June 6th, 2023 - Regular 1:00pm Board Meeting

001[Music] foreign [Music] foreign [Music] okay The Time Is Now 1 29 on June 6 2023 welcome to the 1pm board meeting of Los Angeles Unified School District Board of Education I'm going to take roll Dr McKenna here Dr Rivas Mr schmorelson President Mr Melvin here Ms Gomez Miss Ortiz Franklin President for president Goldberg here student member shin here okay all right today's Pledge of Allegiance is brought To Us by the students of Adelaide Elias and Joseph Heredia from Parmalee Elementary School under the leadership of principal Lisa Saldivar from Board District 7. would you all rise and join us hi my name is Adelaide Alias from Parmalee Avenue Elementary School hi my name is Joseph perede from Parmalee Avenue Elementary School please stand put your right hand over your heart begin I pledge allegiance to the

002flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all yo Bros well Welcome to our first are you ready for this four board meetings in June that's because budget and lcap and we're just she has planned to be here every Tuesday we'll welcome you all and come join us uh this is pride month in June and I want to visit say happy pride month and I was just just a few days ago I found out about a book I had never seen you know I have a son who graduated from La unified I have a great nephew three two great nieces who have now graduated from La unified well we still got five more great nieces and nephews in

003La Unified Schools so it's very important to me as their great aunt or their grandmother oh I have two grandchildren in our LAUSD schools I left them out oh my God so it's very important to me that we make everyone all our kids feel safe and well regarded and I was at a school the other day and they had a book called The Big Book of families that I had never seen before so I thought I'd share just some of it with you today in honor of pride month but also in honor of loving family Once Upon a Time most families and books looked like this when Daddy one mommy one little boy one little girl one dog and one cat but in real life families come in all sorts of shapes and sizes in

004this book there are lots of families living in different ways perhaps there's one that looks like you and they have a nice illustrations excuse me lots of children live with their mommy and daddy but all lots of others live with just their daddy or just their mommy some live with their Grandma and Grandpa some children have two mommies and two daddies and some are adopted or live with Foster families who's in your family some people have lots of brothers and sisters and uncles and aunties and cousins and grandmas and grandpas and even great grandmas and great grandpas but some people have really small families you can be a family with just two people the next section in the book is called homes people live in all sorts of homes some families live in big houses

005and some big families live in tiny apartments and some people can't find anywhere to live most children next section is school most children go to school but some are homeschooled and some just won't go to school but I've been to school already I went yesterday she said others are too young to go to school jobs in some families everyone has a job in others only one person goes to work some parents work from home and some can't get a job at all the next section is about holidays some families go on exotic vacations and some stay closer to home some visit families in other countries and you don't need to pack everything and others go on day trips not all families can afford a vacation but most people get some time off from work even

006a weekend at home can be a little vacation food some moms or dads are Great Cooks others prefer to buy ready-made meals most families get their meals from shops or markets but some grow on their own clothes some children get new clothes others have hand-me-downs or others close from thrift stores some families dress up for special occasions but something like to wear jeans all the time and some wear dress some dress any way they please let's believe their pets are members of the family that would be us some pets think they're very important members of the families that would be my cat some people even look like they're pets some families can't have pets but it doesn't stop them from dreaming there's ways for every family maybe to have some sort of pet celebrations birthdays

007are fun but some families make more of a fuss about them than others and then there's Christmas Diwali Eid Hanukkah weddings christenings Kwanzaa bar and Bat Mitzvahs Chinese New Year well you know you whenever you celebrate in your family there are usually some special traditions hobbies and some families everyone has the same Hobby in others Everyone likes doing different things feelings in some families everyone shares their feelings other people are more shy or perhaps they just like to keep their feelings to themselves sometimes not everyone in the family feels the same way about things and feelings can change quickly have you ever tried to make a family treat sometimes you don't have to go back far to find bits of family who've come from other countries or if your mom and dad lives with a

008new partner you might have to make a whole new set of branches and then they show them making a family tree some families can be big small happy sad Rich poor loud quiet mad good tempered worried or happy-go-lucky but most families are all of these things some of the time what's yours like today and that's the entire book not a great book I recommend it to you if you haven't got it in your library go find it for yourself and now we come to labor partners and the first one we have is uh Franny Parish from CSEA come forward miss me I knew you did you know what um building connections inspiring lives I even wore my we always got some kind of a new uh phrase right this is an old one but then

009you know the last time I was here for classified school employee week I made a suggestion superintendent that you buy a cup of coffee and a donut for our people here in the building I did didn't I well little did I know that you would take my suggestion and you would up the ante I don't know how many of you know here what he did and he served everybody who came down here in the building who are classified members uh and he serves them LAUSD coffee cake and a cup of coffee there was a lineup let's give him come on Take a Bow you did it I I was I got pictures from people in the building there was a lineup all the way up the stairs all the way around I heard uh I

010heard you were back there uh-huh yeah you were out there serving coffee cup and you were out there uh serving um coffee cake and coffee uh and there was a lineup to the elevators and uh there's hundreds of classified employees waited for an opportunity to be served a bit of appreciation and you really deserve that and I thank you thank you for the bottom of my heart um and to that end I'm hoping that if you listen to a suggestion and it was just a suggestion that you might listen to something that has become the bane of my or our existence and Mr Melvin you're gonna have to put up with this flexibility in the budget last year when I was busy trying to keep the doctors from killing me I didn't notice what was

