done several trainings with the TK teachers on the creating a classroom environment. We call it like when you arrange your room in a certain way and you start developing those interactions. It's like having an extra the environment becomes an extra teacher in the room. So they've been wellreceived. Um this summer we're working with LEO to do

255another TK training. Um, and it looks like we'll probably have another thousand folks there. So, there is ongoing training um, in this. And then I I don't want to defer, but I I'm excited because the micro credentials been in place for three years. And um, that has brought in a very deep um, well, I'm not going to I don't want to speak to it because that that's Michael's thing, but it it's a tough it's tough and I've been to the trainings and I really like the way it's laid out. So, I know that maybe is partial of an answer, but I hope that helps. Thank you. Any further questions, comments? Appropriate to vote. Okay, this is on tab two. May I have a motion? Moved. Moved by Miss Gomez. I'll seconded. Seconded by Miss Grigo.

256Uh, Miss Newell. Yes. Dr. Rivas, yes. Mr. Melroy, yes. Miss Grigo, yes. Miss Gomez, yes. M Ortiz Franklin or President Schmelson, yes. That's six eyes. Now on to tab three. L USD expanded learning opportunities program plan update. Uh we have two speakers on that item. Uh Maria Louisa Palma, I thought I saw you here in person. Did I see you? I have you listed as call in but please come on down uh Miss Palma and then you'll be followed directly by Mr. David Tokovski. So come on down. You have two minutes to speak once you begin. Thank you so much. Good afternoon. My name is Marisa Palma. I'm here representing Oolada. So um you have a budget buried in this item for ELOP. Um, but there are no lists of which schools have which programs.

257For example, how many students complete programs? I know at committee of the whole some numbers were uh thrown out there about students, but we don't know if they showed up once. How many students complete programs such as the high dosage tutoring? How many went consistently? Where is there a list of official programs that each school has so parents can reference? We had the great students here for academic decathlon today. Which schools provide that that type of program? Are ELO funds included in the school budget? I don't think so. Are they discretionary? Who selects which ELOP programs are at particular schools? We've hear that there's an opt-in. Are parents part of that conversation on selecting which programs are going to be in schools? And if you have all asked, I've heard the questions happen here on

258how can we evaluate what programs are causing positive academic outcomes. Well, if we can't measure them directly for ELOP, we need to be able to see which schools have which programs and then be able to look at those academic outcomes at those schools. Here's where some of the problem comes in. At the parent advisory committee this last week, they presented the existence of I Ready to the membership, but no I Ready results. Isn't that funny? The the parents specifically asked for I Ready results. They were told no. They were told that because of the development of the LCAP for next year for 2425 will be in the annual update to all of you to the board in June. Then after that those details will be made public and then the the pack can have that

259information. Isn't all the information here public data? How is it that those parents can't get that information? We have some tiny little bits of I Ready information that were presented to DAC. Do you have this board members? Do you have I Ready data. This needs to be made public as soon as possible. All of it to the parents, to everyone. Thank you. Thank you for your time. Uh Mr. David Tokovsky, come on down. You'll have two minutes to speak once you begin. Thank you very much. Mr. Melvin hit it on the nose on item two. You're certifying these items as a board. Just like Prop 28, this board of ed certified certain things and now is the subject of litigation as to whether or not what you certified is accurate. So on tab three, you

260are certifying uh a plan that is, if you read it, is filled with more educational gobbledegook than I've read in a long time. It is unclear as to how it's affecting student achievement post pandemic. It's 500 million. Did I say that right? $500 million. ask how much of it was returned to the state, if any. If not, you can call the CDE and ask them to get a straight up honor. Because remember, when people speak here, they're not under oath. They're just telling you what Oh, that's a great question, Nick. That's a great question. Marching band, did it get anything? Great all city marching band. Did it get any money in the arts? in the ELOP, immigrant students, newcomer centers, how much was directed in this time of urgency over immigrants. How much was dedicated

261to that? Tutoring. Vast majority of tutoring. Do you have the results of the tutoring companies? Have you ever gotten them? Item four, Golden State certification. I missed all of you at the showcase. It was wonderful to see that. Not one but carpenters. all of these pathways that you're certifying, not one union basically involved. You need to direct some of that. Item seven, 400 teachers don't have class. What in the world is going on with communication? Item number nine, great thing. Hallale Elementary School, 2.5 million. It's the first time I've seen a community development block grant. Doesn't even say it by its name. government relations should be getting 2.5 million from every congressperson, every supervisor, every city council that extorts Christina toes. Every time we build something in Southgate, folks come up and say, "Will you

262pay for our plumbing? Will you pay for our water?" They ought to give us their community ba uh development school, the community-based development grant. Thank you very much. I appreciate the time. And each one of these that coming up next, you're certifying with your name and your vote to the state. Thank you for your time, sir. Appreciate it. Thank you for your time. Okay. Uh may have someone move uh tab three. Anybody want to move tab three? Move it. Mr. Schmurson, anyone like to second tab three? Okay. Dr. Dras. Okay, Dr. Reeves is second. And now we take the vote. Uh, Miss Newell, I'm sorry. I'm so sorry. I'm moving too quickly. So, please um discuss who. So, sorry, Miss Gomez. I can start. Sure. Um, hello Dr. Bayas. Um, I appreciate you bringing this

263forward and um, I know the board has previously gotten a presentation on ELOP, so my questions are a bit of a follow-up to that initial presentation. I think it was back in the fall or winter of 2024. Um, I think first if you can obviously there's a lot of different uh, programs and components that are spoken to in the materials we received. If you can speak to kind of what's our decision-making approach about how those different programs are allocated to different school sites? um which schools are prioritized in terms of having access to to different programs. Absolutely. So um the ELOP has a premise. So the California Department of Education has identified quality standards for this expanded learning program. They are safe and supportive environment, active engaged learning, skill building, youth voice and leadership, healthy

264choices and behaviors, diversity, access and equity, quality staff, and a number of others. And so based on that, we also looked at their strategic plan and looking at that alignment. So I'm going to give you an example for um active and engaged learning. We're connecting that with academic excellence. That's pillar one of the strategic plan. And in that particular program, we're offering uh instructional programs. So they could be acceleration programs or they could be intervention programs, tutoring programs. Um there is the winter academy, there's a summer program, uh there's a spring academy, there's a number of programs just related to that. Um the uh resources that we use, the way that we make a decision on that is based on data is based based on student achievement data. How students are performing on the smarter

265balance assessment, our reclassification rate, um all of those ALCAP indicators are what what drive um our um um our program. So, for example, we found that in the smarter balance assessment, our foster youth are students that are not performing at grade level as we saw that. So, foster youth became a focus. So, we're working with Maria Miranda to um provide us uh with some um just collaborating with us um on programs for the students to uh get access. 11th grade was a gap in math. So, that's a focus. So, everywhere we saw that there was a gap, we've invested in those areas. Steam and STEM was a gap for a long time. Just recently you saw the region north and region uh region east had their um steamfest and that was based on number of

266different programs and clubs that are being held after school that are increasing the number of steam programs and increasing the number of of um females and girls in STEM STEM and steam. Those are just a few examples of the types of programs we are implementing. But how we're ba how we're basing that decision is based on data based on our strategic plan and based on the quality standards for expanded learning. Okay, that's helpful. And in terms of the balance between which programs are being centrally decided versus school sites are opting in or selecting to utilize our funds in a particular way. Can you share more about that? Sure. So tutoring has been offered to all of the schools and of course we had a vendor fair and the school selected the tutoring vendor that they

267wanted to come to their school. So they that's something that's available to everybody. The afterchool program, the beyond the bell program is actually the base that's the base for our expanded learning program. And so we have our beyond the bell l program um youth development services um ys we have our providers that are are are in K TK through eighth grade campuses and they've so at this point all of those schools have been offered a service um we have um in terms of the opting in opting in would be something like um we noticed that middle of the year data indicated we have we need more support with literacy and numeracy we sent out um an OC to the teach to the schools. That's an informative asking schools um that this opportunity is available. You

268can have an intervention program after school or on Saturday. You can have Saturday school. That means you'll need to hire teachers after school and on Saturday to provide very targeted support. Um and so th that's an example of a school opting in. Um so there are clubs, for example, there's one that's called an an esports clubs for good. Schools opted into that one. And the reason why you need to opt in is because they need training before they receive materials to implement these clubs after school. So that's one of the reasons for that opt-in. Got it. Um, perhaps as a a followup, like just kind of better understanding the proportion of dollars that are distributed versus those opt-in types of programs, the base of Beyond the Bell, and then other kind of district-wide efforts like

269maybe the um the the Steamfests might be an example of kind of it's broader than just one school site specifically. Um, so if you could provide more on that, that would be great. Um, just on the school site piece, I also wanted to follow up because I know Miss Nichols when she spoke to us earlier today um, from AALA, she mentioned just uh, maybe delayed dispersement of funds to school sites or the plan requirements. Can you can you share on that? Absolutely. So, um, we after looking at middle of the year data, we sent out a an opportunity for schools to opt in. And I the plan that she was referring to, and I spoke with her out outside, um, the plan she was referring to when I explained it's it's the budget the budget

270worksheet. In order for schools to implement a program, you need to complete a budget worksheet. How many hours are you going to pay a teacher? Custodial time, materials, all of those need to be a budget worksheet. I explained that's not a plan. That's what's expected every time we're going to provide an allocation. The plan is the school plan, but the the budget worksheet is required to justify for me to come here to you and say this is how the money was spent. X amount of dollars on teachers, x amount of amount of materials, x amount on transportation, whatever the cost is, that is what is required. Her main concern and she said to me is EDP. That's the extra duty pay that teachers that principles are asking for. It's not about this expanded learning opportunity

271program or or the or or the um uh the implementation of it because it's it's optional and anything that is uh a requirement such as a beyond the bell after school program comes with staff that comes with staff to be able to implement the programs. Okay. Um well I I was thinking about the EDP piece, but I I'll set that to the side for one moment. Um I also wanted to follow up just on our um partnerships as part of this effort. You know, there's obviously a lot of great partners. I know especially in the after school space um but there's also smaller community- based organizations that u maybe historically have not had a deep partnership with the school district. Can you just speak about um how we approach um partnering with community- based organizations

272as part of this effort and what process we go through to to bring those partners on? Absolutely. So uh because of this investment there have been many opportunities for RFP process the request for proposals say for a steam bench because we have a steam program after school. Um we have um gone out to request for an application and we've been able to vet we've had you maybe hundred applicants and selected x amount based on the criteria. That's the way that we've been able to vet. We have um refreshed the arts um network partners as well. We refreshed that bench. Um digital tools Spotify we that that comes from our ELOP program that comes from the work that we do with them. Of course, they're part of our digital tools bench. Um so many providers that

273we use after school and on in the summer particular all stem from the RFP. So RFPs are our way to say here it is it's open now. Anyone who wants to partner with in any of these ways you can do so. Um I frequently meet with people who want to uh uh propose or introduce a program. We meet, we speak. Is this is this a problem we're solving for? Is this something that we need?Us that we've established for internships um that come our way because we're always reaching out to folks asking for internships which is is part of our summer programming. So there's just many ways that we reach out to them. uh in addition to the ongoing meetings that we have with existing partners just to see how things are working and looking at

274our data how we can improve collaboration that is an ongoing um piece of our work but RFP is one of the ways that we fairly go out to the entire community based on all those different um categories as I said the quality standards for expanded learning and the strategic plan. If my if I may also add board member uh I've recently met with expand LA to look at opportunities of how they can serve and I shared with them some examples of of places I've worked with that have been able to bring together especially our smaller organizations that are learning and trying to figure out how to navigate school district uh elements and so uh we talked about some real positive opportunities that exist in that way and she's been bringing people together uh from expand

275on convening on what that could look like some potential potential opportunities for that. So I think there's more to come knowing that there continues to be these ELO funds. We have multiple opportunities, but how you access them can sometimes be difficult, especially if you're a smaller organization. And so how they can serve to be a resource in that way and they have a a unique um they bring a unique asset in being tied to the community and and I think to the extent that we can utilize um those uh partner organizations to a greater extent would would be helpful. I've got organizations in my, you know, DIY girls, which works with the district in some capacity, but maybe one where we could go deeper because they're filling a a need that is also aligned with

276our strategic plan. Um, but in general, I would just say I don't find anything objectionable in the materials per se. There's a lot of great work that's happening through ELO. I've seen the esports and the steam uh spaces that are being created and um kiddos doing tech work and the field trips. I think for me the uh struggle is you know this is obviously a large revenue source for this school district. One we really want to capitalize on and is ensuring that um that our highest need students and schools are benefiting and that we are using these funds strategically and that there's a cohesive and coherent vision for for all of it and I can assure you it is and it's connected to the quality standards of learning for LOP and also academic the um

277strategic plan um and looking at data. Thank you Dr. All right. Thank you so much. Um, I was able to go to Steamfest this weekend in region east and it really wore my heart to see the students singing, performing, uh, to see all the educators supporting their students, but most importantly, it really moved me to see families there, like whole families enjoying. and they had um snacks for them which I always think it's very important to have for for folks. Um so I think I also have attended a lot of Beyond the Bell events and they're amazing. So I do know that um ELAW funds are being used and to support our students. Uh but I'm wondering um do all the schools have access to this these funds? Number one. two, um if do the

278schools have an option based on their particular needs, what type of of um extended learning opportunities they want to bring? For example, maybe some folks, some schools may want to bring um organizations that work on peace building or community building, conflict resolution. Um do they have an option to do that? Um maybe some could we use these funds to open up some dream centers that can offer um opportunities for all of these things um and other enrichment opportunities for um some of our most vulnerable students. And also I want to know how do we because I saw in the plan that community schools was mentioned and so I want to know how is it that we coordinate elop funding with community schools. And then lastly, I did see a uh table that had special education

279division, division of special ed. And um but I didn't quite see any language around students with disabilities receiving some of this or targeted supports for them. So if you can expand on some of those things, I gave you a lot to expand on. That's fine. Um but if we can start there. So let's begin with um so do all schools have the ability to opt into a program? So I want to use an example of our climate literacy um champions that are in our many of our high schools. Climate literacy champions um are uh they work with students after school as well. And one of the programs in ELOP is the climate literacy action kit and the kit is used after schools with these champions and the students. And this is for high schools that

280have the champions. So they have the infrastructure to roll this out. That's an example of how high schools can opt in because they have the staff to do it. We have other examples of a K2 interventionist program um for after school is Saturday K2. Why? Because we noticed that our literacy and numeracy um skills our students needed to improve. So they have particular program for that age level that wouldn't be appropriate for high school. We have that for elementary. So we have certain programs that are age appropriate, developmentally appropriate. We have uh programs after school where students are receiving a a technical education certificate program. These are students who are attending a high school and receiving a CTE uh certificate after school from the division of adult ed because their program is not offered at

281their school which is allowed from ELP. It's being given to them after school and they get a certificate program. So that's not for elementary, not for middle. So, we're offering a variety of programs that are age appropriate, developmentally appropriate, and appropriate for the the grade level and the needs that our students are having at that particular time. We're consistently innovating and we welcome programs and um suggestions that people might have to um uh to implement and to introduce new programs. We we guide folks when there are new programs um that people want to in uh introduce into the system ensuring that they meet all of the afterchool um program requirements and the ELOP requirements. Um we have um clubs that are after school that are science clubs. Um we have astronomy clubs. We send that

282out to schools and say opt in if you're interested in doing this. And the reason for that opt-in is because the school then will know do they have um the the liaison or the point person who can implement that at the school site. Will that school team come to trainings to understand the nature of the program or to get training and a particular use of a of equipment that they're going to receive with ELOP? That's important. We don't want to say all right everyone's going to get this equipment and then it's stored somewhere in a room because nobody got training, no one got orientation. we need to make sure that people are willing to participate in a program and then we'll get training and we'll implement it accordingly. And so that's the reason why that

283opt-in is there. Um you know some other um programs that we have um like tutoring for example that I mentioned everyone has an opportunity to have tutoring. Everyone needs to have tutoring that's required. Everyone needs to have tutor. You select a vendor from here because all of our students um have should have access to tutoring. So those are some examples with respect to students with special needs. ESY are expanded. Um the the summer school program is paid out of ELOP. Um so that space pays for a significant amount for our students with an IEP to come to summer school. All students with an IEP can attend any one of these programs. They can attend the Beyond the Bell. They can attend the tutoring. Anything that is available in our district where schools have opted into

284our students with an IEP can participate. All of our students can participate in any of the programs. If I may also add, board member, uh Dr. bias every time we have a school. So, I don't want you to think also that it's just, you know, I know there's certain themes to things that our schools do want access to, our families want access to our students, but also if there's a school, and I've received plenty of emails, and so has she from our school site saying they'd like to be able to create something after school, Dr. Bias will work with them to then determine if it's already a pathway that we already have within our menu of options for ELOP or she'll create one. And when it comes to special education, I know she's working with

285Dr. Sodto for 2526. We heard from the board this year that they wanted to see something very specific and unique for students with disabilities after school. As you know, it's sometimes hard for our kids to be able to stay after school. So, we may need to think about something hybrid, but nevertheless, she is working with them to determine something for 2526 specific to students with disabilities in afterchool programs. I have another. So just to be clear, the schools um everything comes from central office though in terms of the plan. If a school is thinking of something, they have to initiate it a conversation with you and then it starts there. That's correct. Okay. Um, is there a way though that the funds could be released at the beginning of the year for some of these?