011in the budget development but yet this year it reared its ugly head historical knowledge can be good or bad depending on where you sit CSEA has watched as the number of positions on the flexibility list has fluctuated since 2008 when the list was first created to what it is now now on Page Six it states six hour Library AIDS will be allocated in 13027 and then in smaller prints it says fully flexible with the closest approval well wait a minute wait a minute didn't we just allocate 25 million for new books computers and scanners well who's going to be then there to order to facilitate and take care of all this that didn't make any sense that's the contradiction in terms kind of like uh Army intelligence isn't it libraries on page seven it says

012Library positions in program 13027 that were reduced to 3 hours and 22.23 will be reinstated back to six hours and 23 24. now what makes you think that they are available or even want to come back to the same school about that are they really who's going to be who's watching who's paying attention to that are they really going to come back no now then it says on page 15 any flexibility over positions will be implemented uh for one school year only really only one year now if you're checking your email maybe you might be listening to that who's going to actually go back and check to see whether they're going to be uh making sure that they put that money back in the position budget items and I love that libraries are an item

013not even a person not even a person and there are items there building and grounds workers well they they need approval nobody's going to give you approval from that from mno but I do not understand why is it that Library AIDS after all these years of eliminating kind of like the weatherman does that thing where he goes and moves everything around why is it that after all these years and all of my coming down here and fighting and fighting and fighting for Library aides that this is the only position only position in the budget that is fully flexible why not one person from down in budget can tell me why I mean it does not make any sense why is it that people who continuously go into the libraries after elongated closures and our expected

014reform Miracles like Harry Potter or Tinker Bell and expected to shovel out the rat and Vermin droppings thus that only a backhoe could move with a hazmat suit on and boxes on boxes a built up junk that everyone has dumped there only to have no security in the next year because a principal likes the room so much now that they want to turn it into something else they want the money did any of you know especially those of you in budget did any of you know when you make this decision and I want this clear that the California Ed code states that the library is to be open during the course of the school day as long as there are students on campus did any of you know that are you clear on that that's

015what the end code says and yet you're saying that it's fully flexible and you can just push it aside and dump the position oh but you can bring it back next year well who's watching who's watching the hen house Fox did any of you even wonder why on 2122 there were 150 empty positions in library AIDS oh we oh we did better this past year there were only 109 but a lot of those are leaving because there's no security they keep asking me I know you want me to speed it up well uh there's no we keep building these connections and then you want us to move it on well the funding of this position is chump change in the scheme of things and if literacy is so important why are you so focused on

016denying all these schools access to all the investment we just made in literature why and about the office checks are also on this list the money for those once you reach above the norm the schools can keep the money and not hire the second OT at who's going to answer the phones it's more work for the one person that's not flexibility it's cruelty in 2009 when we laid off the majority of the people and one of the people who was on this board was asked by Connie Moreno why our Union was taking the largest number of hits and she says oh well somebody's got to take the hit might as well be CSEA we have never recovered from that and the majority of office techs that were in those schools all of the schools were

017cut in half more than half they are doing the work of more people and yet you're sitting there putting them on this flexibility list as well this is cruelty this is not being a partner and lastly I know you have the budget is next week I cannot come down here I have too much work to do the library refresh money I know this isn't a CSEA issue but I know that the schools had since late January 2022 to spend the money and Mr Atienza I don't know if you're listening there were a lot of problems a lot of problems when getting this money spent correctly there were supply chain issues with our vendors there was no training whatsoever for our library AIDS or for the schools except what I personally set up what I did

018nobody else the library Aid even with all of that and all the missteps and the principals who didn't understand we still have at least one uh we have a million dollars left on the table at the schools a million dollars that's going to be swept back up you guys don't need the money in the budget you do not need to sweep it back in find a way to do a Hail Mary pass and leave it with the schools at least until October give them that money one of the schools not more than two blocks from here has a hundred and thirteen thousand dollars that has not been spent for whatever reason they need those books the school is got a lot of poor kids in it I am begging you to do a Hail Mary

019pass for that school and for the rest of the schools that have not been able to get their act together and let them finish spending that money thank you very much next we will hear from Gloria Martinez from United teachers Los Angeles good afternoon um happy pride month everybody so I am here and I will be reading because there was a lot of heart that was put into the statement we're about to make on behalf of our 35 000 members the students we serve and the communities we work in so we're proud to stand in solidarity with pride and residents with our members of the LGBT lgbtq plus community this pride month and all throughout the year we are standing shoulder to shoulder with our lgbtq plus siblings because not only is it the right

020thing to do but because as a social justice Union it is our foundation we have queer trans members we teach queer trans students we have queer trans family members and we are allies and we are accomplices the fight to ensure the safety and the well-being of our lgbtq plus Community cannot be separated of Who We Are an injury to one of our lgbtq plus siblings is an injury to all of us this is an especially dangerous time to be queer and or Trans in this country while we might pride ourselves on our diversity and Progressive politics in this city our city is not immune from the horrible displays of homophobia transphobia and hatred in the folk in the face of rising fascism our schools must be sanctuaries for educators students parents and community members no

021educator regardless of their sexual orientation their gender or gender presentation should have to live in fear of who they are no student should have to fear for their physical emotional health at school just because they are trans or gay no student should be told that their family is inappropriate or should not be discussed openly because they have queer or transparents our Public Schools are places where the world becomes bigger and are celebrated for it it is where Educators instill compassion and tolerance and their students and where the community comes together on even ground we must fight to protect that we must fight to protect academic freedom so Educators and students can learn about our complicated world and can open their eyes and their hearts we must fight to ensure that every single member of the