286Um, say for the any afterchool club that the school wants to do um any sort of any of the things that I mentioned like a dream center after hours um uh program. Can those if they submit the paperwork early on a request for this, can the funds be released early on so that they have the whole year to to do this because what I've heard too is that funds are dispersed throughout the year and that might make it difficult to be able to spend the money at the school site. Yeah. So, we'll definitely look into that. Uh and and um definitely as soon as the students I mean that the money should go to the schools right away so they can start implementing the programs. Absolutely agree. And so um with respect to schools making

287a request in in the upcoming weeks and months um I will be submitting a proposal to Dr. Strad and to superintendent Carvalo on our budget and to see where there we can carve out some earmark some dollars from some of those school specific programs that u might uh qualify for ELOP. So definitely we'll look into that. Okay. Okay. And then just another question, is there um any way that community organizations can come to us and they manage a a piece of that funding uh for programs that they run in our district? I think that that would be that would be something that we would need to explore because again everything is match matching to the quality standards versus the state the um the strategic plan our data and at this point there's programs that have

288gained so much momentum like the IDRA bands that's ELOP and some of these programs have gained a lot of momentum that it would be hard for me we'd have to have this discussion about am I going to pay for this program now and what am I going to let go of now because those are the conversations we're going to end up having because some programs have become pretty popular in our district. That would be hard for us to let it go, but we want to explore that option. We always want to explore the option of improving our programming, um, innovating. That's what this is all about. So, we're open to it. I also just want to, you know, I'm sure that you understand that there will be some would require some trading off if it

289came if it came to that point. It's so much money. I would hope not. It's like a lot of money that I to me it seems like we should be able to have all of all of the things that we want for our students because it's a lot. And with that, there was a question from the audience. Two questions that came up. One, do is there any uh parent input, student input into any of this? When does it happen? How does it happen? And then two, are we on track to spend this money? Or have we had to return any of this money back to the state? Great questions. No, we've not had to return any money to the states. And we have gotten um student input and parent input when we roll roll out

290our summer programs and when and we ask a question in general about any kind of intervention or expanded learning program. We've gotten really good feedback. This is why this summer we're actually introducing camps to our summer programming. Um especially in high school, our high school students demonstrated in surveys. they communicated to us. They they want to do additional types of enrichment acceleration and we're going to be offering them those opportunities. So, based on all the feedback we've gotten, it's helping us to um improve our programming after school and also in the summer. The Beyond the Bell program has surveys that they've sent out to principles and to teachers and to students. So, based on their input, we've been able to make changes. So our programs have had a pre and a post and I've had

291surveys that people have completed satisfaction surveys to understand whether these programs are working and where we can improve or maybe this is not a popular one let's pivot from this one and let's reinvest somewhere else Dr. Rivas. Okay. Sorry. Thank you. Um I had a few questions. Um you mentioned about the survey. Is it possible for us to get the results of that survey? Sure. Yeah. So we can just follow up with that feedback. And then the programs that were mentioned as far as tutoring, what uh tool are we using for the effectiveness of the program? Whether we keep it this year, we don't keep them. How do we uh determine that for tutoring? for the tutoring program. For tutoring program, what we do is we meet regularly with the vendors and we also have

292a team that goes out and observes the program after school. We go online to see what kind of instruction is happening. We meet with the vendors when they if um just to make sure they're on track. When they're not, we've had to um replace those vendors because there's there's a criteria that we're following for effectiveness. We want to make sure that these tutors are effective in in their way of providing that instruction after school. Um, we're also looking at attendance if the students are attending because one of the things we want to be mindful of is for a program to be effective there needs to be frequency and intensity. So, if a student is not attending tutoring, then that's one of the things we note right away. This student needs to attend 30 hours of

293tutoring to really see that there's going to be an impact that's made uh uh for the students. So, we're analyzing student work. We're analyzing um the um assessments. We're also looking at the assessments that the the vendors and the and the providers are implementing uh as well and we look at that to see how what kinds of changes students are making. So there's lots of monitoring um that we do to ensure that our students are getting uh good instruction and and quality tutoring. What we have noticed and and I'm sure you've heard in this board meeting many times we can attribute the success of a student on one particular dose of of strategy or of a program. Um it would be really hard to isolate. It would require meta analysis. But what we can tell

294you is when students have uh enrolled and attended tutoring, we've seen that achievement has increased. We've seen achievement increase. So that there has been some positive growth to um the tutoring services that have been provided and there's just a lot of monitoring oversight of the of the program after school. So with that, is there a specific tool that you guys are using that could be shared that we could see as far as what exactly like you said, what what are they monitoring for and how do they take that back with the data? Because you mentioned the data is something that's driving it. So what data uh aspects are you using to drive what tutoring is needed at this school or versus another school? So I I'll also check Well, we do have a lot of

295of those tools. I'll just make sure that I'm reviewing all of this with our office of data and accountability to make sure that I'm allowed to uh provide whatever information I'm allowed to provide, I'm happy to do so. Whether it's the results that the vendors offer, whether it's the attendance, whether it's our observation tools, whatever I'm clear to provide, I'm happy to do so. Okay. Um and then you mentioned um so the school sites are receiving a budget whether we're talking about the beginning of the year and that's by per student. How are they receiving their budgets? So, the budgets that stu that schools receive during budget development are for the culture arts passport and for the expanded learning opportunity uh non-cap field trips so that schools have enough time to budget to plan for

296trips and do all of those enrichment activities ahead of time. So, that was all part of budget development. They write that in their school plan. These additional programs right now we're in the process of planning the fiscal year 26 budget once it's set in stone. So, by May should all be ready to go. will be sending out allocation letters to schools about programs or your program for your steam program is is going to continue uh or your international newcomer program is going to continue. We'll be able to make those commitments before the end of the year so schools can uh start planning and there's a criteria for what would get uh accepted versus not. What's the is there a criteria for that? Well, if the school is interested in implementing that program, they will get

297the dollars and a budget worksheet to make sure that we're accounting for every dollar and um and that they have, you know, their their goals. The goals have to be aligned to uh to student achievement. So, there has to be a goal connected to the implementation. So, that's really what we're looking for. And if there is anything that we need to help them with just to make sure it's accurate and correct for all of our compliance presentations and and to ensure that when any there's any audit, we make sure that all of our paperwork is in order. Sometimes we do need to provide them more technical assistance to ensure it's all written. But no one is being denied. No, no one is being denied any programs. They're not being denied because there not no one

298is because you asked if there's a criteria. All all schools will get their programming and their funding that they've been getting with those if they've been getting a climate action toolkit. They're going to continue with that program. Once we look at the budget for 26 and there's a budget development process and we get an approval from the superintendent, Dr. strata then at that point we'll say okay let's let's let's go ahead and um allocate the dollars before the end of the school year so there's enough time to plan and before the end of the school year meaning first semester second semester what is there this before the end of spring 2025 by 425 526 and then with the budget amount is there like a set aside already put aside that schools will not be able

299to touch or how is that that's more of a budget question I think that Nero is here um But no, typically the budget worksheet is asis is we don't have anything that is 10% set aside from a school budget. It's just all they can they can use all of the dollars that we send out to the schools. All those set aides and indirect costs come from at the central office. They're not at the school level. All right. Okay. Thanks, Dr. Rivas. Okay. Uh so many great questions. Some have already been um asked and answered, but um so I may ask one more. I mean one that's already been answered just for clarification. But first I'll start with um the first um plan program guide that was presented to CDE department of ed um in 2122.

300Um it looked very much different from what we have now. So that plan basically was just summer academic programming um all day enrichment and also beyond the bell like after school program and acceleration days. Um and so from that plan to this it looks very so you've very different so from the initial one to this one there haven't been any other revisions made. So from this the program that you just referenced in 2022 and the reason why you see such limited programming is because that's when we had ESSER. So ESSER was paying for a um many of our programs that are paying for the um the tutoring for example. So the programs that were not listed in the first plan because of ESSER since then we've expanded our programming um as long as they're aligned

301to the standards for the state we expanded our programming because of the investment because there's so many dollars. So we've been able to now expand in programming. So what you see in this plan, the plan is really it's it's a template and it's not it doesn't allow us an expansive narrative of what we would like to. It's pretty limiting. So you may see that the narrative that's written here doesn't really represent all that we're doing because it's just very limiting even in the number of words and so on so forth. So it's it's we're just providing enough to show that there's compliance to the standards. Um however um there has been a lot of um improvement and a change from the first plant because of the over 70 programs that we have out operating in

302our district. I did I do remember reading in um some of the guidelines from CDE saying that if the plan changed drastically from the initial one to you know provide some you know the up the the changes. So we didn't do that. We're doing it now but we didn't do it before. Yeah. Yeah, we had especially since the ESER funds have you know Yeah. So we had so when we submitted that plan that was going to be a plan that would be effective up until this point um within the parameters within the general parameters of the of these academic um excellence of skill building youth voice and leadership. We implemented new programs um but the plan is really not set to identify every single new program. What stayed the same was the Beyond the Bell

303program. What we did is we expanded beyond the bell because that's really the essence of it is that tier two after school program for beyond the bell. We expanded that that beyond the bell from the first program to the second the second plan and then uh provided a little bit more details of what we were doing but we did not deviate from the original plan since then to now. All we did was make it more robust. We made it more robust and created more opportunities but we didn't change the essence of it which is providing students after school programming based on these standards. Right. Yeah. Definitely. And I'm glad that Beyond the Bell is, you know, um receiving a lot of the um ELOP or ELOP funds. We're exchanging it using different terms for that.

304Um so you mentioned that because we're not for at least for this template that we're that you're being provided, you don't have a lot of space to provide um just to show all of the programs and everything you're spending. Is it because as I was reviewing it, I didn't see the uh funds that are being allocated for several facil facilities related projects. Um there have been uh playground restorations, campus lighting, green schoolyards. So where um where in the budget that you provide us provided us does that those funds fall in the budget? And how much has been spent thus far on all of those facilities projects? Yeah. And I believe in the update we provided you from the followup of the briefings, we provided you what specifically was being done in those areas and what

305and how many schools, right? So, but not the dollar amounts. The dollar amounts. Well, we'll get back to you on the dollar amounts. Yeah, I see. I do see PL playground restoration 12 schools, campus lighting, five schools, etc. So, it would be wonderful to know how those schools were selected, particular for campus lighting or field lighting because I have at least two schools that definitely would um who definitely need some some lights for their athletics. Um, and I've been working um arduously to try to get them that. And then now that I see that you could have used ELOP funds, I'm like, "Oh, okay. That would have been great to have known that." Um, so and then also, you know, knowing that we can use these uh funds for facilities, knowing that as was mentioned,

306all city band facilities in El Sino Middle School, they definitely need an upgrade. They definitely need some love. So, it would been wonderful for them to receive some funds and also for our bands. Um, there's a lot of bands in our schools that are really struggling. They need new instruments. they need new, you know, um, uniforms or that they're using particularly at all city. They've been using the same ones for like decades, I think. Right. So, I think it's definitely it'll be great as you're evaluating and um um the programs how you can provide some some funds for our music and our band. Absolutely. And we go through um you know, we we review those types of requests um making sure that they're within compliance. For example, our marching band is paid out of general

307fund. That's that's the funding source we use. We're not allowed to pay it out of ELP. So there's certain things we can and cannot pay for out of EL school. It's an afterchool program where students are it's an enrichment program. We can use it. Right. But Debbie, I I'll ask Debbie to come up. It's stipulated in the um criteria. Afternoon. The marching band is an activity that is done during school. So if it's done during school, then we cannot use ELOP funds to support it. If it is an afterchool program, we can. So that's the distinction. Well, I know several schools are do it after school, particularly in Burbank, they do it after school. Um, all city is done after school is actually done during the summer um in November. They go on Saturdays. So

308that's done after school. So I know they use those facilities after school. So I feel that that sure we have the capacity criteria. Uh particularly also robotics. I know there's um in the budget that you provided um there are for robotics approximately 54 um $55 million in robotics. So it' be great to know if we can use some of these ELA funds to create sort of a robotic space particularly for Franklin. They've been um the students have been really you know asking for that and they did a whole proposal. So that came straight from the school. So it would be great to um allocate some funds for the robotics and you know I know the district has invested in robotics and I'm really you know wonderful and grateful for that but I think in providing

309the facilities so our schools have the top-notch facilities to engage in the championships that they've been winning um and they've been really um been successful with the little space that they have right so imagine if we can provide them with you know um the top technology and case. I think that that will go a long way. So, I'm just, you know, advocating for robotics and in in our in our bands as well. Um, and yes, I would love to get the the the dollar amounts for the um facilities, how much we sp we've been spending, and how do we let um CDE know that we're spending funds in in this way as well, and how that's connected to actual student learning. I know it's under the umbrella of safety and expanding sort of the um

310the infrastructure for outdoor learning. Um but how are we directly connecting that to the to the impact of the students and what they're learning? So I think that would be great to have maybe at a at a future Sure. presentation. I also wanted to to make sure that facilities are uh they're there to support the program but they shouldn't absorb the majority of the programming. So that's a part the the balancing act. So I'll cons you I'll work with facilities to ensure that we're looking at the projects they're working on. So if it was a greening program uh it was connected to something in science or science club that they're having after school. So we want to make sure that the that the facilities projects are supporting the core and that the or the core

311program uh the afterchool program and so that it's the core program is the the majority of the funding and the facilities or support is not dominating the programming part of it. and we'll work closely with with them. Yes, it would be great to see that that connection that this project is connect connected to a program at the school that they're using after school. So, we have a total of 832.4 million and we've spent to date 312.9 million. Um, so under so we still have about 519.5 million left. So, ELOP funds. So how are we tracking that that money is being spent under the all of the budget that you provided us so that we don't have you know return those funds. So for every allocation we are we are allowed two years to spend the

312dollars. So for every allocation so right now we're on track to spending the allocation that we received um a year and a half ago or to two years. So we're on track to do that. Um just like this last round of of dollars and investments, we just completed um uh spending all of the allocation for the first year. So we had two years. So in this current state, we are in the process of spending all the dollars. So we're not leaving anything behind. Are you checking that periodically, monthly, quarterly to make sure that schools are So what we do is we uh look at the allocations and we redistribute the dollars every six weeks. Every six weeks we're redistributing the dollars. if we're seeing that the rate of spend is not where it needs to

313be, we'll we'll swap the dollars out and we'll place them in another program that's that's in need of implementation. Uh and so that is one of the ways that we're ensuring that we're not sitting on dollars. We're spending the dollars, the money is moving and if it's not, then we swap them out. And and lastly, as was mentioned earlier, we did hear from um our labor partner from Allah about last minute um expenditures or directives to our principles and having them to do more plans. So, it would be great if you can, you know, streamline that process so it doesn't is a burden for our principles. And you mentioned that th those funds are already budgeted. So, why are they getting this last minute fun? So what I mentioned earlier for the same question is

314that we ask them to complete a budget worksheet and a budget worksheet may be perceived as a plan but it's what we need to ensure that they're using the dollars appropriately. What's the salary that they're paying for? What is the custodial overtime? All of those pieces that are required for to run an afterchool program. We need to have that itemized when we're sending that out. Uh we know it's connected to the school plan. We ask them just to tell us what the objective is. What is the what program are you going to be rolling out with this intervention? What strategy? What it is? We're not asking them to write an exhaustive plan, but we want to make sure that we're holding them accountable for the dollars that we're giving them as well as well to

315um ensure that we're prepared in case of an audit. This is how the school used the money and these were the results and this is how they performed. Um and and speaking with um with all the president um I asked for clarification myself because ELOP has been so wellreceived and I was really surprised to hear that it's something that's a challenge. We've never uh pressured our schools to spend the dollars because and I've said this in many principal organization meetings. Uh you are not responsible for having to spend the dollars. But if if you're not going to spend them by the end of the year, I'm just going to give them to another program. And no harm, no criticism, no judgment. That's what I'm doing. Every six weeks, I'm swapping out dollars because if it's

316not moving at the rate, then let me move them into somewhere else that they will. But I'm not pressuring them. I'm saying but for schools, we don't take the money. We're just waiting at towards the end. Okay? April, May, if you're feeling like you're not going to get to all of them, I'm going to move it over here into this space. But there's no judge, nothing related to, you know, them feeling pressured to spend the dollars. Yeah. And it'll be great, as was mentioned, to get the the data, the information that you're using to um allocate certain funds for for different allocations um that you presented. So, be great to see that. Thank you. Sure. A lot of my questions um have been asked and concerns have been raised, I guess. Do we um what

317percentage of schools have an afterchool program beyond the beyond the bell youth services? Are you asking for youth services or what percentage have an after school program? So like kind of the default is the youth services beyond the bell program and that's at every elementary school. Every school has uh an opportunity to have an after school program, but YS is for everyone, but after school like uh a Beyond the Bell, LA's Best, youth development services, um or a provider. So, schools have an option to have any one of those programs at their school. And at this point, we've been able to cover ground and middle schools have now implemented programs that they didn't have before. Yeah. So, I guess my question is for elementary schools, like what percentage have something beyond YS? I'll have Debbie

318come up and respond to that. Good afternoon. So, every school has an ELOP program for UTK through 8 and they also have youth services. So, they all have an expanded learning program and they all are using ELOP funds. Are those all after school? Yes. So, every elementary and I guess middle school? Yes. Has at least another option for after school besides just traditional YS. Correct. Right. I I've heard differently from some school school sites so or some parents. So, let me but Okay, that's interesting. If you have a school in particular, if you could send it to Matt. Um I guess uh I I really just because my colleagues brought up tutoring. I just I think the plan, you know, we're we spend or as being asked to spend 118 million on tutoring. And so

319I don't think it's absurd to say that we should be able to to do that meta analysis or figure out as some districts are doing like here are the 12 uh tutoring providers, here's I Ready data, here's ESPback data here like show the data publicly and understand what works. I think um so I'm just I'm not satisfied with that. Uh yeah, just to elaborate on that though, we are engaging with a couple of universities to do a research on uh on the tutoring. So that is something that that is underway. Um so we are doing that you know professional research related to this. When are we will we get more information about that? I'll get back to you on that on a timeline. If I may also board member we are working I was just

320uh talking with uh Carolyn to see what ODA can also do uh with us on being able to show impact you know 23 24 25 on based on tutoring data especially when it comes to ESPA when we have those results. So we'll be able to show a little bit more of some patterns potentially that we're seeing in addition to an evaluation third party evaluation report which I think would also be helpful. I think we have multiple years now that we can consistently say. Yeah. And I know and I can follow up but I've seen districts that are looking at innovative contracts that are outcome based ting contracts. So if a provider is not meeting their stated goal, you drop them because as we're going into a constrained budgetary environment like you know even with ELOP

321funds we want to make sure that you know I think a lot of what you were saying in terms of your efficacy was compliance-based and input based like are they doing their job? I mean that's like the floor. Um but we should be looking at that outcome. So we we do actually and we have let go of we've let go of three vendors last um last year because they were not um meeting the the standards meeting the goal meet helping us meet outcomes for students. Um so we have been using those strategies. Um and then yeah I think just broadly the the omission from this plan is just any outcome data beyond participation. Um I think we're focused a lot on expansion which was great for the first few years and now we need to

322focus on improvement. Um and I think that's where as we're looking at the tutoring or you know some of it can be measured by satisfaction of parents and students when it comes to some of these after school programs but if the first few years were expansion and and checking that box now working on improvement. So um yeah, I think most of the concern I mean I think Von has brought up some good points around clarity for partners and schools on benches. That's something that I know our office is is constantly asking for because you know there are uh providers who are unclear how to get on certain benches and schools are unsure. And I also think too we're back in a world of very fractured plans you know so you've got I mean you mentioned

323a lot this is compliance we have to certify it but we've got schools plans and we've got our ELO plan and we've got our strategic plan. Um and just making sure there's some to use the superintendent's word kind of cohesion between those would be important. So uh thanks Scott. Just one followup on the programs that are listed in the plan. Um could we get descriptions of those because it it it's kind of broad but what they provide so that we're aware of what's at each school that we have. Sure. So I've been listening intentively to the comments of the board. We will certainly incorporate a number of of your comments and questions as part of the practice implementation and accountability particularly interested in efficacybased outcome uh contracting. uh even though as you correctly stated in

324the early phases of the tutoring programs and contracts there was a certainly an urgency considering the very anemic level of u subscription by students uh into these programs really there was a need to uh exponentially and rapidly increase participation but I agree we're now in a different place uh we ought to apply a very thin filter specific to performance uh and have that tied not just to membership, enrollment, time on task, but also uh ultimately academic achievement whether it's I ready driven or ideally smarter balance which is what makes a difference. Secondly, to comes I heard heard earlier, I've had preliminary conversations with staff members about opening up competitive processes that would establish new benches for community-based entities uh whose work uh complements strategic plan goals uh to participate in afterchool offerings. A lot of

325them already do, but anytime is a good time to actually do an environmental scan of the community and see what's out there, what entities could actually supplement, whether it's reading, math, extracurricular, music, athletic uh uh activities and do that. That's something that we have an eye on. It's being done to a certain extent through the foundation and I see no reason as to why we could not do more through ELOP. Thank you, Superintendent. Go ahead, Miss Grigo. Just one more thing regarding um stakeholder input. I think it would be great because this is such a big amount of money and there's a lot of I mean we heard from some folks wondering about the process and um what are we spending it on? How are folks involved in it? I wonder if we could do

326a survey in the same way that we survey folks around the calendar where we survey parents and we survey students and uh employees to as to what it is that they want. It doesn't necessarily mean that everybody gets everything, but at least we have an idea of what people want. And I know it's it says in the plan that there is a survey, but I know as a parent I have not been engaged in that conversation. So um I think it would be great to do that and maybe then if we are now doing the things that the people want there will be more um more uh involvement and engagement. Last chance everyone. Okay Mr. McClean I think it's time for public comment. Well we we we're going to take the vote on this item

327and then we'll go directly to public comment after that. We have the move in the second already done. Uh, and now it's time to take role. Um, Miss Newell, yes. Dr. Rivas, yes. Uh, Mr. Meline, yes. Uh, Miss Grigo, yes. Miss Donz, yes. Miss Ortiz Franklin. Mr. Smearlson, yes. That's six of seven for now. We can come back for Oh, I see Miss Ortiz Franklin is asking to be admitted online. So, just give me one moment. She will be with us and can register her vote. Um, if you could just go on screen for us, Miss Ortiz Franklin, if you're prepared. Yes. Thank you. And that was it. Was that a yes for tab three? Yes. Okay. Outstanding. Thank you. Um, and Mr. Ortiz Franklin, can I collect your vote on tab two? Also a

328yes. Thanks. Thank you. And I believe um that brings us up to date. And now uh it is time for a general public comment. Apologies for the delay. There's been a robust discussion. So, I'll call on the folks who are listed as being in person and then we will transition to those who are speaking remotely. Um although I'll say 20 of 20 are listed as being in person. So, this this is good. I'll call on I'll call on four folks if the first person could come up to the podium and the other three just sort of be ready to give comment and very much appreciate the efficiency. Um, Maravius Moore. Marquius, you're first, sir. Amir Casemir, you're after Marquavius. And then Cheryl Kono. So, Marquavius, come on up. He might need someone to handle the

329camera. Y my time to Allison. Okay. Mr. Mark is Moa is going to give his time to Allison. Allison, please come on up. You'll have two minutes to speak once you begin. I'm Allison Montgomery. I'm a senior at Dorsy High School and a leader in students deserve. It's been a year, a whole year since I stood up here and spoken to you all about the injustices black students continue to face in this district. And I'm here again standing in the same place speaking on the same situation. And to be real, not much has changed. You probably don't remember my face, but you remember the issues I will be discussing today. I am expecting a a school board notion to be passed this spring before I graduate. Black students are still not getting what they need.

330They're punished more, supported less, and our schools don't have enough resources. That being said, we're not asking anymore. We're demanding change. Let's talk about the Black Student Achievement Plan, BAP. A plan that was created with the intention of investing in black futures and uplifting black excellence. But we're but what we're seeing now in BAP But what we're seeing now BAP is being watered down redirecting and strip off its original purpose. So today I'm calling out this district to put the black back in BAP. Increase BAP by 100 million annually. Distribute that money to our schools to programs that are cultural culturally relevant and to mental health services. Many LGBTQ students deal with bullying and mental health struggles simply because of who they are. That's why I'm asking this school board to make sure every LUSD

331school has queer affirming spaces and inclusive curricula. When classrooms reflect diverse gender identities and staff are trained to support queer youth, we create schools that aren't just safe, but places where students can feel accepted, supported, and free to be themselves. We understand that Carvalo and the school board members may be feeling fearful giving the harmful actions and threats coming from Trump. But we cannot let fear silence us and allow a bully to dictate dictate our values. Students are counting on the school board to show courage on the issues that impact impact black, undocumented, and LGBTQ students. Not to be intimidated by the president, but to stand up and do what's right for us. I've been a part of this movement that distributed 15,000 stickers across more than 50 schools that relate to this topic. This

332entire the entire district is calling on the school board to pass this notion. Every student deserves to feel seen, supportive, and safe. Let's build schools where we being yourself is celebrated, not silenced. We're tired of constantly demanding for change and seeing nothing being done. We're not giving up. We will keep coming back and we'll keep speaking on the truth. We will not stop until justice is not just an idea. Thank you. Thank you for your time. Amir Amir Kazmir, are you here? Amir Casemir and then after air is Cheryl Kono and then uh Marjan. I'm yielding my time to Amir. My name is Amamira Thomas. I attend Roy Ball and I am a leader at students deserve. I come here not only as a grandchild of an immigrant but as a student at Roy Ball.

333I can confirm that school that the school board in Carvalo have failed to defend undocumented students. I know students like me in various schools are frightened for their family members, friends or themselves. Approximately 30,000 students are undocumented in LA USD. Yet you, Carvalo, have failed to defend these students and their rights to remain in the district. The US has a priority and a duty to accept anyone regardless of culture, race, ethnicity. Yet, you make it easy for people against that belief to come and steal us of diversity in LA. I come from Pico Union, a community full of diversity. The population is mainly Latinos. I have seen the good and bad from the same community, but there's one thing we share in common, and that is unity. And in this same community, I have seen

334discrimination against those those same people. In these times of discrimination, we require reassurance which the school board and superintendent have failed to provide. Coming here and speaking up for undocumented people and people of color is a message to you, Carvalo, and the school board that we all deserve a chance, that the students deserve to be protected. Thank you for your time. Cheryl Kono, Cheryl K, come on up. Good afternoon, everybody. Uh, good to see you all again. Uh, my name is Cheryl Kono, psychiatric social worker and alumni LUSD as a student and a parent. So during the school safety and climate committee meeting which was on March 27th, the LUSD operations department administrators shared their concerns and response for the need to expand and increase LUSD psychiatric social worker positions to meet the high demand

335of uh school mental health services and school social work services. This response came as a result to the escalating rates of mental health needs and student crisis reports. On behalf of the students, families, and schools, we would expect that LUSD would expand and increase LUSD PSW positions in order to provide and address students mental health and crisis needs on the universal selected and intensive levels levels accessible every day. This is a call to action for the LSD superintendent and board members to create a resolution um in order to increase PSW positions throughout LUSD to meet the needs of all students at all LD schools. Now, I'm sharing my time with Sam Womba. Good afternoon, L USD superintendent and board members. My name is Samuel Womba and I am a single father of three daughters, all

336of whom all of whom attend LD. In October 2023, my eldest daughter experienced a deep crisis after her mother left the state. During that difficult time, she began selfharming and speaking about self-transitioning. I reached out to our local guidance counselor, Kristen Baldridge, who prompted promptly made referral to PSW Ramos. Since then, my daughter has been working with Yanette in regular sessions. These sessions not only helped stabilize her during the critical period, but also equipped her with a toolbox of coping skills that have allowed her to thrive even though uh there's often awkward and challenging middle school years. I cannot stress enough how vital it has been for my family to access to have access to a PSW, especially given my financial limitations. After three years of pandemic related screen time, I believe that inerson support

337has been essential to our progress. Having physically having someone physically present made all the difference. I strongly urge the superintendent and board members to continue investing in this program. Children who are struggling need trusted support and consistent support to help them feel seen and guided through their toughest moments. The fact that my daughters were able to see a PSW weekly has in view in my view quite literally saved their lives. It has also given both them and myself the toolbox to better help navigate any future crisises. Thank you for your time and continued commitment to the well-being of our students. Thank you for your time. Okay, the next three folks who are signed up are Marjon, Marjon, Marsh, and Andres Garcia. Marjan or Mar. Okay. Normally Marjon would have to be here to give up

338their spot. Is Marjan here? His phone signal got cancelled. His service. Okay. Yeah. Okay. I hope his signal comes back. Please go ahead. Announce your name. Thank you. Emily Vasquez. Emily. Okay. Thank you. I'll start. Hello. My name is Emily Vasquez. I attend George Washington George Washington Preparatory High School and I stand before you today as a youthful leader with Coco. Let's start with a round of applause for L USD's past victories. In 2020, we made history. We defunded a p campus police, reinvested in counselors, and launched the black student achievement program to finally address decades of systemic neglect facing black students. We celebrated black studies, therapists, and resources tailored to uplift a community intentionally left behind. But here's the twist. LD has decided inclusivity means eraser. You remove race from bey criteria, diluing a

339program meant to repair anti-black harm. Let me ask, does LU think of four years of halfmeasured undead century centuries of racism and unequal education? Superintendent Carvarlo, my communities know what it's like to be targeted, to watch curriculum debates erase our histories, to see police in hallways instead of counselors. But solidarity isn't competition. When you strip resources from black students, you tell us that all of our safety is negotiable. I don't speak for black students, but I stand with them. Because when you abandon the most targeted, you fell us all. Bop wasn't a cherry project. It was a promise and ld erasers of race every single color. Your pain isn't worth our specific tea. We're not food. We see the hypocrisy. You inclusivity while failing to fully fund safe passage, leaving S to navigate streets alone.

340Patrol alone. You preach equity but cut programs meant to uplift black youth. Whitewash our curriculums. You can't slap a rainbow. You can't slap a rainbow sticker on neglect and call it progress. We see the playbook. Defund programs. Bring back police. Call it safety while students of color are hunted down by policies. Politicians by indifference. Lust. You cannot include us to death. You cannot both sidesize us impression. So here's our demand. Put the black back in beef. Expanded by 100 million. No compromise. No compromises. Above school police, not reform, abolish, fully fund safe passage and community safety that doesn't criminalize our existence for penalties. My community doesn't forget and we don't settle for less. Thank you. Thank you for your time. Uh Mar, come on up, please. And then Andreas Garcia. I'm Ray. I yield my

341time to Khalil. Okay, come on up, Khalil. You have two minutes to speak. Why don't you begin, sir? Okay. Um, good afternoon, school board. My name is Khalil and I'm an 11th grader at Dorsy and a leader in students deserve. Again, me and my peers are here today to tell you the same repeating message. Our demands, our experiences, and our concerns for this district, all feedback which could only improve this district for the better. a way to strengthen LUSD. Yet time after time, our voices are ignored or dismissed. Let me be clear. Our demands are not optional. They are necessary. Our demands are crucial for our safety as students, and it's time for you to decide to act on it. This board's plan to modernize systems is a good start, but real progress means centering

342students, which is why we demand you to protect black, undocumented, and LGBTQ students. Now, let me ask you, when will you have heard this enough to make a change? How many more meetings? How many more students? And how many more stories until we're finally heard? This should not be our responsibility, but it is. Every school board meeting, a students step into roles as leaders and advocates, all because we want a safe place to learn and grow. We shouldn't have to fight for that, but we are and will continue to. If these demands are met, lives can change. Lives can be changed for the better. Thousands of unheard youth can can feel safe and comfortable at school. So many students will finally be seen, supported, and safe. So, please commit and accept our demands to improve

343this district for all students. Thank you. Thank you for your time. Andres Garcia. Andres Garcia, come on up. Good afternoon. Uh, hi. I'm Andres Garcia. I'm a senior at Kalita Charter High School in Boil Heights. I'm here today because I love my school and I want to encourage you to approve a material revision for Collegiate that you will vote on next month. Collegiate has been life-changing for me. When I first started, I was nervous and unsure of myself. But the support I got here helped me grow so much. The teachers care. They don't just move, teach you, and move on. They stay after school, tutor us, and make sure we're ready for college. I gotten one-on-one help with college counseling, and feel confident about my future. I've already been accepted to four colleges. This school

344has given me opportunities I have never imagined. I've traveled to Japan and South Korea, and this summer, I'll be going to Europe. I gone on overnight college trip to San Diego, attended a summer program at Pepperdine University, and was part of collegiate's first ever competitive basketball team. All of those experience helped me build my confidence and leadership skills. What made a difference for me personally was getting speech therapy. My mom fought for several years to get me that help in traditional schools, but it wasn't until I got to collegiate that I finally got the support I needed. It boosted my confidence so much that I became a student ambassador. welcoming visitors and speaking in front of groups, something I never thought I'd do. Even though I'm a senior and won't get to be part of

345it, I'm also really excited for my classmates to have the possibility of joining Equitas and moving into a new private facility. Right now, we're learning in old bungalows. A new building will give us a better learning environment, relieve the district of collocation, and create a pipeline from Equitas Middle School so the high school can grow and offer even more courses and activities. Collegiate is a place that helps students believe in themselves and help me become who I am today. Please support the revision so more students like me can have these opportunities. Thank you. Thank you for your time. All right, the next three folks, Ian Kirsy, Gilma Orosco, and Andy Hang. Ian Kirsy, I see you're out there. Ian's going to yield his time. Hey there. Yes, I'm going to yield my time to Camila,

346who is coming up now. Come on up, Camila. You'll have two minutes to speak once you begin. Thank you, Mr. Kery. Appreciate it. And then after Camila is Gilma Orosco and then Andy Wang. Um hello my name is Camila. I am a senior and a member of students to serve at Dorsy High School. It's good the Okay. [Music] Um, the administration uh the administration in place with Trump's anti-immigrant policies go handinhand with his attacks on public education, making the landscape for future scholars and educators alike difficult. All my life, I've been surrounded by scholars who never got to experience the resources they deserve. in my home, school, community, people with aspirations and dreams of a future and life full of education and knowledge. Being a firstgen college student, I have witnessed what lack of resources

347and attention does to these undocumented students with the deep hunger to pursue a future that academic opportunities allow them to have. witnessing students not being able to access proper tools in their language such as textbooks and work. Teachers who have to use Google Translate to talk to students and not being able to have educational conversations due to language barrier. Classrooms are that are filled with over 30 students with only one teacher available for them as well as the school to prison and deportation pipeline. These are real problems that start at our school facilities and the way our schoolboard members leaders and superintendent handle funding and resources. Education is power to it's a powerful tool and privilege. It gives us opportunities opportunities to participate in the world around us contributing our ideas and knowledge. Undocumented students

348are extremely vulnerable under the current administration and political climate. It's important we take in how this affects um how this affects the diverse schools. Divest completely from school police and give your buildings. Divest completely from school police and give your time and resources to the people who are in your buildings to receive the education you say you provide. In fact, we think LUD must guarantee sanctuary pretentions protections and triple the number of dream centers to support undocumented students. Despite Dorsy having a high number of undocumented families and students, there are still no dream centers around or near Dorsy. Areas with undocumented students receive little to no support. This is troubling that many students education and future are in your hands yet they have nothing to rely on at your schools and your system. Give them

349resources to ensure education after high school as well as career centers for students who are undocumented. Work with people in your schools and community. Create a safe, inclusive environment for your students. They deserve to be seen and recognized, giving your full attention and support. I beg you to ask questions why students rroot their lives from their home to pursue an education here and a future. If you understand how the country's policies impact families in other countries and get them to come here, then we can call on you to understand that a schoolboard motion is needed this spring to do all you can to address the problems. Expand BAP by hund00 million. triple the number of dream centers. We appreciate your time. There are a lot of folks who are also signed up to speak today.