022lgbtq plus Community feels safe cherish and love within our schools so to all our organizers all our leaders and organizations doing this work please know that utla is ready to work with you and alongside with you we want to build power in defense of our lgbtq plus Community to the leaders of the district and Civic leaders across the city we are here to prepare to be partners and work together to ensure the safety and well-being of our members of our students and all the people that call Los Angeles their home now I also want to say a few words about an important item that will be one important item that was one during our recent contract negotiations and that's psws now we all say that mental health the mental well-being of our students is important

023so I just want to share with you a little bit about our what our psws are currently facing and I also want to address the reassignments within our school Mental Health first none of the 75 allocate reallocated positions work out of this building they don't work out of Beaudry in fact our mental health consultants are under school-based programs and they are each assigned to 10 or more schools that they need to support without the CC and S there is no plan for the clinical supervision of the 264 psws who are still earning their licensure how is LAUSD going to recruit more PS da without providing the supervision that is necessary if the so-called by the way some of you called it a form letter but if this so-called form letter that some of you have

024received via email I want to let you know that it is incorrect to call it as much in fact what are psws shared are personal experiences and narratives shared by psws and other stakeholders warning about the impact of these dangerous changes this is a liability this will harm our students this will make it difficult for the district to recruit psws this is not the solution and this is a recipe for disaster thank you very much I see uh Mr Nary Pius from aala but he does not wish to speak okay now we will come to committee reports and first we will hear from the Innovations committee from a board member Ortiz Franklin thanks Miss Goldberg was glad to have Dr Rios and Mr Melbourne with us we look at innovative solutions to persistent challenges this

025time talking about our hiring processes which we have heard uh for many years now how we can lose candidates sometimes to how long things take to get passed through the district um so we heard from some great Partners some solutions at the iau and HR and the Personnel commission will be looking at and sharing back with us first by examining our data how long does it actually take us to process folks um exploring some new ideas even like Ai and looking through resumes or quick interviewing processes and I think one of the biggest takeaways was really about being proactive and customer service oriented as we walk folks through our big bureaucratic system so we'll be having some takeaways and next steps for the team to consider for next year and just appreciate our HR and

026our PC team for constantly trying to be Innovative and being willing to learn from Partners across the country this time we had folks outside of California and that was nice to hear from so we'll see where things go next semester but we have wrapped up our Innovation committee this year thanks for the opportunity Ms Goldberg thank you next we will hear from Mr Nick melvoin on facilities and procurement thank you Miss Goldberg last Tuesday the facilities and procurement committee had our second and final meeting of the year we heard an overview from Miss Stengel on the role of the inspector General's office um and she reviewed a recent report regarding the district's cost estimators including her recommendations to streamline two different units we then discussed and reached consensus as a committee on a few recommendations

027about facilities that came up during our first meeting I've shared those with the superintendent and Miss Goldberg and they include one reviewing and revising project phasing policies to identify ways to speed up projects including consideration of temporary student relocation and use of previously checked or PC structures two reviewing and revising practices and policies that impact construction costs which might include purchasing items off of California multiple award schedules the CM class utilizing separate state and federal buying contracts to facilitate Expediting projects and certainty on contract price utilizing owner purchased contractor installed whenever practical and advocating to increase the minimum dollar threshold for DSA or division of State architect review of a project three reviewing current and possible Revenue options that can be utilized for facilities EG state and local grants or developer fees and finally determining

028how to increase the funding allocation above the statutorily required three percent from maintenance and operations those are the four recommendations the committee made and we expect to hear back on those items from the superintendent and his team had a committee meeting in the fall we also heard last week from the procurement office which provided an overview of the procurement process I do recommend everyone review the slide deck that was prepared for that it explains Concepts you hear at our board meetings like best value lowest bid informally compete Etc Miss Reese also did a deeper dive on best value procurement one of those procurement mechanisms and on upcoming changes to procurement the promise to reduce costs to schools take work work off of principles plates and provide better products to students so we look forward to

029hearing updates on these processes and on other topics when we when we reconvene in the fall thank you thank you very much and now I'll call on myself as chair of the curriculum and instruction committee the topic discussed at our May 25th meeting was the gift of my multilingualism dual language and World language program what the committee Learned was is that there are over 97 languages besides English spoken in LAUSD we offered World language courses in 13 different languages and dual language programs in seven languages there will be 230 dual language programs in LAUSD in the 2324 school year languages including Arabic Armenian French Japanese Korean Mandarin and Spanish but Russians going to be added in the school year 25-26 dual language students receive recognition along the path of multilingual Journey promise of bilingualism universal

030TK gets that and kindergarten gets that Elementary Pathways to biliteracy is awarded in grades five or six Middle School Pathway to bi-literacy in grade 8 and then the LAUSD and California Department of education's seal of bi-literacy in grade 12. dual language programs are promoted in many ways including through the United enrollment site Ford Boulevard Elementary and Board District 2 received the 2023 kab a that's the California Association of bilingual education seal of Excellence it is the first LAUSD program to be recognized with this prestigious award for exemplary dual language and emergent bilingual programs various schools performed spoken word Musical and dance it was quite a excellent meeting and I thank my colleague Ortiz Franklin for a coach sharing that meeting because my granddaughter was giving her final presentation at her elementary school and I had

031to leave early okay so our final meeting of the Year June 15th was canceled because of the four board meetings that we're going to have every week we figured people would probably be busy enough taking care of what has to be done before June 30th all right that takes care of that next we come to something which you know we we love and we hate and that is recognizing people who've been with the district a long time and who are leaving us I don't know why anybody would leave us but there you go they're leaving us some of them think they're ready to retire I don't get that myself personally but I understand however I want to say I want to say that these folks that you're about to meet if you don't know them