350Thank you so much. Thank you for your time. All right, Gilma Orosco, are you out there? Come on up, Gilma. You'll have two minutes to speak once you begin. Board member, she's going to give most of her speech in Spanish and brought translations if anybody. Outstanding. So, um, we we do simultaneous translation in this boardroom. So, if folks would like to hear what uh Miss Orosco is saying in English as she's speaking in Spanish, we can pass out some translation headsets. It's just going to take us a moment. So, moment. So, if you'd like to hear what Miss Orosko is saying in English as she's speaking in Spanish, please put your hands up and get you these headsets. To my friends on stage left, I think that's stage left. There's lots of space upstairs. Uh

351the hallway is not a good good spot to to stand um given fire regulations and all. So I would uh respectfully request that you find a spot. There's some chairs back there. Stage right in the back and plenty of seats upstairs with a great view. I got to say Yeah. Yeah. So, we I just have three folks wait in line. Um, and I haven't said the next three yet, but uh, thank you so much for your cooperation. It has nothing to do with anything but fire safety. I promise you. Okay. Gracias. Hello. My name is J High School. even though it's not on the agenda, next month you will have a big revision about the college uh needs and I want you to approve them because my school has changed my life and I want

352you to know that in consideration when you vote for 15 years here and the last steps towards the US territories. I felt so much relief that I was breathless since I learned very quickly how I could make a life in a new country. I didn't know the language and that was trans simply transformed into a humiliating experience and I was a joke in an instant. So I had no support and I remember how I fought on my own to be able to communicate even with Google Translate and signs and I was even discriminated for just speaking one language by a teacher. all changed when I was in collegiate charter high school when even if it's a small school they always made me felt welcome and my teachers may not know Spanish but they explained everything

353that I may not understand its dedication and they really impacted my life thanks to that support I was accepted in five universities only three years after arriving to this country will always the up. Thank you for your time. Andy Wang. Andy, come on out. Mr. Wang, you'll have two minutes to speak once you begin. Hi everyone. My name is Andy Hang. I am a proud science teacher at the School for the Visual Arts and Humanities in Korea Town and I'm going to yield the rest of my time to one of our wonderful students. Thank you, Mr. Wong. Hello, my name is Jasmine Medina. I come from um the school for the visual arts and humanities from the RFK Community Schools. I'm here to speak today about um principal of Royal and her um and her

354administration. Um I have um have some negative experience of her over the school walkouts um throughout the rise of the school walks regarding immigration towards Donald Trump. Um when the walkouts were happening, um Principal Royal um the day before um the day after the walkouts, um my mom talked um to Principal Royal uh Principal Royal was giving out a coffee with principal regarding the school walkouts and my mother um um was be uh well well she stated that she wasn't blocking out the the she wasn't blocking students from walking out. Although my mother um spoke out about it through my um experience due the school walkouts saying that principal Royal and her administration was blocking out the entrance um for the students to walk out. Um, in response of this, instead of a royal asking

355for a certain audio um that was possibly recorded in a classroom, um, she instead went to look at um, um, call me out the next day and she went to to ask for my phone from the yonder pouch. And in response of this um it I felt like it violated my my rights even though I also felt like pressure from her and yeah that's my experience. Thank you for your time. Okay for the next three people Abigail Yosen. Abigail are you here? And then after Abigail is Maria Daisy Ortiz and then Andrew Bluestone. So, Abigail, Abigail, Maria, and then Andrew, please come on up. You'll have two minutes to speak once you begin. Good afternoon, school board members. Thank you for the opportunity to speak today. My name is Abigail Yoson, and I work for

356Stand with Us, an organization dedicated to combating anti-semitism and educating the public about the Jewish people. I work closely with Jewish high school students across LA USD, and I want to share with you what they are facing. According to the ADL, anti-Semitic incidences in K through2 schools surged by 135% in 2023. In 2024, 71% of Jewish parents reported that their children encountered anti-semitism in the classroom. These aren't just numbers. They reflect real harm experienced by students in our schools. I firsthand know the destruction that anti-semitism causes. As my father and his family had to flee Iran due to the Islamic Revolution, my father came to this country as an immigrant because of its promise of religious freedom. He got up, left all that he knew to give his children a life free of hatred and

357discrimination. But now, I've heard from countless Jewish LUSD students on a regular basis who are feeling isolated, silenced, and unsafe. They are being targeted for their Jewish identity and told that their experiences don't matter. In some cases, even educators have joined in or turned a blind eye. Shockingly, our teachers union has become part of this problem. UTLA's House of Representatives is alienating the vast majority of the Jewish community while exploiting a small minority who fit their political agenda. They've attacked the largest organization dedicated to fighting anti-semitism at a time of rising hatred and violence against us. They funded teacher training that provides cover for bigotry against Jews and then voted against real anti-semitism training provided by the Jewish Federation of LA. LA USD cannot allow misinformation about anti-semitism sponsored by UTLA to be taught in

358our classrooms. We cannot allow this to continue. LA USD must stand strong against all forms of hatred, including anti-semitism, and reject UTLA's efforts to undermine real inclusive education on this issue. They are mainstream Jewish organizations like Stand with Us, ready to partner with you right now to support administrators, educators, and students. Our Jewish community is diverse, and we deserve educational programs that reflect our voices and lived experiences. Please take urgent action to ensure our schools remain safe and inclusive for Jewish students and for all students. Thank you. Thank you for your time. [Music] Marie Daisy Ortiz is going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put your hands up. We'll get you these headsets anymore. All right. Thank you. Okay. Good afternoon to everyone. My name

359is Maria Daisy Ortiz and I'm here before you all. first of all to tell you all that education is not negotiable because it's the passport that our children have to get far and so I would like for it to be maintained the exam I ready to be maintained because it is like an X-ray about where our students where our kids are because if a child is unable to read then they're unable to learn so they should there should that exam should exist but I ready has two components And that's where you all have to begin to push. One is for the diagnostic, where is the child at? And the other one is how it's designed, the instruction to be able to raise them up to the next level. So it's very important for the de

360professional development of the teachers to begin to monitor that it's being implemented and within that professional development there needs to exist this so that way it can help our children learn how to read because literature is one of those tools that is used for their entire life and it needs to be given several f a lot of focus in this area because our children if they don't know how to read then they don't know how to learn and another thing that I saw is that they put these stops. So now they want to try to justify them. So for me that shows me that you are conformist that they are conformist. But we're not talking about numbers here. We're not referring to statistics. We're not talking about you know how these colors look. We're talking

361about lives that are our children who are the future. And that's why Mr. Scott, I'm going it's not I'm going to your office. So that way you under the law tell me where it says that there can't be any committees for low incomes that receive the money for participation for the parents for those categorical funds. If you tell me that under the lay that this doesn't exist then we are going to change ideas. But in reality, right here, I see you all celebrating Miss Werta for equality. But if there's no children, there's no money. And these children are not orphans. They have parents and they need to be consulted in the programs and in the funds and in the results. And I'm telling you all everybody for these active works production productive to be able

362to reflect the academic achievements. it can be done so that way they can work big to get big. Thank you. Okay. Will the next three people be prepared to come on up? Andrew Bluestone. Andrew Bluestone, the microphone is yours. And then Robert Jong. And then Zulma. Good morning. My name is Andrew Bluestone. I'm a resource specialist teacher at the School for Visual Arts and Humanities. And I'd like to seed my time to one of our students parents, Joanna. Hi, my name is Joanna Martinez. My daughter goes to RFK Savo. Her name is Janiti Garcia. Janiti participated in the first walk out at RFK. At that time, Aoyo took a picture of my daughter without her consent. Not only Aoyo took a picture, but I was on the phone with my daughter while her assistant Sanchez

363was yelling at my daughter to go back to class. I have a picture of Aoyo. That day, it was early dismissal and my daughter had gone back since she is in sports. Janiti said it was after school when a royal pulled her into her office to call me over the phone. During these past years that my daughter has attended Saval Academy, I have never met a disgusting human being that yells at parents over the phone and in front of my daughter since she was in Aoya's office at that time. I also found out that she didn't bother closing the door while she made the phone call. I couldn't believe what I was hearing. The fact that she had said that my daughter had walked out to be a criminal without any proof. Not only that,

364but Principal Aoyo and her assistant have intimidated students, parents, and some of the teachers. I will not stay quiet. I will speak up for those who are scared to speak up. We all have a voice, and no student should go through this. No one will ever intimidate my child when all she is doing is going to school. Now, sometimes she wakes up and she doesn't even want to go to school. She tells me, "Mom, I don't really I don't want to go to school. Should I?" The only thing I tell her is you have to do your best. This is why teachers at Saval end up leaving because of Aoyo. Aoyo and her assistant should be removed from their position immediately. Not only that, but Principal Aoyo thinks that cell phones are weapons in school.

365It's not jail or boot camp. Yeah, it is a weapon for both of them because they are scared to get recorded and for everyone to find out their true colors. The way they manipulate teachers and students, the way she makes teachers feel they aren't doing enough. The way she makes teachers feel like they are useless. I've said it before and I will say it again. I'm here to speak up for them. Thank you for your time, Robert J. Good evening. My name is Robert Jong. I am a UTLA chapter chair at school for the visual arts and humanities and I seed my time to Janitzi the student. Thank you Mr. Jones. My name is Janita Garcia and I am a senior at Sabah. On behalf of my experience with the Sabah admin, it has been

366awful. It goes from constantly being put out of class being questioned and not participating in sports and affecting my mental health and academics. I ended up participating in the walk out like other classmates. As I'm walking out, Sanchez is standing in the middle of the hallway not allowing students to go to passing period or walking out. As I proceed to walk down the stairs, Aoyo's in the stairway saying, "I'm going to take a photo and show your parent." She proceeds to take a photo of me and as I was going down the stairs. After walking out, I came back to school because I had soccer practice. Then she walked into the main office with Gonzalez. She pointed to me to Gonzalez and said, "She is the one that took a picture of me acting like

367a victim. I took a picture of a royal taking a picture of me to have proof. It was after school. Keep in mind, Miss Jessica and Miss Moreno and Miss Miriam were there, and she didn't even bother closing the door while she talked to me. And she called my mom on the phone, which I have the audio recording. Ever since this incident, I've been targeted by Aoyo and Gonzalez to an extent where I don't feel safe, comfortable going to school. It has gotten to the point where I now have to seek for therapy because I was overwhelmed and stressed regarding everything going on. It affected not only my mental health but also being a student athlete. This not only transferred from school but onto the field. Because of admin me participating in the walk out,

368I was not participating in athletics. In the end of my season, she had a conversation with athletic director said that those who participated in the walkout shouldn't participate in athletics. Ever since my coach is a SA teacher, I feel like he felt pressured to listen to her to not let me play even though I was a captain and a starter. During these events, I have felt like I can't speak for myself and for others. And it's feeling like I must stay quiet in situations. The feeling of constantly being intimidated by adamant. It has also caused me fear to where I avoid them in situations. Thank you for your time. Okay, we have Zulimma or Zimma, Lel White, and then Joseph Williams are the next three folks. Oh, all right. Good afternoon. My name is Zma

369and I am a student athlete in the 12th grade at Narban High School. It is crucial to know that mental health issues among the youth have reached alarming levels in recent years. This year was my second in this program and I can truthfully say that it's had a positive impact. The support from my group peers and my PSW has been refreshing. By expanding PSW services at all schools, we can ensure that our students receive the care and assistance needed to cultivate healthy minds, empower personal growth, and enhance academic success, which will carry on LUSD's legacy. High school is a time when students are finding their identity and often experiencing peer pressure. These social dynamics can create physical and emotional challenges leading to feelings of isolation and low self-esteem, which is where the PSW comes into

370play. I will be dedicating the rest of my time to Alyssa. Good afternoon. My name is Alyssa. I am a senior at Narbon High School. I am here to speak about mental health and academic performance and how closely they are linked. Students battling mental health issues often experience difficulties concentrating, lack motivation, and struggle to achieve their full potential. I have personally experienced negative emotions and lack of academic motivation when it comes to school when affected when affected not only my performance on the court but my overall mental well-being. However, this program has been a great help to me and I'm not and I'm sure I'm not the only one. By expanding PSWs at all schools, students would have the chance to provide students with the opportunity to restore emotional balance, leading to improved focus, engagement,

371and academic su success before it's too late, and our students don't receive the care needed. That being said, LUSD must take immediate actions to safeguard the well-being of its community to encourage an environment that supports growth, success, and a lifetime of emotional well-being. Thank you. Thank you for your time. Thank you for your time. Miss White, come on up. You'll have two minutes to speak once you begin. Hello, my name is Lel. I'm going to yield my time to Crystal. Miss White. Good evening, members of the board. I hope this message finds you well. My name is Crystal Corona. I'm an 11th grader at the Rivera High School. I'm a leader and a leader in students deserve. I want to appreciate this time being given to speak for those who are scared to though there

372there's so many overlooked conflicts going on right now at this very moment. It's time we shine the light on them and rise to fight for a better future. Early in this year to 2025, numerous Los Angeles high school students staged walkouts and protests primarily focused on immigration policies and ICE rates. The students and I at Deora participated in this historical moment. I don't I didn't know most of the kids there given that they were from different schools. Yet, I felt connected to them because of the simple fact that we're fighting for the same cause, safety, equality, and just for our voices to be heard. I took the opportunity to speak for those close to me, those who are scared. As a student, I should not have to live in fear in favor of my loved

373ones. Instead, I should be getting support and admiration. This is an immense issue that should have a light shined on. Superintendent and school board members, will you work with us to invest in programs to support undocumented kids? Our stu our demands are not only to support undocumented students to feel safe and seen on school campuses, but also to ensure black and other students of color are invested in. students deserve to be invested in during a time that our federal government thinks otherwise. Thank you so much for your time. Thank you for your time. Uh Joseph Williams. Mr. Williams. Hi, my name is Daniel and I attend Roy Ball Learning Center. I am a leader with students deserve. I want your full attention while hearing this comment. That means your eyes are looking at me, your

374ears are hearing me, and your brains are processing the words. Harvo and Bard members, you have lied and failed to keep promises. You have failed to keep bringing at bringing extra sanctuary to your undocumented kids. You have failed at helping them. And I emphasize failure as failure for one student is failure for all students. I'll have you know that in my community there is a fear, a fear of separation, the fear to be separated from a loved one, specifically at the hands of ICE, which targets people who have the same skin color as me. eyes ask for documentation and sometimes even if they're legal residents of the United States of America, people are taking custody. But I'm sure you know all these simple facts. So why haven't you done more? Carvalo, why don't you go

375on as many Spanish speaking programs as you can to raise awareness for other for other people who can't really speak English or can't read. For me, it's an awareness problem that could be easily fixed. Your lack of raising awareness for these problems goes deeper than just mere failure. You along with the board are among the highest forms of power in terms of education in LA. You can all be doing way more of what you are given. Without us, you all are nothing. Without you all, we can still get an education. But sadly, people like you all make it harder for us. But what if you made it easier? You need to reduce school police funding instead fund programs like that protect Latino, black, and queer students like BAP. Use the money that is used only

376to make our schools and students feel more unsafe and put it in programs that will actually help us. The conversation should not just end there. It should not end at all. Teachers also share a fear of being fired for the mere fact of being part of the LGBTQIA plus community. Henry Zahed, a queer Muslim immigrant trans educator, was wrongfully removed from teaching and the decision was made by this board. And you guys said not based on on Henry's past performances, but based on his assessment of his future potential. There's no excuse to fire him except that he is a Muslim trans immigrant person. You all have the power. You all have the power to let him teach and you deny to him. Let him teach. Thank you for your time. Mao Tjo. Ma Gilbert. All

377right. Mr. Tjo is yielding his time to Gilbert. Come on up, Gilbert. Gilbert. Right on. You have two minutes to speak once you begin, sir. Thank you. Good afternoon. My name is Gber Lopez. I'm a junior at Venice High School and I'm here with Students Deserve. I'm here today to share the demands I have for the school board. The board has established different processes that would go into place if I were to go to any LD campus. But truthfully, no student knows about this. Why was this such a big deal when phones came into play? There were assemblies and surveys done throughout the school in the LD on what process they would do and how it would be enforced. We have not had any such education on information about ice potentially going to campuses. Students

378not only from my school but throughout the district are worried. They're worried the district won't protect them. They're worried there isn't safety measures. They're worried because they haven't heard from their district. Yes, there's a plan if set if push comes to shove. But students don't have knowledge about this. There have not been assemblies giving knowledge to students that we have planned. Without them having knowledge, students worry. They have fear. And all this does is creates more stress on top of their workload. You yourself, Superintendent Carvalo, have come from humble beginnings. You possibly may have even felt what students are feeling right now, which is why many students look up to you. You're a man who comes here with no set ground and persevered to get to the top, becoming a superintendent of the second largest

379district in the country. Mr. Kavalo and the board, you all you all hold power that can bring reinsurance to students because ultimately the district is supposed to work for the students and make them feel comfortable and safe so they can learn. We need this now more than ever, especially right now with the current administration. So, we as students demand the following. First, you make clear to not only the public, but to the students especially where Alod stands. Secondly, we demand school drills to be done if ICE were to show up on school campuses. Although some people may think this is over the top, we also have to consider that we have to deal with this administration for four years. Who knows what can happen during this time. Lastly, we demand that we need assemblies, not

380next year, but now. Not only that, we need them to be reoccurring assemblies because who knows how the next four years will be. this district can at least try and comfort students because I can assure you that up to half or maybe more in this room would pray for their future children to not worry about dealing with discrimination, not to worry about being outcasted. So as Al as LUD, let us be able to build a stronger modernized system together and do what we can to make a change. Thank you all for your time. Thank you for your time. Okay, we have three more speakers. Gabriella Hutchinson, are you here? Gabriella Hutchinson. And then after Gabriella is Mary Claire Little and then Luis Dwarte or Luis Dwarte. Gabriella, Mary, and then Luis, please come on up.

381The two minutes is yours. Hi everyone. My name is Gabriella Hutchinson. I'm a math teacher at School for the Visual Arts and Humanities. And I'd like to yield my time to a student, Valerie Seron. Thank you. Two minutes is yours. Thank you, Valerie. I am Valerie Seron, a proud Latina and a senior at School for Visual Arts and Humanities. and our voice is a first amendment right and the school walkouts that happened in February are a part of that right I participated in the school walkouts and Mr. Rose told me that she didn't tell me actually she yelled at me and screamed at me and told me that the students from my academy were not permitted to be a part of this walk out. I decided to leave for the walk out and I came

382back because I was threatened and told that my sports abilities were going to be revoked. When I went back, she yelled at me and I would think that she would be a supportive person because of the fact that she makes it a big deal that she is a Latina woman herself. I asked her why we weren't allowed to go and she said that this was a way of ditching class. She was to what I know she was taking pictures of other students and also threatening to remove them from their sports positions, their senior activities and also change their grades. She yelled at me and said, I quote, "I made announcements saying no, and I told her that it was not my fault because I had not heard that." She cut me off then and said

383that she told teachers and parents. But even though she told parents we could not contact our parents regardless because we are told to not use our phones. I told her if I would have known that you didn't want us to go, I would have not gone. She then cut me off and said, "Okay, go inside and tell me later." She said that she had more important things to deal with than to deal with me. She told me one thing is making making a statement and another thing is causing vandalization and you are not going in the right direction. I kept trying to tell her that I did not have those intentions but she kept on yelling go back go back. I told her you are supposed to hear me out and the concerns of any

384students and support us. And she replied we don't owe you anything and you cannot demand that from me. But I told her it is your job and I have rights. And once again, I got called I got yelled at to go back. This made me feel like I was denied of my rights. And I was then told also that she was blocking stairwells as there is video evidence of her calling us criminals and vandalizers. And that we give Donald Trump a reason to deport us and our parents. Thank you for your time. [Applause] Okay, Mary Claire Little, come on up. Hello, my name is Mary Claire Little and I am a teacher at the School for the Visual Arts and Humanities and I will give my time to Valerie Cerrone. My my apologies. It's only

385one person behalf of her mother. No, I I I get that, but the board rule state only only one person can present before the board. Got it. Got it. Okay. So, um I am speaking Yes. Okay. I'm speaking on behalf of Miss Dena Cruz, Valerie's mom. Okay. So, this is uh Valerie's voice. Speaking of my par of parents, my mom was spam called very rudely that day and I have a statement from her part of uh who has negative experiences with principal Aoyo. These meetings were exhausting. GSC and school site council. These meetings were exhausting and long and the teachers didn't allow or consider the opinions important. Sometimes discussions occurred where they didn't reach an agreement. Something I observed was that we were supposed to be three parents participating but usually only two of us