032already are really stars and heroes themselves and so I'm going to turn this over to our superintendent uh so that we can recognize some wonderful people who are retiring and after that we will go to the consent calendar thank you Jackie before we go to the consent calendar I want to announce the last family and Community engagement committee meeting will be tomorrow June the 7th five o'clock right here thank you very much I'm sorry I didn't have that no problem no problem thank you very much Madam president indeed it is both a happy day for those who are beginning yet again a fantastic Journey but it's a sad day for all of us for we recognize the talent the time and the treasure that they brought not only to our community of learners but to

033all of Los Angeles Unified what I will do is I I will actually briefly introduce introduce each one of the retirees and as I'm speaking about you please come to the front and then we will bring the celebratory toys and trinkets that you will leave here with today you know you will leave with a piece of paper recognizing the great work with beautiful words signed by our board president our board members and myself and obviously you will leave with something that anytime you have the urge to celebrate LAUSD you may pull on it and make as much noise as you wish first remarkable leader Esther Solomon [Applause] Esther has been with our district for over 30 years she began in 1993 as an English teacher she is our esteemed link learning administrator as well as

034Career and Technical education Esther thank you so much for the remarkable work you've done minute after 30 years you can use more thank you very much so it has been an honor and a privilege to teach and work with the students of LAUSD they're pretty spectacular to also work with teachers and administrators in lad LAUSD to work with the team that I got to work with in CTE in link learning to work with DOI and our leader of France Dr Baez has been amazing and it's just been a really great time and I have a quick David takovski I'm going to live in L.A and I promise not to be a David takovsky continually but a moment of David takovsky and that is I'd like to advocate for our CTE teachers to become a credentialed

035in the same kind of way our teachers who are single subject and I would also like to Advocate we are preparing our students for College and Career I'd love to see that career part I'd love to see our students in the past they've required they had a requirement to take a CTE class we should be looking at and and preparing our students for careers so thank you very much and we'll see you around [Applause] let me just mention that Esther and I work together at Virgil Junior High School many many many moons ago yes congratulations and you're better for it I am thank you uh next up um so number one Esther we heard from uh Career Technical education teachers this morning this is something that resonates strongly with us we're going to advocate in

036Sacramento we're going to do what's right next Karen Ryback and Karen began with LAUSD in 1982 as a bilingual classroom teacher at heliotrope Avenue Elementary School so after 41 years Karen is leaving us you know her more recently as the executive director of federal and state education programs thank you Karen thank you just wanted to say I've enjoyed every day that I've worked here and my only regret is not to see this through this to your strategic plan but know that I will be cheering from the sidelines for sure thank you [Applause] Karen next as someone whose heart certainly competes with her mind in every decision that she has to make when it comes to kids in our school system particularly the most vulnerable of course I'm speaking about Pia escudero [Applause] it was one

037of the very first people I met when I arrived in LAUSD on a field trip with a board member schmerlson and she is dedicated as I said her passion compassion uh are unmatched she's leaving as as the executive director of the vision of student health and human services and in a very Noble and able way she served our district for 32 years Pia you my colleague Ileana said she's not speaking but I'm going to speak also for her a Cuban never boils down um this is family I truly love so many of you here in the shoe behind me in the schools I have met many of you board members and leaders in good times and in really difficult times I cannot tell you how much it's in my DNA that passion and the heart

038because our children are the future and I know that um we're all here for a purpose I'm so proud of my legacy Eliana and I were at Florence Avenue Elementary I believe early 19 well it was during the civil unrest she was a kindergarten teacher best dressed teacher and I was a PSW um and we survived a very difficult moment for our community but one of the proudest things I I'm walking away with is how shhhs every individual that works for us has not stopped 24 7 to serve and meet the needs of our children and has become an integral part of the educational team when I started in in school mental health and shs people didn't know what a PSW was they didn't know what school mental health or Behavioral Health and now we

039are part of whatever success is in the classroom it's because our staff are there to lift and protect children so I thank you I give you a tremendous um Grace for the work that you do and I will be continued to be a pushy angel from outside I'm going to be pushing and supporting you and making sure we lift our children and our families who often get forgotten in the political system so thank you [Applause] thank you p.m next stop someone who is retiring from LAUSD after 20 years of dedicated service first the beginning as an administrative analyst in mno technical unit she held a number of other positions including senior contract Administration manager deputy director of facilities director of procurement she's leaving us as the chief procurement officer of course I'm speaking of none

040other than Judith Reese thank you um I have enjoyed working with everybody it's been a great journey and uh it's I appreciate all the support that I've had from all the divisions from the board from the superintendent's office it's been a good good journey thank you and uh I'm going out to play [Applause] so some organizations have you know Bob the Builder we had Mark the maker um here's someone uh who's retiring after 20 years of remarkable service to LAUSD I cannot think of someone across the country who built more in the space of Education than mark hovatter he came to us as a senior resident construction engineer it was a director of facilities Planning and Development he was the director of facilities maintenance and operations he's leaving us uh as our chief facilities executive

041position that he's been in over the past 11 years I have to say that I almost begged since I started a superintendent it was one of the very first conversations and Mark told me he was retiring and I didn't take it personally but I did beg him to stay a little longer and then he stayed a little longer yet but his dedication to family to his kids is strong we appreciate you Mark I heard right before this meeting started that now that he's retiring he'll stop giving himself haircuts arc our chief facilities executive thank you foreign thank you you know we've all heard that if you can do what you love you never have to work a day in your life those jobs are kind of hard to find it's kind of hard to find