386arrived. Specifically on one occasion which was almost one of the last meetings because they were cancelled unilaterally by Miss Aoyo. I remember being the only parent who came that day to discuss the funds that needed to be approved for the following year. She presented the budget on screen and explained each point how the school's funds were being organized, the cuts that were going to be made, and how they were going to be used the following year. Parents aren't very knowledgeable about these things. They can't give their opinion on the topic. They're more of a listener, but the teachers know more about what's being discussed. She didn't think it was right to be Miss Rose didn't think it was right to be contradicted. She became very upset and left the room. But before leaving, she jumped

387up very angry, slammed the table, especially exclaiming at Miss Emmerick because she brought up a series of points on which she was uh on which she was failing when leading the meetings, letting her know that she had to give us a prior written report to study before approving it. Her reaction, in my opinion, was unprofessional. After this, I realized that Miss Emerch was no longer going to be part of the school. She did not receive the EWA. After that, I don't remember the dates, but after that meeting, we had another Zoom meeting, the last meeting of the year, and the topic was brought up again. Her attitude was emphasized that we did not we were not allowed to speak and that she felt disrespected. A few weeks later, I received a call from Miss Francisco

388telling me that Miss Oya wanted to meet with me and the other mother who had attended schoolside council meetings. Hours before, I said I didn't want to meet. Later, I learned that she wanted us to sign a letter the content of which I don't know. And I regret that many teachers were removed from the school because of that. Thank you for your time. Okay. And our last speaker is Luis Dwarte. Hi. Uh my name is Luis Dwarte. I'm also an English teacher at the School for the Arts and Humanities. And I'm going to take my time to uh Miss Ortiz. Hi. We are here to speak on behalf of the peace and the well-being of the students and the teachers. Can you a little closer to the mic so everyone so we can all thank

389you. As a parent, I did not hear any of these problems from principal Aoyo during the coffee with the principles. She's very good at shifting uncomfortable questions and talking about her hardships as a low-inccome Latina. What I would like to hear a lot was that teachers were doing wrong and what she was doing to do things right. And she was the only one capable of doing these things. Things like Miss Aoya having implement reports to do things right. She also mentioned how teachers should not let students get away with things so that they become friends. There was an impromptu meeting on a on a Tuesday that was given information for on Sunday which means a lot of parents did not have time to make time to this to attend this meeting and it was supposed

390to be addressing misinformation. Um Miss Aoyo during this meeting spoke for about an hour and a half an hour and 45 minutes actually of all the things that she has done for the school. for example, that she had to fight the school district to get the school painted because it didn't look like a our school before her and she had to fight for that when I know that there was budget to do that beforehand. Um, as a and as a principal, uh, as a supervising principal, it is very unprofessional of her to be building her staff in front of parents. During every meeting, she has a little digs to say, "Oh, my teachers, they're I have to go call on them and I have to tell them how to do their teaching because they're not

391doing it right." She talks about bullying because she believes that we're bullying her by bringing these points up. She talks about bullying, but during the last coffee with the principal, she posted the names of the seniors that might not be graduating and she shared it with all the parents there. Instead of talking to them or students don't need that during the school walkouts, she handled the situation very aggressively. My sister here, her her student, she gave out flyers for the meetings and she called them into the office. And one of the things that we have done afterwards is no longer saying bye, have a good day at school. It's call me if you need anything. So that's just the way it is now for students to go to that school with the principal. Thank you

392for your time. We appreciate your time. And that concludes general public comment. All 20 speakers spoke and I appreciate everyone's uh cooperation and efficiency with getting folks up here to speak. And thank you for working very well with my staff. I know they really appreciate it as do I. Um, Dr. Revas has requested that we move to tab 26 because she has some speakers ready to speak on it and tab 26 has some public comment. This is day uh denim day 2025. So, let's uh go to tab 25, I'm sorry, 26. And this also has a I believe a rule 72 waiver. Keep that in mind. Can I have a a mover to bring this to the table? Move it. Move it by Mr. Schmson, seconded by Miss Newell. Okay. And we'll I'll Let's see.

393We have Eldana Area to speak on this. Are you in the room? Come on down. This is for tab 26 denim day. Okay. Good afternoon, board members. My name is Alana. Um, I am an 11th grader at University High School Charter as well as a finalist for student board member. I'm here today to strong um to stand in strong support on the resolution for Denim Day. But more than that, I'm here to advocate for something I wish I had learned more earlier on in high school. Wearing denim on April 30th is more than just a symbolic gesture. It's a powerful statement that we must um reject victim blaming and believe survivors. It's heartbreaking to hear the statistics on how many young people experience sexual violence. We deserve to feel safe at school and a part

394of that safety means understanding consent boundaries and what healthy relationships actually look like. The truth is most of us don't learn these things in the classroom. We learn them from experience, from watching our friends spiral, from being there when someone breaks down. I only learned about the definition of consent, how to recognize signs of grooming, how to support survivors, and how to respond to sexual assault, not because of any curriculum at school, but because I was trained at a teen suicide hotline. And that's the exact problem. The issue is that we shouldn't be learning these through um trauma or going through crisis training just to understand how to protect ourselves or how to protect each other. That's why I strongly support this resolution's commitment to updating educational materials and creating spaces like Denim Day workshops

395and activities for real, open, and age appropriate conversations. We need education that reflects reality that shows students where to find resources for support that empowers, that informs, and that validates all students, no matter their gender identity or background. I know words that like rape, grooming, and assault make people uncomfortable. Teens often cringe inward or look away, but pretending they don't exist doesn't protect us. And so I ask you to please pass this resolution to ensure that this education reaches every student because the cost of silence is far too high. Thank you so much for your time. Thank you for your time. Norma Gonzalez, you're signed up to speak on this tab, but I do not see you signed in. Norma Gonzalez, are you in the room? Okay, so that's public comment on this item. Um,

396Dr. Yes, thank you. Um, this is the last resolution and I I you know, two of unfortunately two of the three speakers um had to leave, but I we have one more speaker. So, before she has to leave, I wanted to bring this up. So, um I'm honored to introduce resolution raising our voices against sexual violence recognizing Denim Day 2025 in Los Angeles unified. Every year, millions wear denim in April uh to challenge myths about sexual violence and to declare there is no excuse and never an invitation to assault. Denim Day began in response to an outrageous 1999 ruling by an Italian Supreme Court that overturned a rape conviction because a survivor wore tight jeans implying that she must have consented. Peace Over Violence is a trailblazing organization founded in 1971 launched Denim Day that

397same year to challenge this injustice. It has since become the longest running sexual violence prevention campaign in history. Peace of our violence has provided critical intervention and prevention services to Los Angeles communities for over 50 years. Their work supporting survivors, educating youth, and building healthy relationships has made them national leaders in the movement to end sexual and domestic violence. Today, we stand with them and with all survivors in the commitment to create safer, more respectful, and more empowered school communities. Um, unfortunately, um, the executive director and CEO of Peace Over Violence and the founder of Denim Day, unfortunately, had to leave. She is Patty Gigggins, but she wanted to let me know. She wanted to leave this little kit of uh pens and stickers for the board. Uh so, you know, so she left that

398here for me for to share with you all. And also, I wanted to let um you all know that there's a youth leadership institute in summer 2025. So, we have some information here, but you can also go to their website uh um peaceoverviolence.org where you can get more information if you want to um learn more about the youth leadership institute. And also, uh she informed me that in about three weeks, the youth violence prevention and healthy relationships curriculum, which is originally is originally one of its first kind in the nation, um is currently being revised and it'll be ready in three weeks. uh and ready for the district to implement in all of our secondary schools. So, um you know, Patty Gigggins has dedicated her life to preventing violence and building communities rooted in dignity,

399advocacy, and care. She has inspired a global movement on that begins with education and ends with justice. Um and also, uh the second um speaker who unfortunately had to leave is Luke O'Quinn. uh he is a prevention division manager of peace over violence and he has helped expand school-based programming and prevention education that centers student voice and community healing. Um so um I'm hoping to have them back at a future committee of the whole so they can present their curriculum um as they will be implemented soon by the division of instruction. But we do have one speaker, Naelli Galanalito. Uh she is a youth educator with the LA County Department of Public Health, Student Well-being Centers, serving students at Miguel Contra Learning Complex, and several downtown LA high schools. If Nelly can come forward. Uh

400Naelli is a proud she her with pronounce she her is a proud L USD alum and holds a master's in higher education leadership from Cal State Northridge. Her work centers on delivering sexual health education, holistic well-being services to students throughout the school day, empowering youth with the tools and support they need to thrive. Thank you so much for waiting and thank you. Um, so the floor is yours. Good afternoon board members, superintendent and staff. My name is Na Galanito from the LA County Department of Public Health Student Well-being Centers. As a whole organization, we wholeheartedly support the Denim Day resolution, which also commits to strengthening LUSD commitment against sexual assault and violence. Denim Day is an important reminder that individuals have the right to consent, the responsibility of self- autonomy and empower folks to their

401resilience. As mentioned, the student well-being centers provide various health and well-being uh well-being services to students throughout the school day. We support this resolution because our mission aims to empower students to make informed decisions that promote lifelong health and well-being for themselves and their communities. Through sexual health education, we provide opportunities for students to learn their rights about consent, how to develop healthy relationships, and understand the importance of having control of their health. The student well-being centers commend Dr. Rosio Rivas for wanting to bring Denim Day to strengthen LUSD's commitment against sexual violence. As an organization, we believe the importance to of providing safe and accessible environments on school campuses, engaging youth to use their strength and have a voice regarding sexual health. We are committed to continue empowering individuals to know their rights to

402consent and have accessible resources available to them. So, we must continue to have these resources. is available and continue these conversations and most importantly know our right to consent. We thank everyone for your understanding on the importance of Denim Day and thank you all for your leadership in support of the resolution. Thank you very much. Thank you so much Naelli. Um so now I open it up for any of the board members who want to speak or u make any comments or continue for a vote. I'd like to co-sponsor if that's okay and appreciate you bringing this to to us. I think um for young for all young people to have this awareness is very important. So thank you for bringing this to us. I too would like to co-sponsor three four It's been moved

403and seconded. Shall we vote? It was already. Okay. Uh, Miss Newell, yes. Dr. Rivas, yes. Mr. Meline, yes. Miss Grigo, yes. Miss Gonz Ortiz Franklin. Board President. Yes. All right. Yes. Thank you, sir. So, I just want to thank everyone who's been so courageous in raising their voices, particularly students, and creating spaces for healing and education in our school. So, I thank all the PSWs, all of the teachers, and all of the staff who are there to provide this space. As we recognize Denim Day on April 30th uh 2025, let us reaffirm LUSD's commitment to ending sexual violence, supporting survivors, and ensuring that every student and staff member feel safe, seen, and supported. Together, we wear Denim, and together we say no. No more silence, and no more shame. Thank you. Okay, this brings us

404to tab four, Golden State Pathways Program Grants. There were some comments and questions. Let's do the move in the second now. Before I forget, would someone like to move tab for Mr. Schmurson? I'll second and seconded by Mr. Movo. Looks like we had comments and questions from M. Grigo. Tab four, Golden State Pathways Program Grants. Make sure we may have one caller still on the line for that item. Oh, we have one one person one person here in person. So, Nuo Chen, are you here? Sorry, you're not. Is is New Chen here? Okay, is not here. So, that ends public comment for that item. And uh Miss Greg, are the floor yours? Yeah. Hi. Uh, thank you for this. CTE makes me very happy and I know it makes our students and our teachers very

405happy. Um, but I've been hearing that there's been some some uh CTE teachers who are being displaced because programs are clo I don't know why actually to be honest. I just know that they're not there because maybe the program is no longer there and yet I see this amazing grant so I'm confused. Can you share more about this? like why is it that some CTE teachers are not coming back to their position if you know while we're also receiving money for CTE? Um, sure. So, the grant is actually separate and apart from why CT teachers may or may not be returning. So, it's not the grant funding is not related to positions at all. So, um, if that is something that the board would like to know more about, I'm sure that they can investigate

406through human resources or investigate by asking individual principles, but the grant funding does not actually fund teaching positions itself. And can I ask you to introduce yourself if you're Yes, I'm Esther Debbian and I'm the CTE link learning administrator with the division of instruction. Sorry. So this is not this grant money is not connected to positions. It's connected to to what to equipment to curriculum and correct. It funds equipment curriculum and it has specific um outcomes grant funding outcomes which I'm happy to share with you. Please do. Yes. Oh, I mean I can give it to you in writing. Yes. Which and it's in your actually in your packet. There are specific seven outcomes that are included in your Okay. And then in your grant descriptions. Okay. And then just lastly, um I see some

407of my schools in district five are are in this on this list. Yes. And um so how how were they selected to be on the list? All of the schools that fit in four industry categories that were aligned to the grant um identified industry sectors were offered the opportunity to join through various outreach efforts. The principles were invited to a Zoom meeting. They were asked if they were willing to accept money and join in on the grant and deliver on specific grant outcomes and if they opted in we included them and if they decided to not opt in then we did not. So they needed to have that pathway already in order to be part of it. Right. For four of the six grants. Correct. There is also one grant for opening a pathway and

408we did a similar outreach effort and invited principles who did not have pathways and we asked them if they would like to open a pathway in again one of the four industry sectors and they could actually open in more than one sector and if they said yes again we included them in that grant and if they declined then we did not. And then but if they open the new pathway, it had to be with the the current staff staffing that they have, right? It's not like they could hire a new teacher to to teach that pathway. Well, they would have to hire because they would be opening a new pathway. So, so there is a hire. And then um just the other thing I want to ask is are there opportunities for outside organizations who

409want to write grants on our behalf for more CTE funding? Do we do we have those um partnerships already or are there any opportunities for folks who are interested in doing in in collaborating with us in doing this work? On occasion, we actually do collaborate with outside organizations on joint grant efforts and one of the six grants is a consortia grant where we did some of the writing with uh Los Angeles Community College District Colleges. In fact, they submitted action plans with six of the colleges and they co-wrote that portion of the Golden State Pathway Grant with us. Of course, any other comments or questions on tab 4? What else? Um let me go back to you mentioned that um this money is not tied to positions but when you provided the um the budget

410summary and it's connected to certified personnel salaries. It's not tied to teaching positions. It is tied to some coordinator positions that will be leading professional development and the salary is specific to professional development. So counselor and career adviser that's tight. Okay. Yes. And it's very limited positions. Majority of the salary over 90% is to professionally develop school site staff to lead the work that is necessary for career pathway development. Okay. Got it. Great. And one question here. um what metrics um are being used and will be used to track employer participation in the district's um GSP pathway especially in addressing regional workforce uh shortages. So the four industry sectors that the grant is specifically tied to are education, computer science, health care, and the STEM fields. The metrics that are aligned to those have to

411do with work readiness curriculum and also with work-based learning. So the grant asks for c certain deliverables that are tied to internships and also specific dual enrollment higher education credits and also industry recognized certificates. So those are specific metrics that we have to follow in addition to career pathway completion. So those internships um are with specific um sites or employers or the grant doesn't specify specific sites, but it does say that we need to include internships or specific work-based learning um types of activities for our students within those four industry sectors. You already have um particular sites for these internships now as we speak. Okay. Yeah. So they're just waiting for the money and then you got you got that. Well, the money isn't to pay the students. Yeah. We can't do that with the

412money. But the money can be for example to use to develop the partnerships for example to sit down with these organizations and spend some time on thoseus or to develop curricula to make sure it's aligned to what is happening in the CTE classroom or preparing students to get those certifications that will be directly transferable to the types of skills they need once they enter the internship. And in these internships, um, do these partnerships need to have liability insurance or any prerequisites in order for theou to move forward depending on theou? Yes. And does that cause some challenges for some in order to have a brighter scope of internships depending on the site? Yes, it can. And are we able to because there's so many you know partnerships or um internship sites that want to partake

413in this in this pathway or want to participate but because of these challenges are be able to sort of address those challenges or you know come with a plan to address them so that our students are not losing out on particular internships that would be very um fruitful for them. We found a number of very creative solutions. Um we're working within our own district for example we have we're a small city in and it of itself and of ourselves so we have our own architecture department IT department so we're finding really and of course we have you know our own education department we are an educational institution so we're actually placing a lot of our students with our own um professional workforce and they're interning with our own staff um we're also beginning to work

414with some of our adult education occupation centers and our students are serving almost as assistants um after school and we're trying to roll that out very soon. So we're looking at situations where our students can intern in programs that don't necessarily requireus because they are in-house so to speak. So we're leveraging all of the resources that we can and thinking outside of the box so that we're not solely relying onus. And if I may, the intent though is to continue to learn uh board member on what what do we need to be able to have in anou that's pretty template language. So from this we can learn so we can create stronger template language to make it easier for our partners. So as more of this opportunity these types of opportunities keep coming our way

415we work with office of general counsel and others to see how do we streamline some of this language to make it a little easier. But it is a learning curve because there's some other elements that we have to take into account, insurance and other things like that. But we are working through them because even for our students um with disabilities who have workability opportunities, we've had to sort through those with them as well. So we're working through and we're learning and the more we expand the more we'll learn and we'll work through those as well. Thank you for that. And just my last question, um, have there been any risks of unspent funds reverting back to the state for any sort of delays in in the project execution or if you couldn't find a coordinator

416or whatever the case may be. I'm very proud to say that uh the CTE link learning department has almost 0% grant funds going back to the state over the federal system. That's great to know. Thank you. That's all my questions. Just one uh clarifying, you mentioned the optin. If there's a school that wanted to opt in between now and 29, is that opportunity still available for them? Unfortunately, the CDE, we already had to turn in our list of schools for the Golden State Pathways program. However, the um department has ongoing grant funding and so there is no CTE or link learning pathway school that is denied funding in any shape, way or form. if they need th that funding in order to sustain, improve or maintain their program. And if a program collapses between now

417and 29, what's the resolve for that? It would depend on why it's collapsing and I would need to have more information. I sorry, I'm going to go back to the positions. I don't know if you have the answers to this, but I am concerned about some CTE teachers not coming back to their positions. And I'm wondering, are there um schools that are getting grant money and also not having teachers, CTE teachers not coming back? And if so, which are those schools? And then what are we doing to support those positions to uh get funded? So for example, I know of a couple in certain areas like graphic design, right? All of a sudden the the teacher is not coming back to that position, not by choice, but that's what happened. So but so what's going

418to happen to that pathway and what can we do to continue supporting um these pathways uh that have been in the school for a while and I'm sure are very popular. A lot of my answer is going to depend again why that pathway is collapsing or why that teacher is not returning and the way we support the school will depend on that answer. So for example, if the reason why the principal is not bringing the teacher back is due to lack of student interest, enrollment or simply because that specific career pathway no longer has relevancy in terms of the job marketplace, then we may want to find a different career pathway that holds more interest with the students and parents or perhaps has better job outcomes for that community. And that way we will start

419engaging with my new teacher support team and human resources and finding a viable candidate for the principal to interview and begin looking at transitioning the space and the equipment and the curricula to a new pathway. That's just one example. But again, it really depends on why that teacher isn't coming back or why the program is closing. And also the teacher not returning doesn't always mean that the program is closing. So I would need to know I would need to know more information. But you would be the person that if that is happening they would go to and ask for some support if they have more. I don't have all the details but yes myself or one of my leadership team. Yes. Okay. Great. Thank you. Of course. If there's no further questions, um, we could

420take a vote. All right, the move and second is complete. So, uh, Miss Newell, yes. Dr. Rivas, yes. Mr. Meline, yes. Miss Grigo, yes. Miss Gomez, Miss Ortiz Franklin. President Schmurson, yes. Right, that's five. All right, moving on to tab five. We can work contract with California Department of Rehabilitation. And I have a move and a second. Moved by Mr. Smurlson. Seconded by Second. Dr. Ivas. There were some comments noted on this, but they may have dissipated. Are there any comments or questions on this? That's correct. Miss Greg, go ahead. Hi. Um, I I don't remember if I asked this the last time we talked about the do um job um uh preparation for our students with disabilities, but um what uh do we track what happens to our students who go through the program?