042a job where you love every single thing about your job and this may be a surprise but there's some things I didn't like about this job [Laughter] explaining to the parents who just raised ten thousand dollars they can't build that hundred thousand dollar shade structure I I don't like committees I don't like board meetings but I tried to take the approach of don't do what you love but love what you do and that's my whole attitude and that sums me up I I love every part of this job even the things I hate and hopefully it's reflected and it's rubbed off and I'm the luckiest man in the world because I've got the best job in the world no one could have a better job thank you for letting me be part of it [Applause]

043and Madam president I did say at one point to Mark and to the cabinet that it's not within my power but uh we we should name something after Mark um I I cannot think of another leader across the country and I know many and that has built as much as what Mark has done in this District so once again thank you Mark for all that you've done uh and now a heartbreak personally for me because this is someone um who could really be like family you know I matter when I arrived but she always has a snarky remark a criticism she has natural Debonair natural intellect and is as ethical as the day is long and never sugarcoats anything and um I put a big challenge ahead of her when I arrived I said you

044know I want every single classroom in La Westy however we get there uh staff with a credential teacher let's worry about everything else after that let's at least deliver that she did it and then she did more than that she led an absolute Renaissance of recruiting and hiring into LAUSD with over 2 300 teachers hired just over the past year putting us in a position where we will open next year with every single classroom staffed with a certificated professional this is someone who's retiring after 34 years in a district she was an elementary school teacher she was a School site coordinator and assistant principal an instructional director a direct a principal director of professional learning learning and leadership development Deputy Chief Human Resources officer and she's leaving us and leaving me as our Chief Human

045Resources officer Eliana davlos [Applause] thank you thank you I do want to be remembered as someone that does sugarcoat messages come on now so thank you it's been an incredible incredible incredible journey sorry um I have sat in many seats so it was interesting that I ended up in HR I came to this country when I was five I didn't speak English and I learned to speak English here so thank you for that Los Angeles Unified School District and thank you for allowing me to serve students staffs and families and yes boss you gave me a very hard time I think the last things were Cuban I leave Cubans Cubans don't leave me now there's a first time for everything [Applause] Madam president the members of the board on behalf of a caring community of

046Educators the entire LAUSD Community to Esther Karen Pia Judith Mark and Ileana a grateful grateful heart elated over your accomplishments and in this moment we celebrate you not only for who you are but for the Legacy you've built and leave behind thank you mucha gracias [Applause] yes it's my exercise for the day wonderful we're gonna name all the shade structures thank you so much thank you very much thank you I feel like I wanna I wanna do hugs for those of you watching at home there is a little bit of a hubbub as people who came here to congratulate the people they're working with are seeing them out of the room so we're going to give them a little time to get moved out and then we'll continue with the meeting in about five minutes

047or less Mr superintendent we are uh waiting for you to come oh there he is hello sir Mr superintendent I think you have another recognition you'd like to make ladies and gentlemen I know it's been a hubba but let's have some quiet please thank you we're resuming I know it's been some hubbub we'll wait a second we have another presentation Mr superintendent we do uh we like to recognize extraordinary individuals who really step it up and in the process not only educate our children but some actually save their lives or the lives of our colleagues at LAUSD I'd like to welcome up Mark hovatter who we just recognize as well as our chief our chief facilities executive as well as Chief zeppelman our chief of laspd for a special recognition of three facilities and mno

048employees and five lesspd employees who collectively were involved in a life-saving Endeavor to an LAUSD facilities electrician on March 23rd of this year before I turn it over to these gentlemen I wanted to take the opportunity to highlight the importance of uh automated external defibrillators better known as aeds ads are readily available in all of our school sites many schools in fact have several of these depending on the size of the school but they're also available in all work sites including Beaudry an AED is very easy to use anyone can operate it in a life-saving situation much like a GPS system an AED give step-by-step instructions so you can provide life-saving treatment our ads are managed by a number of vendors along with our nursing team to ensure that all of them are up to

049date and functioning now for the heroic feat And life-saving Timely action cheap zipperman well good afternoon superintendent Carvalho Madame work president honorable board members first of all let me say how heartwarming it is to see us celebrate all the employees that just served so many so many years in this district and we continue to celebrate the amazing work that our employees do I'm humbled and honored to celebrate mno and some school police officers who did Save a Life on March the 23rd I'd like to read a little bit about what occurred and then we will recognize them at approximately 10 20 a.m on the morning of March 23 2023 for mno electricians were performing electrical work to a panel on the second floor of the Beaudry building mno worker Rodrigo Martinez observed his co-worker on

050the ladder working on the electrical panel and suddenly became stiff and shaking recognizing signs of a possible electrocution Mr Martinez quickly grabbed a hold of the victim kicked the ladder away and placed the victim on the floor Mr Martinez noticed the victim was not breathing and non-responsive and yelled to his colleagues David Medina and Frankie tornado both of mno to get help and call 9-1-1 as Mr Martinez began a life-saving CPR measures La School Police Department Personnel assigned to the second floor of Beaudry Command Center became aware of the medical emergency and the adjacent room where the mno workers were working while additional laspd officers who were working nearby also responded Sergeant Leonard Bowen and safety officer Sergeant Robert Albert immediately left the command center and made their way to the location where they came

051across the m o electrician Mr Martinez performing CPR to the unconscious victim Sergeant Bowen retrieved a nearby automated external defibrillator AED and over the course of the next seven to ten minutes Sergeant Bowen police officers Rami alawar Sergio Salas David yamas and Armando Rodriguez who relieved Mr Martinez on the CPR functions worked as a team with the AED and switching positions performing chest compressions and breathing to the down victim just prior to the paramedics arrival the victim began breathing but semi-conscious the victim was transferred to a local hospital where he was treated for a massive electrical shock after a lengthy recovery period we are happy to say the victim a maintenance operations electrician has returned to work this afternoon we are here to recognize the amazing teamwork coordination communication and extraordinary life-saving actions of various

052LAUSD personnel the initial rescuer and initiation of CPR mno electrician Rodrigo Martinez laspd Personnel Sergeant Bowen police officer Romney awar s Sergio Salas Oscar David yamas Oscar Armando Rodriguez and all of whom perform life-saving CPR measures to the maintenance and operations electrician we'd also like to recognize m o workers David Medina and Frankie trenado as well as police officers Anthony Bryant Joe saravia Yesenia cifuentes David yamas and SSO Albert and Wilson who worked as a team in coordinating various tasks with Logistics and coordination for the Emergency paramedics arrival an amazing life-saving Endeavor to all involved I would like to have Mr Rodrigo Martinez please come forward as we'd like to present a life-saving certificate and plaque to him for his life-saving mission [Applause] I like to read the plaque and this is a Los Angeles

053School Police Department Citizen life-saving Award presented to Rodrigo Martinez the Los Angeles School Police Department proudly presents this esteemed award as a tangible expression of our appreciation and gratitude for your courage selflessness and unwavering dedication to duty of your heroic life-saving actions on Thursday March 23 2023 whereby you successfully performed cardiopulmonary resuscitation on a critically injured co-worker your dedication to the preservation of life is to be commended thank you [Applause] I have a life certificate of Rec appreciation as well along with the flag thank you if we can get the other officers we're involved in the life-saving mission please go forward we'll take a photo as well now I do want to say that um I want to say one thing that our officers will be given a life-saving medal as well but that will

054come forthcoming in a la School Police Department separate event that we have for the summer again congratulations sir thank you board members for allowing us the time to recognize this and I know that uh superintendent Carvalho also mentioned the aeds that are district-wide and the team effort that was uh utilized in getting these devices City uh district-wide and to reiterate that it doesn't have to be somebody who's trained if you run across somebody who appears to be in a situation that requires some type of CPR they're not breathing anybody can grab that AED and it will tell you step by step how to use it thank you thank you and thank you to the officers and to our employees for the incredible life-saving work we really appreciate your quick action and I know that the

055gentleman whose lives you saved has been profoundly affected by your work thank you so very much now I'm going to go to get an idea about what will be on our consent calendar the consent calendar is an opportunity to put items that are on the agenda onto One calendar and take one vote for all of them at the same time I'll first read through the board actions and we'll either place them on consent or set them to a Time individually if a board member has a comment or a question or on a consent item that will not affect their vote please let me know and Mr McLean will mark it down and return after public comment on that consent item the items that are before us today are a variety of issues that we will

056be voting on uh announcement number one we don't vote on so I won't call about that one item number two is the CSEA that's California School Employees Association chapter 500 just the 2223 memorandum understanding and compensation for confidential District employees comparable to CSEA classifications consent consent item number two approval of procurement actions I believe that's item three I'm sorry excuse me item three I forgot number one approval of procurement actions questions all right questions from Mr schmerlson Mr Melvin and from myself and I'll I will that will still be on consent is that correct right correct okay and I have a brief statement to read about uh tab 3. in accordance with the regulations Section 18438.8 board member melvoyne is disclosing receipt of campaign contributions in excess of 250 from parties interested in the following

057contract actions one Board of Education report number 250-223 procurement services division item D Vive concierge contract number 4400-11263 uh Source Dwayne Hall Chief Executive Officer of Viva concierge Incorporated and number two Board of Education report number 250 22-23 procurement services division item P Kokomo Solutions contract number 44011585 sources Daniel lead chief executive officer Kokomo solution Solutions further board member Melbourne is disqualified from participating in the previously stated contract actions all right so for people to understand when people run for office if a contribution to their campaign could potentially cause a conflict of interest board members recuse themselves that means they do not vote Yes or no or participate in the conversation about that item that's on the agenda nothing illegal completely legal but we disclose so that the public knows where campaign money comes from

058item number and that's on consent for three right uh item number four approval of facility contract action consent consent I have a couple of quick questions yes go ahead actually um discussion because I do have a question I don't know we might have a follow-up from the team on item t on this which was the disposal of hazardous weight hazardous and that's on four so we'll we'll put that on consent we'll put that on discussion perfect yeah okay discussion uh when we put an item on discussion it means when we take the one vote on the consent calendar that item will be voted on separately and not with that one vote uh item number five approval of La Unified District representatives to the regional adult education Consortium question question but on consent correct okay anybody

059else questions no renaming of Christopher Columbus Middle School Vincent Vincent submission of the 2324 Consolidated application for categorical Aid programs consent uh item eight is a discussion item it's a resolution that will be heard at 3 30 p.m so that will not be on consent and nine is a reappointment of a member to the school construction Bond oversight committee consent uh the bond oversight committee is a part of us spending money uh that from Bond measures that voters have voted on there is a civilian oversight committee that makes recommendations to the board on each and every expenditure from that taxpayer money a reappointment of member to school construction Bond citizens over excite committee that's a different person on item 10. consent and item 11 is report of Correspondence been sent Vincent okay so we have