421Are we I I read somewhere that usually they're minimum wage jobs that the students get and some of them are voluntary, some of them are not uh voluntary. Does that make sense? You're looking confused. I'm like, so there are um non-paid internships to help grow skills for our students and then once those skills are built, then they're offered uh subsidies for for work uh and they're paid for their work experience. Uh some examples can be that they work in afterchool program providing support uh in the BTB programs or they are um working on school sites with buildings and grounds or in the cafeteria or supporting preschool programs and they get paid for that work experience. And then once they're done with the program, say it's a 22year-old student um who's graduated from the program, how

422do we support them after that? And do we try to get them to if they if they interned with us, do we try to connect them to jobs with us? So we are required by indicator uh 14 of IDA uh to and that's post uh school outcomes where we contact each student that has gone through our program a year after to find out where they are if they if they're in school, if they have a job, and we have to track that data and deliver that to the state. Um, as far as any other type of outreach, um, I can have Dr. Coons share some information on that if there's any. Sure. Um, hi everybody. It's a pleasure to see you all. Um, the the real work at our for this program specifically comes before

423our students leave us and they are enrolled in the department of rehabilitation to access this specific kind of work experience and through that connection um, with the department of rehabilitation that continues after they leave us. So by enrolling them in this program and participating in a work experience while they're still our student, they're getting connected to a state agency that will be able to support them after they're done with us. So really this is kind of like a warm handoff of a program between schooling and then the world of work and the department of rehabilitation can provide them those supports in the future like for the rest of their lives as they're working to stay employed alongside the regional center who also almost always supports all the students who receive this funding. So our work

424is really like the the foundation, the groundwork that keeps them connected to employment opportunities and by having them enroll they're really well connected. I see. I I would love to see if any of the students who go through the do program ever come back to us to work. We are you know a large place that we can certainly employ and it would be great to have them with us. So, we have hired five of our students uh over the past few years uh that have gone through this program uh to serve as campus aids or to be uh BNG uh personnel on school sites. So, slowly but surely, we're also looking to expand opportunities for hire with the beyond the bell program as well. Thank you. This new bill, uh thank you for being here.

425How many programs do we have within there? How many different programs as far as uh work experience programs? Oh, there's there's plenty, right? I mean, it depends on what we're defining program. Can you hear the question? Well, it says you have programs here. So, I'm trying to figure out what are the programs. So, maybe you can define it for me. Yeah. All right. We uh so we have uh work experience programs for students in our high schools through our department of transition I'm sorry our department of transition services dots and those teachers and staff provide supports to students through um what was voted on at a previous board meeting the TPP contract and through workability workability one through the state. Those are two funding sources that kind of equate a work experience program in high

426school. And then for our students as they transition to career and transition centers, if they're a student on the alternate curriculum or with a a moderate severe need, moderate support need, those students are supported through we can work, this contract that we're presenting here today, and through some district funding that is available for work experience. So those would be probably our four work experience programs if we were going to define it as work experience programs. Based on your question, we have eight career and transition centers also, if you wanted to call those programs for our students um that are adults with transition uh support needs. And so we at those eight locations, this contract fund source is available to those students. And I know you mentioned five students that that's all that we know right

427now over the last few years, but obviously trying to expand that. Absolutely. Okay. Because that's a small number considering we service so many not that large of a population of students that have significant cognitive disabilities. Not hundreds of thousands. It's So what is the number that we're because the number here the number here for 200 what number is that? 248 students. Two 200 Oh 200 students a year. Sorry. 248 students and were served this year. Yes. this year and you're saying over subsequent years we could say we serviced probably similar per year. Okay. And so we've had about five from that yes return. Okay. But I hear you board member uh I think you're you're encouraging us to have a target to how we will create a stronger pipeline. I heard that from both our

428board members. So we will definitely identify that. Cool. Okay. Um thank you. Just a few questions here. Um, let me go here. So, how does the district engage local smaller employers to provide meaningful workplacements especially given the limits of of sufficient liability insurance and other partnership challenges and barriers. So, we do try to engage uh small businesses. Uh, but again, as Dr. Car Dr. Strata mentioned, we we have limitations as long as they have insurance. So we we usually contract with people that have all the insurance and that's schools, colleges, places where there is the SAM insurance, there is the risk risk uh uh insuranceances. So those are the places predominantly where our students are working at. Right. Well, prior to the changes in, you know, risk management and assessment, um there were a lot

429of, you know, local businesses in the community that unfortunately no longer can participate. and those were businesses in the students communities that they had connection and they were actually hiring after. So that you know drastically limited the opportunities for our students and I know that we're thinking outside the box and you're looking more inservice but um I think that was a great disadvantage. So it would be great if we can continue to work with those MUS or work with those employers uh small businesses to pro you know and then they were really saddened because they really enjoy providing the that uh work-based learning for the students. Um so unfortunately that that that was um fell through because of those changes and I can say that we are absolutely looking for partnerships. we are submitting forous

430you know every month trying to get some pass so that we can have more expanded opportunities for our students so and that will continue. Um and the other question how can we work with the state to expand the program to serve more students or how is that number derived to uh only being able to serve approximately 200 students and being able to offer more hours to them. I'm glad you're asking that because I asked the Department of Rehabilitation the same question and following approval of this, we're entering a discussion with them to expand the contract beyond the current funding. This is the amount of funding that they have been authorized by the state already to offer us right now at this time, but their plan is to offer us an additional amount once we have

431um this in place. So, we we are always going to keep telling them, we're serving more students than we were asked to. Um, can you please also fund us so that we can expand even more for our students and benefit the students of Los Angeles? Wonderful. I'm very glad to hear that. And maybe you can provide them with real case studies of the students and how that's, you know, changed their lives. Yes. You want to say something? I do. Each month, uh, I'm sorry. Each quarter we meet with the department of rehabilitation staff, the contract administrator, and each each time we meet, our staff shares success stories about our students with them so that they are aware of the impact they're making. And it's it's wonderful to go to those meetings and hear our staff

432share. Yeah, I I personally was able to um because um Paris special education center CTC is in my district and then so I went with the um the principal Hernandez and uh two of the sort of the coordinators and counselors that are helping a part of this program. Um we visited an infant center and there was a student there who was just you know taking care of of of the infants and you know that was part of her uh work-based you know site. We also went to two of our schools where uh students were uh working with our plant manager and buildings and grounds and they were cleaning and um there was um another one. So a lot of our schools were a part of this and there was one that unfortunately I couldn't go

433to but it was a CVS. But what I saw and what I heard is that this program or this the ability for for our students with special needs or neurody divergent to be able to have these opportunities is just magnificent. They they blossomed. They were they have the self-esteem and confidence. They were able to you know go take the bus to these sites. Um and also the change in the families because the parents were very apprehensive about allowing their child to take the bus. But once they they were able to see that the their our students were had the self- advocacy they they developed this confidence was just uh beautiful to see and I know how this program really does change lives and it provides the skills and independence for our students in the CTC

434programs really to have independency and not having to depend so much on their families and it it also changes the families as well because they're able to see that their child will be successful and as an opportunity for a job. And now that we have diplomas, it greatly expands that um the capacity for for students to have that um expanded opportunities for life-changing ways. So, thank you for that. Thank you. I have a question for you. So, um all of our LUSD students are offered a tap cart so they have a way to get to work. I'm just wondering when they age out, does the Department of Rehabilitation offer a similar program so that students are able to use public transportation with a tap card? If you know, if you know. Yes. Yes, they do

435offer programs so they can have public transportation. That's good because getting around independently is super important for their self-esteem, right? Absolutely. Thank you. No further questions. Let's vote. Uh, Miss Newil, yes. Again, it's on tab five, so that's a yes or Miss Newell. Dr. Rivas, yes. Mr. Meloinne, Miss Grigo, yes. Miss Gomez, Miss Ortiz Franklin, a board president? Yes. That's four yeses. I'm a yes, too. Sorry. Oh, there you are. Thank you so much. That's five yeses. Thank you. Okay, this brings us to tab seven which cannot be on consent. Let me see to this tab seven resolution of declaration of need for fully qualified educators. We have uh four inperson public commenters. Maria Torres, are you here? Torres. Yes. Come on up. And then after Miss Torres is Nelly Mendes and then Alex Garcia

436and then Julian Garcia. So Maria Torres, you'll have two minutes to speak. Why don't you begin? Hi, good afternoon. I was actually um I wanted to address myself with Mr. Carvajo. I'm just uh wanted to say, you know, to him and uh thanking Mr. Jose Werta for, you know, helping me make uh make a better um and safety for my grandson. So, I wanted to, you know, pretty much uh reach out to every single one of you guys. I know like you guys say uh see something, say something, and you guys have really actually did something. So, I would like to tell each and every single one of you guys that I do appreciate it, that, you know, my grandson feels a lot safer. I know we still continue to have some problems here and

437there, but I know that, you know, working with the district and working with Mr. Jose Werta, you know, has helped us out and, you know, I'm looking forward to, you know, having a better system for the safety of my grandkids and, you know, so I just want to be here and give you guys a little um, you know, looped in and telling you how, you know, how things are much much better than what they were. So, we're pretty much happy. you know, I I also brought the grandkids because, you know, an in appreciation for, you know, them, you know, being safer, you know, at at school and, you know, the bullying problem has, you know, um has decreased a lot and, you know, just the safety of them have been much much better. So, once

438again, I do want to thank Mr. Jose Werta and, you know, just for helping me out with all of my problems, all of my concerns and I do see that there's a lot of differences and we are making a difference in that particular school. So, thank you. Have a good day. Thank you for your time. Uh, Nelly Mendes, come on up. Miss Miss Mendes is going to speak in Spanish. So, if you'd like headsets to hear what she's saying in English, uh, please put your hands up and we'll get you a translation headset. [Music] Mr. And now that I wanted to say something nice, he left. But I do want to thank Mr. Werta just like Miss Torres has indicated because he's working with us. I want to thank Miss Carol. I don't remember her

439last name because we were going to have an IEP. The IP was cancelled on the same day. And I spoke to Miss Carol. Carol told me, "Don't worry, the IEP is going to be held." And it was held. And I think that Miss Carol is more efficient than Mr. Salceo. I feel that I think that Miss Carol, she is has more than what Miss Salceo is lacking because Mr. Salceo Heights and Miss Carol has been there. She has helped me at least very much since I started working with her. We've worked very well with Miss Carol. any kind of issue, she solves it in that instant. Something that never ever Mr. Salce has ever done. Mr. Sala just attacks attacks attacks. Miss Carol is dedicated to helping me and in all moments at all moments.

440I want to thank I think that she's listening to me. Miss Carol, thank you so much for all the help. And I want to see what Miss Carla Grigo is doing because I saw her on TV very there and willing and I gave her my vote but I do not see anything on how she's working. I don't know if I'm a little bit lost in that aspect for special education. She spoke a lot very well but but I have not seen anything about it with you. I did give you my vote. It's bad to say, but I'm saying it because I have not seen help within you. I also have somebody in special special education. I would love to also work with you because I gave you my vote because you convinced me over TV.

441In person, I don't know. But thank you. Now, I didn't speak bad because everything's going well. When my daughter's going well, I'm good here, too. Thank you for your time. Uh, Alex Garcia, come on up. Alex, you have two minutes to speak once you begin. Hello, I'm Alex Garcia. Been in Carver. I in seventh grade. My life's been good because of Mr. Alberto Vavo. He's one he's the one who's always protect me from everything that's been happening happening from the past school years of being bullied. And now he changed that by giving me someone to protect me. A personal BI. He cared for us, me, my brother, everyone that was being bullied and was mistreated. But there was an issue with some where somewhere where I was sitting down in the Carver gym building. Two

442kids, one named Abraham and another, which I can't tell by his name, I didn't know, slap me in appropriately. importantly, which is not good. And they just only laughed. I didn't feel uncomfortable or anywhere. I felt unsafe since my BI wasn't there that time. But gladly, my teacher saw. He reported it to Mr. Zoano, my PE teacher. He cares. And once we talked to Mr. Oriana, he solved the problem by well protecting us. But thank you to Mr. Alberto Kavo for giving giving me everything that I care. Thank you for your time. Uh Julian Garcia, come on up. you have two minutes to speak once you begin. Hello, my name is Julian Garcia and I go to George Washington Carver Middle School and I just wanted to thank um and our Carver Hall for making

443changes in our school which helped me and my family and mostly my brother from being bullied back then. Thank you very much. Thank you for your time. We appreciate it. When I am okay, my daughter is okay. But I do congratulate you because you are doing a good job. At least I want I'm so sorry you can't take the the remaining time of that of that young man that you've you've appeared before the board once already. Thank you for your time. You Thank you so much for your time. I I I appreciate it. Okay. So, we now have a vote on tab seven. I'm a move mo move and a seconder for for tab seven, please. I move it. Thank you, Mgo. Seconded by Mr. Smurlson and Miss Newell. Uh, Dr. Rivas. Yes, Mr. Melvin.

444Absent. Miss Grigo. Yes. Miss Gomez. Miss Ortiz Franklin. Yes. Board President Schmelson. Yes. Okay, that's four eyes. Um, Miss Ortiz Franklin, may I please have your vote on tab four? Miss Ortiz Franklin. Okay, Mr. Ortiz Franklin not there for the time being. Um, Miss Newil, can I please record your vote for tab 7? Yes. Thank you. This brings us to tab 15. I had called it, but it's okay. We do not have any public comment in this item, and I have just learned that we don't have any board member. Uh, Miss Grego does not have a comment that she initially initiated. Does anyone else have any comments? Mr. Kang, you are free to go. You know what? Oh, sorry. Sorry. You thought I spoke too soon. Sorry. Um, I you know what? I was just

445re I was just reminded of an article in the Times um last fall about um students who live in the Skidro area and how it's very difficult for them to you know traverse the the neighborhood and come to our schools. So I'm just wondering and then I read in the in the report that we do have through the homeless liaison that's how students are able to get transportation to ours homeless and foster youth are able to get transportation but um do how does that happen? Is it because they have to complete the SHQ form or how is it that they are able to be connected to transportation because I know at my old school we had uh unhoused students but they didn't have access to transportation. So can you share that for services for the

446homeless foster uh group of students? It's coordinated through Dr. from Miranda's office and they reach out to our routing department and through their vetting process they say these group of students qualify and transport district transportation takes our first attempts to cover it with district routes and when those processes aren't there another route doesn't have a stop in time available then we either bring on another route or utilize other services such as a TNC hop skip and drive etc. Okay. Um, thank you. Any other questions? Okay. So, may I have a move and a second for tab 15? Move it. Move it by Mr. Schmurson. Seconded by Dr. Rivas. Uh, Miss Newell. Yes. Dr. Rivas. Yes. Mr. Meloyne. Miss Grigo. Yes. Miss Gonz. Yes. Ortiz Franklin. Yes. Board President Schmurson. Yes. All right. That's six eyes.

447I'm going to collect some votes uh quickly, please, if if you could bear with me. So, tab seven. Um, Miss Gomez. Yes. Thank you. Uh, and then tab 26. Um, Miss Gomez, that's the denim day resolution. Yes. And if I could be added as a co-sponsor, please. Got it. And Miss Ortiz Franklin. Uh, yes, as well. And I'd love to be added as a co-sponsor. Okay. All right. And then, Miss Gonz tab, I have a like to collect a vote for tab five. Yes. Thank you very much. Think you also need me for tab four. I do. Yes. All right. All right. So, Miss Gomez is yes for tab four and um Miss Ortiz Franklin for tab 4. Yes. Okay. Thank you so much. We are caught up. Now on to tab 17. This is

448approval of routine personnel actions. Miss Grego, I think you had some questions, but let's see if we have any folks waiting to give comment. Yes, we have five. All right. Uh, so for tab 17, first inerson speaker Henry Zahed. So, for those wondering if this is the second appearance in front of the board, it is not. Mr. Zahed was admitted under labor partner um seating of time uh for UTLA. So, please come on up. You have two minutes to speak once you begin. Can we switch the order? Yeah, absolutely. Just state your name so I don't get lost. Hi, my name is Sarah Valdez. Thank you. Ready? Hi. Um my name is Sarah Valdez and I'm a teacher at Southeast High School. I'm here in support of Henry Zed, our beloved ELA teacher, GSA adviser,

449and fierce advocate for LGBTQ students on our campus. I will be speaking today on behalf of Southeast students who didn't feel spa uh didn't feel safe speaking up today. If you if today you were to ask a Southeast student what it means for them to be in Henry's Mexican-American literature class, they would say, quote, "I remember being more than happy to be able to take a literature class that is closely associated with a big building block of my identity as a Latina." End quote. If today you were to ask a Southeast student what the climate is like for our LGBTQ youth, they would say, quote, "Students tear down GSA posters. They make rumors about GSA. They make microaggressions. They say slurs and film queer students to ridicule them on a on a bullying Instagram page.

450End quote. And if today you were to ask a Southeast student what losing Henry as a teacher would mean, they would say, quote, "At a at a time of political uncertainty and ongoing attacks on public education. Students need support more than ever. We are living through a moment where classrooms should be safe spaces and that teachers should feel empowered to care for and uplift their students." Mr. Henry does exactly that. I may not attend the school next year anymore, but my siblings will." End quote. Let it be clear that Henry isn't just a good teacher. He's the only teacher at Southeast doing this type of critical advocacy for some of our most vulnerable students. That kind of community doesn't just happen by accident. It happens because of teachers like Henry. LUSD board members, what response

451am I going to give these students? What response are you going to give these students today? And to all the students at Southeast who've been sending emails, sending messages, and making phone calls in support of Henry, I urge you to reconsider the decision regarding his non-reelection. Our students, our school, and our community need him. Thank you. Thank you for your time. Henry Zahed, come on up. You have two minutes to speak. Why don't you begin? Um, hi. I yeah I didn't um have a second thing planned. Um I am just going to stand in silence for a little bit. April 4th was National Day of Silence. in words. Silence is uncomfortable. My students are silenced. I don't want them to be silenced anymore. And that's all I'll say. Thank you. Thank you for your time.

452Roxanna Rodriguez, come on up. You have two minutes to speak once you begin. Good afternoon. I'm here today to speak on behalf of Henry and to raise a serious concern about the lack of clarity and transparency surrounding their non-reelection. Since joining Southeast High School in spring 2022, Henry has built deep relationships with students, staff, and family. He's taken on multiple leadership roles. This year alone, he took on yet another leadership role and still continues as a GSA adviser. All while navigating an administrative transitions and a challenging work in climate. After receiving constructive feedback in fall 2024, Henry took it very seriously. He sought support, welcomed growth, and made intentional efforts to improve. Yet, before those efforts could take full effect, he was issued a nonreelect notice. If this is truly about performance, why wasn't it

453flagged in spring 2022 or during school year 22, 2023, 2023, 2024? Why now? Henry's impact goes far beyond the classroom. He organized Southeast High School's very first ever Pride event. And I can tell you that numerous students personally told me that that event made them feel comfortable to finally come out. In fact, when Henry brought it to our administrators attention that posters had been vandalized and GSA students no longer felt safe hosting the Pride event, they did nothing. Instead, Henry reached out individually to teachers and asked them to please show up to our event so that students could feel supported and safe. Henry builds trust with families. He calls families just to tell them, "Hey, your kid's doing really great." Henry pushes for progress that makes some people uncomfortable in all the ways progress usually

454does. And now it feels like that progress could be erased. As Luz today recognizes Dolores Werta for her civil rights work, including her fight for gender equality and labor justice, we must also recognize those who carry that work forward, such as Henry. Thank you. Thank you for your time. Giovana J. Giovana, are you here? Uh, Giovani Argetta, are you here? Giovani Argetta. Okay, that concludes public comment on this item. Is Brian here? I do not have a Brian on the line at this time. If folks are calling in, it's best to reach out to my office and then let us know the number you're calling from uh so that we can identify you when you log in. Um and this all has to occur be ahead of time so that we can effectuate your voice

455during during the meeting itself. Um give me one moment to check if I have any messages with that information. I do not. So I I apologize but I can't I can't get that person to talk because I don't know um how they're calling in or who it is. So that concludes public comment on this item. Um, can I have a motion and a second to discuss? Moved by Mr. Schmurson. Second. Seconded by Miss New. Is there any discussion on the item? Um, I had a question about the hiring freeze. I thought we had a hiring freeze, but then we also hired new folks. And so, um, I'm wondering what positions are affected by the hiring freeze. Hi. Um so between uh the end of budget development and April 25th, there is a freeze on most

456um classified positions to ensure that anybody whose position was not funded that we're able to determine which positions those are and find new assignments for and find out where the vacancies are that are also budgeted. Um we do have um a committee that reviews even though there is a freeze we still have a committee that reviews all requests and if for example there's a teacher vacancy that's not going to be subject to um a freeze. We're not going to keep that position vacant. Similarly with a a plant manager or a position where there is uh one of those at the school site. So it does depend. So I would call it um more of a secondary review process to uh ensure that all of our employees continue to have assignments and it is something we

457do annually after budget development. It's between budget development and the end of end of April. End of April. Okay. All right. Thank you. clarifying question for the teacher assistant degree tracked positions. Exactly what are those? So, in order to be a teacher assistant, um employees have to continue to earn credits every year. You be enrolled in and earn university credits each year. So, uh that's the degree track. teaching assistants. The TA category are for those who are seeking their teaching credential uh and continue to enroll versus um an education I'm sorry an instructional aid an instructional aid or instructional assistant uh does not have that same requirement. Got it. And then um are the folks that are on the career ladder are they obtaining credentials? Uh that is the goal. Yes. And we have a

458a statistic on how many have and how many have it. Right. I can get those for you. Any other comments? Okay. Tab has been moved and seconded. We'll take the vote on tab 17. Miss Newell. Yes. Dr. Rivas. Yes. Mr. Melvinne. Miss Grigo. Yes. Miss Gomez. Yes. Miss Ortiz Franklin. Yes. Mr. Yes. Okay, that's six eyes. That concludes tab 17. We'll now move on to tab 20, approval of procurement actions. Mr. Schmurson and Miss Grego had questions, and I believe we have one person for public comment on that item. Uh, James Hart, are you here? Come on up, Mr. Hart. Thank you for waiting so patiently. I think I've seen you in the audience all day long. All right, so you'll have two minutes to speak. I just raised the microphone a little bit. Uh,

459the two minutes is yours, sir. Thank you. Thank you. Uh my name is James Hart. I'm with Studio Electric. We're actually the electrical contractor over at Garfield High School for the turf replacement um and the football field improvement. About last year, the change orders uh were needed because there were certificate scopes that were added to the job. And um to date, those most of them still haven't been approved. In August of last year, I was told by the team of LUSD that even though the change orders were not going to be approved in a timely fashion, um we were not to proceed on TNM and uh on time and material. And further, I was ordered to do the work or they would go after my bond and take my home basically and everything I own.

460It's hard to describe what it feels like when you're forced to work without compensation. The emotion that you feel is shame and humiliation because you have effectively allowed someone else to enslave you to work. I am a victim for sure of a civil rights violation, but I'm not here to complain this to the world. It's not something I wanted to announce. I'm trying to be the guy that my daughter needs her father to be and fight. This is a really hard fight and I need [Music] help. I guarantee you if you guys knew what was going on over there, most of you would not approve of the actions that the people are taking on your behalf. There's a lot of amazing things in this world that have been been built with forced labor. I cannot

461imagine that the board of LUSD wants Garfield's football stadium to be one of them. Please help. Thank you for your time, sir. All right. So, we are still in let's see we're in tab 20. We heard the public comment. Uh may I have a move and a second for the approval of these procurement actions. Move. Moved by Dr. Revas, seconded by second uh Morlson. And we had some comments on tab 20 it looks like from yeah Mr. Schmeirlson and Miss Ggo. May I go? Yes. Okay. So um item C, credible mind. And I think people know that I am aware of the ongoing strike right now from mental health care workers at Kaiser Permanente. So I want to be clear on this position. I know that we all value Kaiser Permanente as a business partner

462and however I want to be absolutely sure that this program credible mind incorporated will not be used against those workers who are on strike or limit the opportunities for LUSD employees or their families to get help from a mental health professional. And because I cannot be sure of this at the moment, I am reluctant to vote yes on this item. So, can we get an assurance from Kaiser Permanente that this program, if fully implemented, will not impede our staff from accessing therapy? Everyone um I just wanted to clarify that um this program is being funded by the wellness dollars that were donated by Kaiser but it it has no relation with Kaiser permanent. So it is independent of Kaiser program or Kaiser plan that we offer to our employees right now. So this this online

463platform as an additional mental health benefits resources will be provided to all employees, retirees and their dependents and it provides online mental health benefits resources which focus more on preventative uh mental health care but it it has no relation with Kaiser so it does not impact anything that Kaiser offers right now. Thank you. I just want to be sure. Thank you. Thank you. I have a question on that one too if you so the the so the funds came from the Kaiser Foundation but not or the No, we have a health plan contract with Kaiser and as a part of the contract they provided they donated wellness dollars to support additional wellness resources. So wellness dollars um but it is coming from Kaiser. Yes. Okay. as a part of the medical insurance contract and these

464are very restrictive in nature and they can only be used for um wellness or mental health services. And when when were were these wellness dollars established? So we have our um original contract with Kaiser from 2024 um and 2025 plan year for each year they provided some uh donated wellness dollars which can be used for mental health and other wellness programs. And I'll add this. This is actually an outcome from the health benefits uh negotiations in 22 2023 where we established a wellness and mental health fund. Um and we've worked with the various carriers to establish the fund and now invest in an employee wellness and this plan is a recommendation of the health benefits committee and the district collectively um to provide additional resources for our employees. I just needed that clarification. And so

465I appreciate it. Thank you. Um no I have additional questions. So can you clarify and me it was mentioned in the board um report um there were certain guidelines and how this how does this project align with those guidelines that were provided I mean you kind of alluded to it right there about guidelines for the wellness spending of dollars. So the guidelines are that the funds can only be spent for programs related to um that improves employees health and wellness um and mental health. Okay. So that was pretty much what got So is this credible pla um mind a platform like an app? It's an online platform where employees will be able to log in set up their profile and based on their um user profile they will be provided wellness resources or mental health

466benefits resources which are tailored to their needs. So it's tailored to their needs or it provides different strategies or techniques or whatever the case may be that based on their their own personal need. Okay. So um just wanted to know what criteria was used or will be used to evaluate the effectiveness of this platform um during this this phase. So the platform will be able to provide us the uh a lot of analytical data in terms of how it's being utilized in usage and based on that we'll make an assessment and see if it's something you know worth continuing and and how we can help our employees to provide additional mental health resources. So this is to supplement mental health supports not to supplant them. Yes. Um and this is further to to provide further

467mental health access. So it goes beyond Okay. So I I on the point that um board uh president made about um we there are practitioners right now in Kaiser that have been on strike for um for over a year or more and right now as we speak there is a hund hunger strike that they're going through. So my question uh to the district and um possibly to HBC is how are we holding Kaiser Permanente and other network providers accountable to provide adequate behavioral mental health support um now since there is a long waiting list and you know uh our employees are are waiting for a mental health practitioner to address them. So how are we holding them accountable? So this is something we have been addressing with Kaiser and health benefits committee as well. Um

468and there is an overall shortage of mental health providers nationwide as well. Um they they just keep us they provide us that yes the negotiations are still going and they're working very hard to get those settlement in place but we don't have any update on those negotiations yet. It's just interesting that in the northern part of our of our state they you know they um there are plenty but here in the southern part of California there just aren't any um mental health support. So, I just find that interesting. So, I because now that I know it's to supplement, not to supplant, I will be voting yes. So, I just wanted to clarify that. Thank you so much. Thank you. Thank you, Miss Grigo. Yes. Just to follow up on this is not only for employees

469who have Kaiser. It's for all employees. All employees, all retirees and their dependents. And have we had this donation before and had this program before? We did not have this program before but we had um wellness dollars from health plans which we um used to uh implement additional wellness plans in place. So we had done some webinars, we had done some online challenges last year and this is also using these dollars to provide additional resources to our employees and retirees. Thank you. this new bill. Um, you're done with C. Oh, yeah, we're done with C. I had a question for A and B. Um, just does, uh, the Seagull produce a report that identifies potential areas of cost savings. Um, yes. So, Seagull is our uh, mutual health benefits consultant for the district and um,

470an health benefits committee. Um, they do provide plan oversight. They help with RFPs, negotiations and they've been helping a lot um on the some of the new provisions of the health benefits agreement that we have in place. So where they have recommended some um additional wellness resources exploring other options um for um gender formation benefits, family formation benefits. So they have spent additional hours which were uh or additional they have done additional work which was beyond their original scope. So that's why to being uh more proactive um we are adding additional dollars into their contracts so we are able to pay for their services. And did they show a report of how it will save us in the long run by these preventive measures? Um yes so there are some on a lot of ongoing

471discussions you know monthly meetings with seagull you know they they represent in the health benefits committee so yes they provide all the information there and that would be the same question for a as well yes they said they show report that it's uh benefiting us obviously the more in the investment to be able to cost saved on the other side yes so we we do consult them for uh exploring various scenarios and see which scenarios would be helpful and you know doing some feasibility studies. So yes, we've been using more and more of their hours. Yeah. Got it. Thank you, Miss Grigel. Yes. Um regarding the air purifiers, um will every classroom get an air pure? Every classroom in LUSD that does not currently have an air purifier, will they get one? Oh, that's a

472different item. I was confused. Sorry, I I can answer that one. Um, our intent is to fulfill the promise and commitment of providing an air purifier in every classroom. Every classroom. Yes. Okay. I still have a question on end when someone comes up from uh procurement or facilities or whatever. I have item I. Um, item I They began discussing N. I think a little bit out of order and since we're here, I I I think it makes sense to dispatch event and then come back to I. Okay. No, I have one on item I. Now we're on item I. So item I, folks, come on up. Okay. So item I medical services and facility services. Um just wanted to mention that at at a recent greening schools and climate resilency committee meeting our labor partners

473from SMART emphasize a need for long-term infrastructural solutions like HVAC upgrades. How does this purchase align with a broader strategy for sustainable indoor air quality rather than just addressing short-term needs? Itemize is specific to the emergency purchases. So, it doesn't necessarily fit into a strategy. It's to solve for the immediate needs of of the fires. Um, I think the question in general probably would need somebody that's overseeing that strategy and the sponsorship of it to to answer it. Yeah. So, I can speak to just the the longer term. I think the superintendent spoke to this in late January. Um when you look at our current uh commitments from a district's perspective from just capital planning is have upwards of $525 million committed to just climate resilient roofing, HVAC systems, a number of investments that we're

474doing districtwide to ensure that as we confront climate change that we're implementing um the efficient systems, the the filtration systems that um respond to air quality issues, but more broadly respond respond to just heat and other impacts in the LA region. Um, on top of that, I think what this item actually speaks to, Mr. Freeman noted, is are just our e emergency response. We're talking about uh the masks that we deployed to school sites, the uh air quality uh air filtration systems, air filtration filters because we had sites that actually had air purifiers and we replaced their filters as well. And we are also building in the catchy of filters to make sure that we can continue to support uh schools so that we aren't, you know, caught off guard by by future incidences. Um

475the these investments are critical to, as I said, actually meeting the commitments that we've made to make sure that our sites are actually ready for any challenges that we're confronted with in the future. Boardman Rivas, the answer to your question is actually one that's going to be addressed in the upcoming uh workshop, facilities workshop for measure US to provide the board an opportunity to provide input, but also to seek to accept recommendations specific not only to the long-term projects, but also what Pedro just mentioned, which is the hundreds of millions of dollars that we believe are necessary to address concerns in schools specific to environmental uh hazardous uh uh conditions, whether they are fired driven, climate driven or the like. Yeah, I had a a similar question for item V um which is you know

476around the same the same subject wanting to know if there's investment being made in place of long-term HVAC upgrades or is part of a phase strategy. So that will be addressed in the in those workshops. Okay, great. Thank you. That's all I have. Don't go away. Don't go away. So now I'm really mixed up because I have questions on NT and V. You just said V. Yeah, let me piggyback on V. Um, I was told that we no longer purchase and we no longer install air purifiers at school because they're too expensive and the filters are very expensive and we had parents donating all of these air filters and nobody could change the the uh I'm sorry, the air air purifiers and they couldn't change the filters. So what is our what is our policy

477now? Do we accept air filters from parents? Do we buy air filters? I'm sorry, air purifiers and I was told it's very very expensive and that we have wonderful HVAC systems at our school. So tell me where we are. Absolutely. Good afternoon or evening uh members of the board. Christina Toes, chief facilities executive. I think one of the lessons that we learned after the fires was that we needed redundant systems to address air quality. And we installed air purifiers in the seven schools um that had been evacuated and after we had cleaned, we returned students to as well as a number of schools that were closest to the fires, both the Eaton fire and the Palisades fire. Providing those air purifiers in our classrooms provided the assurance to staff and students that besides the MV

47813 filters that we had all um inspected and replaced where needed that we also had the air purifiers, they do help address some additional elements that our MURF 13s don't. This um procurement will allow us to be able to provide air purifiers at all of our schools. air purifiers and the needed filters and the needed filters. So, no longer will those filters will now be provided to schools. Um, we will not have to rely on parents donating filters. No, they were very expensive such things. So, are we also asking parents not to donate the air purifiers that the district has its own air purifiers and we have the filters that match? Correct. Okay. Yes. We have now um a very um thorough inventory of where we have purifiers both that were formally donated so we

479not buying redundant and those that um we're lacking so that we're strategic in where we're placing and purchasing them. Carla, anything on V? Okay, I have one on T. If anybody has anything on T. May I do T? Okay, now this is well get ready. Get ready. So this is McGrath Rentals. Okay. At Frost Middle School, there is a shortage of faculty bathrooms on campus. Absolutely a shortage. And it is common to see staff running from one side of the school to the other to get to this restroom on one side of the building. And I was just curious, can these model, sorry, modular restrooms also be used to alleiate a situation like this at Frost Middle School? Because to build a J, what do they call J building? A bathroom building, it's millions of

480dollars. That's what it costs today with plumbing and construction. So, is it possible to alleviate a situation like this either at Frost or any other school that has a similar issue until more permanent faculty restrooms, faculty restrooms are in place? There's plenty of student restrooms at Frost. Plenty, but not faculty. So, what do you think about the possibility? Or you want to get back to me? Uh, no. I would just say that uh both item S and item T give the district the option of either leasing or purchasing portable restrooms um as needed. So we will have the capacity to be able to do that. So then I guess I would ask MO to uh investigate. Okay, that I shall do that. Okay, they'll be very happy if it's possible. Go ahead, Carla. Christina, do

481we have a list of schools that are going to be receiving these modular classrooms? So, we have on um for item T, we know that we're going to need them based on just what we've done at previous schools, most likely for our seismic modernizations, um where we believe we're going to need modular locker rooms or restrooms, especially if we need to renovate any um uh gyms, which typically we have been including when we do seismic evaluations. We've had to use the contract that is up for expiration, which is why we're renewing this one. Um, we used it at Huntington Park, Jefferson High, North Hollywood High, Hamilton High. So, we know we're going to continue and this allows us to have that flexibility. It's an up to amount, so we're only going to use it as

482we need it. Okay. I have one for uh N. Um N is uh various vendors and it's uh question is the language in the material states that the amount of usage will depend on how many schools opt to participate. So, can you explain what exactly we're providing $16 million for if we're not sure how many schools are choosing to use these services? I' I'd like to do my best as a as a procurement officer. Um, that's a question I'll probably have to take back and get an answer for you. Okay. Because it all depends on how many optin. Okay. Thank you. I'll wait. I'll wait. Thank you. Anybody else for uh tab 20? Okay, Dr. Rivas, I have item D, which is a skyline protection group. I see Miss Bas is here. Um, I first