060two discussion items number four and number eight and before we go to anything else uh we're gonna do something a little bit out of order I'm going to ask the superintendent to do the sr3 and the overview of evidence-based intervention reports now out of order because we believe that some people might be speaking on it and they'd probably rather hear the material that they're speaking on before they speak on it so the others there are two others there's classroom teacher Staffing update the calendar and uh the universal transitional kindergarten we will do at the regular time but just these two if you would thank you very much Madam president let me be very brief in my introduction and ask David and the team to uh to prepare for their presentation it is a rather a

061brief slide deck Dave and his team will provide a very high level overview of Esser funding the next school year the 23-24 school year will be the last school year we have with any type of significant Esser funding uh Esther in not so many uh you know to to make it comprehensible to the general Community is a set of federal Investments tied to covet recovery uh specifically are marked appropriated by the U.S Congress to address normally safety precautions but also academic acceleration and stabilization of social emotional support and the workforces across America those funds were earmarked in a way that envisioned a timed sun setting of the funding best practices will predict and dictate that there are dangers Associated if not true pain associated with tying full-time positions with short-term invested resources what that means

062is if we know that funds will sunset in a couple of years putting positions as was the case here on those funds will require those positions to be funded by another funding stream or picked up by general fund what we do know is this when these funds sunset September of 2024 we probably will be willing to a condition of economic scarcity in the state of California considering the 32 billion dollar budget deficit with no hope that the federal government and that I can assure anyone who's listening there will be no substitute funding from the federal government we know that because we know the the political makeup of the decision makers in Washington D.C if anything we may see some collection back of unspend funds that we currently are using even though I believe that there

063is a remote possibility so today's presentation provides the Borden Community some additional insight into the investment the total number of full-time positions that we will have to find solutions for so that position or program are not impacted I know we hear a lot of voices advocating for a whole lot and I'm often told wait a second we probably can find a solution for this I mean we are a multi-billion dollar organization this only costs a hundred million the problem is alongside that 100 million investment there are 20 other 100 million Investments that we need to find solutions for so the time is now for us to find practicable solutions to avoid the fiscal cliff the time is now for us to build the financial Bridge that will ensure that priority programs and positions are saved

064and to a point made by our board president this will mean in some instances some degree of inconvenience we will protect jobs we will protect livelihoods we will protect programs but that may require some degree of functional flexibility meaning related work but not necessarily in the same exact position the alternatives are few the old proverbial you know pulling the rabbit out of the Hat will not work the rabbit is dead and the hat is small and that's where we find ourselves so David Hart pull up the slide for me one moment a little slower thank you so what you have here uh depicts if you will um the totality of our Esser program over the last couple years uh beginning with this year 2223 we had budgeted I'm in round numbers 1.8 billion we expect

065that the actual will come in about 1.6 our budget for 23.24 we're forecasting to be at about 900 million and we anticipate that going into the school year 2425 that which would be before the board one year from now will be a relatively and I use this term relatively paltry 65 million dollars uh we do have an expectation uh it cannot and would not look to improve on what the superintendent offered uh the only thing to say about the sr3 spend for 22 23 23 24 is to remind folks that this was preceded by sres one and two which we had intentionally spent down and spent and eclipsed if you will those dollars in the prior budget years in fact the beginning balance in 2223 you may recall that some of those monies were set

066aside to cover any overages from essers one and two coming into this year so here's where we are we will be coming back to this in our subsequent conversations with the board at the presentations of June 13th and June 20th you can see here on the right side the FTE that we presume will be covered or funded from this but it is important to note that that total of rounding 2100 FTE is running against 882 million dollars and that is to be contrasted with the 65 million that we expect in 24.25 of that amount in 24.25 there's just simply stated no way to force 2100 positions into that dollar amount and so that is the challenge that we have to Echo the sentiments that were stated previously we're trying to create a Glide path uh

067part of what's happening right now is that we are using these funds the Esser funds to defray costs to the general fund so that we have a fund balance that carries us through uh 24-25 and we'll see where we are come 25 26 and present that more fully when we're before you next Tuesday enter comments from board members Mr Melvin thank you thanks for the quick presentation I'll note you know we um had a series of presentations over the last few years with the path to recovery expenditure or plans for path to recovery dollars and then despite some requests we have not had a real comprehensive accounting of those funds and so I just say that when we look at the budget next week you know there were slides over the course of a year

068or two of meetings that said we're going to spend X you know as part of path to recovery X on tutoring and why on mental health and then we've never seen like we spent you know a certain percentage of X and Y so if there's a way to just just so we're comparing apples to Apple because I think sometimes we see it in Pat's recovery sometimes we see it in Esser and it's just hard to make sense of it so that's a request I guess if we can put the slide back up um the 2094 employees were those like new employees hired just with us or funds or were those folks who were employed and then when we got the Esser funding we used that for their salary or part of their salary you know

069as like a bridge funding I mean how many of these ftes through Esser are were new to the district and how many of them were existing in their funding sources were moved I'll answer it in this way too one is I'll get to your more precise answer the answer is it's a mix we had set out to make this a majority of new if we go back a number of years when we first started to receive the various recovery monies in the association with the pandemic this was intended to all be in the purest sense supplemental and enhancement too our hiring was not as successful as we would have hoped for in a number of reasons we've covered here numerous times so as time has played out we have been able to defray costs to