483I want to preface by stating that I 100% support arts instruction, performances, activities, everything that has to do with the arts. They're fundamental. My following questions have to do more with transparency, event planning, and the use of resources for this one-day extravaganza arts event. I think that spending close to $1.5 million of ELOP tax dollars is on one event is actually quite extravagant. Uh when the district and our schools can spend these funds as I mentioned earlier in the ELOP um item on instruments, art supplies, paper supplies and you know our schools could use these dollars in so so many ways. Um so I just wanted to start by that. So my question is why is the board being asked to approve this contract just one month before the event when planning clearly began months

484ago particularly when the RFP uh went out in January for for this for this event? Yes. So the amount of time that's required for there to be an RFP so it took January is when we began uh the time that we announce it the time that we review it um the time that um then it needs to get presented to the board. we did get um notice to proceed from procurement. Um we were negotiating prices. So all of that took time. Um so um this is April. I think by March we began engaging. Um so we did begin planning other aspects of the event. Uh but this one that's just the time that's the length of time it takes to go for an RFP for us to announce it. There's a certain window window that

485it's announced, a certain amount of time to rate all of the um the proposals to do the um negotiations. All of that take time takes time which led us up to March when we got the notice to proceed and then now we're here for this board. So it was not until March when Skyline uh protections was that we began engaging engaging. So it took March, April, I mean you know January, February, March it's like almost three months for that for the RFP process. philosoph process. Okay. So now it's coming and why is it for the contract for a year when the services are being provided for just that arts fest? It's for an entire year. So this is for one event. Um, we do have a a goal or vision for the future where we

486will have these a provider that would be available for any type of an event, be it a college signing day or any of the different kinds of events that we have at a central level that draw in uh multiple numbers of participants. Um, the goal is that in the future we'd be able to uh to tap into a bench of this nature. Um, but for this particular one, it's only going to be for one day. It's not going to be for an entire year. There is a goal for the future, but not not for this one. But we're providing them at least like a contract for a year. The contract is going to end. We're going to end by um this event will be the only event, but the time the duration is for a

487year that's provided in the board book. So that's I'm I'm confused. Yeah. And I think that might have been a typo map because I but I'll I'll cons I'll work with procurement on this one because it was it original the original intent of this is for that one event. Then there was a vision for there to be um this provider or a any provider um for any kind of centralized event. And I think maybe in the documents we might have gotten the dates confused because where we landed was this is going to be for one event only. In the future there'll be another RFP if the district decides that we need to contract out for any other kind of event 5K um college signing arts fest. We just have to determine what what event might

488require this kind of production. So this contract this vendor is just for um the services the amount for their services 248 only for this event but the contract okay so that should have been you know fixed because I did bring it up at the briefing that we had and this was not mentioned that it was a mistake so that's why I'm confused I wanted to bring it back um and also why was Grand Park selected as the venue um for this event just seems like it's in a very for such a huge event that space seems to be very limited and why we're using Disney Hall and um for holding this event while they're while they're also having their own event. It just seems like a lot going on for that one day. So the

489we u did look for different locations and we were going to go with one of the colleges at a similar site as last year but they were going under construction and there were some limitations there as well. Um this venue appeared to be the one that that um charged the least amount of money. Um, and we feel that the the type of footage that the the the dimensions of the area are just are just fine. And the the we are partnering up with another organization that will be doing their event at the same time, but it's actually a very small event. It doesn't really draw a lot of participants. So, given that it was already an established location for um uh for the event for one event, we wanted to partner with them and just

490have our event there. What is that? Um the the uh gosh, I don't have it in front of me. It's what I've briefed you on the special education the um parents or there there's a special education arts event uh at the at the same location. So that's where we wanted to pair up with them. Um and my last question is um how many um employees particularly in your department are working on this event apart from you know u Miss Christian Johnrey and and the the arts um the arts branch we also work with all of the divisions all of the departments we work with meal services we work with transportation we work with communications this is a cross district event the centralized we work with the regions we worked with we work with a lot

491of people we work with teachers ers. We work with all of the itinerates arts teachers. We have regular meetings with them to talk about the timeline to um to ensure that we have um a good handle on how many performances there going to be. So it's it's a lot of people are involved in the planning. Um I I raised this the reason for this question is because I am hearing concerns uh from district employees who have been moved from their regular work from supporting school sites to work for just this one event. So, um, yeah. So, I just want to, you know, that I'm hearing some concerns that Okay. Well, we welcome, you know, whatever that is, send them our way so we can figure out what that might be. That is regrettable to hear.

492U, nobody should be pulled from direct support to schools to prepare for these events. Even though these types of events do have value to showcase student talent to recruit students into magnet programs and regular solutennis that's where we set up booths for career and technical education for adult education for UTK enrollment but that should be done in a way that does not in any way shape or form influence the delivery of support services at the schools. So I I'll be paying close attention to them and I mean unfortunately I can't bring you their names cuz of course it's a in in trust and in me and confidential and they're also afraid of a retaliation but they wanted to let me know that you know what's taking place for this just one event. So that's the

493end of my questions. Thank you. Okay Carla, sorry. Um so um I I really do appreciate this and I'm excited to go to the first arc. I I didn't go last year and I didn't go the year before. So, I am looking forward to seeing what it's all about. And I'm wondering last year, did we spend the same amount of money? Was it almost the same for the consult this planning this production? Uh, yeah. The planning consultant, the production company last year was slightly higher. Um, and this time with this one, we brought them down like over 200,000. Um so we did negotiate um uh multiple times to bring this down. Okay. And um do we have any do we get any feedback from people who participate in this our parents or students or employees

494about these big events? And I'm asking um for transparency reasons when we talk about not having money and then people see us spending a lot of money on a on a a party planning or event planning firm. people wonder, right? Wait a minute, why are you guys spending all this money when you don't have money, etc. So, I'd like to know if um if we have a way to get feedback from the folks who are, you know, participating in this, our our students, our our families, our employees as to how this impacts them and and whether they want to see it again. So, we did send out some feedback forms so that we um we reflected right after the event and making sure that we saw what were the glows and the grows. So we

495did get take some input from people uh and they were more logistical pieces. Overall people were very pleased with the event and I think it's very important to note that this is ELOP dollars that this is a culmination of student work that we want to provide them a stage for them to demonstrate just how great our students can perform and that really um helped them to to just peique their interest. Um they weren't just having structured performances, they were also improvising. um they had a stage for themselves. And so um it was a really great event and it wasn't just something like we were it was really well thought out in terms of the purpose and the outcome is to reignite an interest in the arts and provide students the stage and people were very

496happy and very pleased with the event. I heard nothing but but positive things about the event. Anything any feedback was just on logistical pieces, not about the day. People were very very pleased with it. um ELOP we've we've we've um most of it is going to pay teachers to to run the event. Most of our budget is for teachers. Most of our budget is for the employees who are going to be running it. It is not for for anything else other than for the very teachers who were helping our students and preparing them for the performances. Those are the ones that are being paid to to participate. Yeah. Thank you. And uh it would be nice just to get uh after this event is over when you do all the assessment your glows and grows.

497I'd love for you to come back and report to us and see because I I mean I agree. I think it's great to have these events for our families. For some of our families, this may be the only time that they get to go for an outing in, you know, with their family and and be in a stress-free situation and celebrate their children. So certainly I want that for our families, but when we're spending a lot of money, I'd like to know if it's if everybody feels the same way or the majority of the people feel the same way. And I appreciate the work that you and all of our educators are doing to to make this happen with our students to showcase our students. Appreciate it. Thank you, Carla. I'd just like to say

498that's it's excellent advertising for all of our schools. Really, that's a place where people can say, "Hey, I like this school. I'm going to enroll my child." So just so you know, you know that. Yeah. And our art teacher recruitment. Mr. Freriedman, just wanted to clarify that question on the contract term. The contract term is correct. Um, but just to note that the scope of work is so detailed to the actual uh arts festival that there's no other work that could be performed under the contract. No other work that could be performed outside of of that scope. But the contract dates are incorrect or no that it is correct. It is correct. So for a whole year correct but again the scope of work that that's involved in the contract is specific to that arts

499festival. But why did we have to place that those dates there if there if it's only specifically for this date? Yep. It's likely an oversight on on procurement end but in and again the the scope of work is very specific to the arts festival. Okay. Thanks. Anything else on tap 20 Miss Newell? on K on the various vendors um with the apprenticeship. I'm not sure who's here to answer that. Yes, we have uh someone from our DEC office here to explain more questions. Good afternoon. I'm Matthew Overberlander, director from division of adult and career education. Thank you. Uh the question I had was for the apprenticeship the 14 single source contracts. How are students able to select or opt in to these programs? Yeah. So um those particular programs are run jointly with unions. We

500act as the LEA and the union administers the program and provides the uh earn and learn model. So our our students and our families are able to access them uh in the same way anyone from the general public can but we help to recruit uh students through our pre-apprenticeship program. So our pre-apprenticeship program is one where a student would enroll actually in a day class. We offer five of those. Um we have one in each region. Um and the re the way that the pre-apprenticeship works is we um have students enter that program. they are able to learn about multiple skilled trades. And we do this in partnership with the LA Orange County Building and Construction Trades Council. And so through that partnership, uh the students go into the program, they learn um field trips

501and they're able to meet experts and representatives from the different industries and then they're given support to transition directly out of the pre-apprenticeship program into the apprenticeship program. And then the way that we create um awareness of that pre-apprenticeship program is through we have a an overarching advertising campaign that has social media um TV, radio, and print. And then in addition to that, we uh go, as the superintendent mentioned earlier, we go to all the different district events and we talk about all of our CTE programs, including the pre-apprenticeship and the apprenticeship programs. Um we also do webinars for the family academy where we talk about the CTE programs and the pre-apprenticeship programs and we do um visits to high schools on a regular basis and we have senior uh days where we have seniors

502come from the high schools to our schools uh and they also learn about the apprenticeship and pre-apprenticeship programs through that. In addition, we have a dedicated pre-apprenticeship advisor at the Slawson Adult Slawson Occupational Center, and that person specifically reaches out to high schools and lets them know about the pre-apprenticeship program, which then leads into the apprenticeship program. You have a calendar of those items. Are those calendared where you go out to the school sites or is that just if the school invites you or how does that work? Yeah, the that pre-apprenticeship adviser does have a calendar and goes out on a regular basis. Most of the programs here I'm noticing are within the beauty industry or uh health and so I'm not sure where the others fit in or this is just separate these 14

503here. So yeah the we have about I would say 30 we represent 50 different unions in terms of our apprenticeship programs and they come to board at different times based on when the contract was initiated. So, this one just happens to be heavily cosmetology, but in general, they're mostly uh skilled trades. Thanks. Anybody else for popular tab 20? Yes. Just a quick question on item L on the UCLA Center X. Hi. Hi, Mr. Um, so my question is, uh, can you clarify whether the AP readiness workshops are designed for students, teachers or both? And what specific support does each group receive through this program? So the workshops are designed primarily for students. We also have a summer institute for teachers. However, the teachers can attend the um uh AP uh readiness institute. And I'm sorry,

504your second question. I apologize. Uh what specific support does each group receive through this? So the students receive um supplemental instruction uh to allow them to develop this deep conceptual understanding of the content. So they receive it during the regular class but then at the AP summer institute or excuse me AP readiness institute the students are going to be able to further explore and understand their particular context with other students. And my last question and how are these workshops or training having an impact on student success on AP test by scoring a three or a four. So when we look at the data that we have from the previous year um as a district 42% of our students um were passing the exam whether three four or five but the students who um were in

505AP um who took the AP readiness exam I was AP readiness training uh the percentage went up I believe to 52%. 2% an extra 10%. Oh, an extra 10%. Okay. I was like, "Wow." Okay. Okay. Thank you. Those are my questions. Appreciate that. It's a point of pride for our school system. Uh we outpace the nation and the state of California in terms of enrollment into AP classes as well as particularly for uh students of color, Latino students, uh African-American students, greater numbers in participation and a higher percentage than last year and previous years and a higher growth in getting a three, four or five on a college board exam. We've had significant increases over the last three years when you look at the data of the number of students who've actually increased or who've

506actually um taken the AP um courses or who are enrolling in the courses and taking multiple courses as well and we've increased the number of courses that we offer. I know that. That's great. That's wonderful. So, is this the only um training or support that we have for AP or are there other programs? This is the primary program for our students. It's doesn't just happen one time. It happens 12 times throughout the year and they're on Saturdays. Um and for teachers, we offer an AP summer um institute for them. Um in addition to that, we also have training. Uh we have our dedicated um AP coordinator who also connects with the um AP coordinators at the school. We have a schooly group as well. I know that some schools leverage the winter academy, even the

507spring academy to provide additional support that's targeted for their specific students. This is just another part of the base that we want to provide. Thank you. Are we ready to vote for 20? I have one more. Sorry. Item M. Last one, I promise. Item M. WS company. I don't know if anybody's here to Oh, I thought this was for housing a housing initiative. Heartland then that's oh maybe I have the wrong item over payment hardland solutions my my question is for the vault company I have the wrong one here do we know be misses nose we'll see yes I probably have the wrong item but it's on the company correct Um, is this a contract uh is this contract part of the next phase of the district's housing initiative outlined during the January committee of

508the whole meeting? Yes, it is. And how will these advisory services build on the REI findings and support the implementation of the identified next steps? So, um the advisory services are to provide the district with additional um real estate advisory expertise as we look at preparing RFPs for potentially the nine sites that were identified to the board. Um we are looking at issuing requests for proposals and we know that the financial considerations are going to be heavily weighted and so this advisory service is going to be both helping draft the RFP looking at the financial feasibility of these sites re um reviewing the proposals that come in and confirming their financial soundness as well as supporting the district with the community engagement that we promised the communities around on these sites that we would do

509um and otherwise support the district and the staff that we don't have who have necessarily the expertise in developing affordable housing. So all of this will take How long will this take? Um just remind us when we'll be issuing the RFP so we know when we'll be waiting for another year or less than that. Uh less than that. We're looking at issuing the RFP this fall. Um this was very key to get them on board in April so that we would be ready to both have that community engagement piece. Um do the fi feasibility of the nine sites and then draft the RFPs with the idea that we would come to the board before they're issued and then provide the board with the responses to those RFPs. So they're going to help us throughout that

510that process and after as well. Yeah. Okay. Great. Thank you for that clarification. Appreciate it. For clarity, I think that was tab 21. 21. Oh, the facilities procurement contracts. That's okay. That's okay. So, we're ready to vote on tab 20. Okay. The vote on tab 20. Miss Newell. Yes. Dr. Rivas, yes. Mr. Melvin. Miss Grigo. Yes. Miss Gomez. Yes. Miss Ortiz Franklin. For President, yes. Okay. Six eyes on 20. Now we are off to tab 29. I have a public statement to read for tab 29. This constitutes a public hearing for the following affiliated charters. Alfred B. Nobel Charter, Middle Castle Bay Lane Charter Elementary, Dearbornne Elementary Charter Academy, Dixie Canyon Community Charter, Charter, El Oro Way Charter for Enriched Studies, Anadia Wayi Technology Center, Encino Charter Elementary, Hamlin Charter Academy, Hannes Charter for Enriched

511Studies, Hesby Oaks Leadership Charter, Nullwood Preparatory Academy, Lockhurst Drive Charter Elementary, Louisie Armstrong Middle, Nestle Avenue Charter, Plane View Academic Charter Academy, Serania Avenue Charter for Enriched Studies, Superior Street Elementary, Topekica Charter School for Advanced Studies, Van Go uh Charter, Wilbur Charter for Enriched Academics, Woodlake Elementary Community Charter, and Woodland Hills Elementary Charter for Enriched Studies. A maximum of 15 individuals who wish to address the board on this item will be heard. Those who wish to speak should sign up online. Speakers will be called by name. Um, let's see who we have here. Tab 29, Kaylee Kimmy, are you here? Janelli Mahia, Amanda Mahia, David Tokovski, come on up. You'll have two minutes to speak. It's been a pleasure to be here from the beginning with Dolores Werta and then at the end of the

512meeting to see the kids complaining when they walk out in the spirit of Dolores Wuerta, they get disciplined. Ironies abound. Today, 22 schools, Mr. McClean, 15,000 kids in these schools are affiliated charters. They all wanted to become independent charters under the previous board member uh that from Mr. Schmurson. And in the back here, we convinced them to stay affiliated and yet we have not grown except out of that moment. It's time to expand the number of options for affiliated charter so schools can have their own design. With respect to the contracts, uh, Miss Grigo, a contract that comes in at 248,850 is suspicious on the face. Okay. A contract like that is clearly can be avoiding the 250 threshold, which means you'd have to go out to a bid, okay? And then they may come

513back in and do a change order later on. So, you have to raise the question of why does a contract come in at 248? It's just a weird number. Okay? Next, uh, if you're worried about, uh, Kaiser, and I think that was, I'm not what we call a a secondary, uh, labor boycott, which I think I'm not a lawyer, but is kind of illegal. Um, the real question is how much is being outsourced for psychologists, not not from this small contract with Kaiser, but you look at big companies like Hazel Health and others, uh, how much is going outside the district to psychologists, non-union, in fact, uh, psychologists. and social workers. And in addition, the Children Youth Behavioral Health Initiative, which I redundantly go on and on about, was eligible since September of last year

514to be reimbursing. I don't I don't care really. Well, we're working on it. We'll get started next year. You have lost eight months paying for social workers and others. And finally, uh, VULK. Uh, Vulk is a Irvinebased company that uh has to be able to sign various conflicts of interest statements that the contracts office will do to make sure that the work they do with the other housing companies is big money. Uh, and finally, early ed. You continue to not ask how many three-year-olds and four-year-olds are in the system. We've grown it, but it's certainly not that many. We need 10,000 time, sir. Thank you so much. All right. All right. Can I have a move and a second for tab 29? Move it. Moved by Mr. Schmurson. Second. Seconded by Dr. Rivas. Uh, Miss

515Newell. Yes. Dr. Rivas. Yes. Mr. Melvin. Miss Grigo. Yes. Miss Gomez. Yes. Miss Ortiz Franklin. Mr. Smerosen. Yes. One, two, three, four, five. Eyes. Um, please bear with me while I review. I have to apologize to everyone. I've made a procedural error. Tab 29 was not for action. It was just a hearing. So, I apologize for my error. Well, long day is no excuse. So, um, that was not for action. That was merely a public hearing. So after that piece of business. Uh are there any adjurning motions? Would anyone like to make a motion to adjurnn this meeting? Are there any objections to adjourning the mot the meeting? Okay. The meeting is now adjourned. Time is 7:07. No way.