070the general fund by moving general fund employees to these costs and then the um there we go I think the we've had folks come and go and so it just depends on a timing sequence of where we were in the hiring process what dollars we had available part of our challenge also is knowing that these funds have a stale dating we also look to other non-general fund sources so title funds might be part of that alternative as well yeah I mean this is a has been a national challenge this is actually I think a front page story in the New York Times today about Esser funding around the country and the difficulty I mean the district had an infusion of billions of dollars many of us cautioned against the long-term ex you know ongoing expenditures

071but there's also only so much you can do as a school I mean 90 of our budget is people so either you can pay existing people for overtime which is some of what we did with tutoring and maintenance and all that uh the acceleration days or you you use Esser funding for existing employees to defray the general fund and that's where I understand too where some of that spending went went to because we had to spend it by a certain date and then we did try to hire some new people I think will be helpful for the public and the board to understand as we unwind some of this is um how many salaries are fully dependent on Esser such that when that disappears those people in essence disappear or how much of this is

072uh going to be defrayed from the general fund or from the cola or any of that because that's why I think it's just the the presentations there's not enough of a coherence between the presentation sometimes to understand that crosswalk I'll I'll take that and then please David correct me if I make a mistake I think at the end of the day for the benefit of of the community the listeners that's that's the most important question right let me Begin by tackling your first point um about a year and a half 14 15 months ago we did have an excessively high carryover of Esser resources as a result of what you described huge Investments huge need crisis but not enough professionals ready to go into the workforce and in some cases as is the the specific

073example of some of the mental health professionals that we've been discussing extremely unlikely that even going to next year you'll have the the the necessary adequate number of professionals to staff every one of the vacant positions that's a reality we recalibrated we pivoted a number of ways and I'm here to tell the board that we will fully spend um as you see I mean last year this time we had about uh one point uh 1.8 billion dollars of unspent Esser and now we're down to literally just a little bit less than half of that we will burn through that in essential priorities for this District through September of 2024. currently currently and budgeted for the next fiscal year the 2324 school year we have about 2100 positions tied to Esser dollars so the job ahead

074as I said earlier and I don't want to mince words or reduce or sugarcoat the expectation there will be some degree of inconvenience but that inconvenience is necessary to avoid job loss or significant program reduction we will be down to about 800 million dollars of positions that we need to find funding homes for and we plan to do that actually we have been doing that and some of the issues that we will explain today is to avoid that fiscal cliff that positions people and programs would fall into if we do not take the necessary actions but the simple answer to your questions about 2100 positions in fact 2094 positions and I have to say not all of these positions are filled the vast majority are but the easy reductions are obviously those positions are vacant

075but even some of those vacancies are priority right so we will need to wholesale transfer the position with body or not to a more stable funding stream general fund will be one title one will be another based on Match title three and idea as appropriate and but that's what we have to play with thank you and that was gonna be my second question it was just the how many of these positions are vacant and you said it's a small percentage as a fitness to superintendent's comments one of the things to note is when we receive these funds as you know we were talking about new positions and and they were going to supplement and to the extent we were not able to hire new we talked about what might we do contractually um the that

076was a that wasn't perhaps overly optimistic view given I wasn't aware of the article but I gotta imagine that's a common sentiment so now we're at a point in time where what we're looking at is to frame the expenses that the general fund would otherwise incur and so to give a you know in the the devil's in that detail we're now looking at the employees we have that we can move off of the general fund into these funding sources So when you say who's going to not have funding next year the answer is to anything that's funded by user none of them will because that funding goes away we're not anticipating at this point um you know as you'll see in the presentation we're maintaining program um thank you is thank you similar questions I

077agree that over time it's been hard to trace some of these decisions um so when I first came on in the spring of 21 I remember the board facing a student enrollment reduction of close to three percent but a staffing increase of close to eight percent and I was arguing with my colleagues at the time that that didn't make sense to us and I didn't want to add 6 000 more positions that we couldn't fill I think we attempted to and so what's hard to see here in the 2000 is um is that 2000 of the 6000 that we had contemplated back in the spring of 21 um or has there been some shifting here and and I think it would be helpful to see if this is what's being funded with 882 million what

078did we fund this year with you know 1.6 or 7 billion how many positions sort of that that comparison piece so I think as we're looking to the budget which we'll be voting on very shortly it is helpful to see the sequencing of things and and understand um you know how much we have actually been able to purchase and and Achieve and get towards the Strategic plan with the dollars that the board has um approved versus what's really changing for next year what are we reducing and I think um the team has told us that we're going to be seeing some of that the change from this year to next year and that's always a request of us to really understand what investments are maintaining what are increasing what are changing and so that's something

079I'll be looking forward to both in our budget briefings and when we talk next week and on the 20th when we approve um but you know as the team thinks about it and comes back if you can help us kind of walk through where we've been what we've filled what we haven't filled so that we can understand the totality of the the federal dollars that are one-time dollars that in some respects we have uh committed to more than one-time Investments so those long-term Investments um because I guess then other questions come up for me like uh we just landed these huge contracts and um is this going to be funding and of the utility contract with the alternate scheduling or the special education Staffing is that General funder is that Esser fund and I think

080um these will be questions that hopefully will be answered in some of the upcoming presentations but in particular just a quick one on the community of schools tech support what is that the 222 ftes and so so the Community Schools tax tech support are school-based technicians that are allocated to support School sites as we've shifted to a more of a one-to-one device uh deployment structure there is a greater need in our schools for daily technical support and so we did as part of Esser an rsr plan fund technicians throughout the district to support students who may be confronted with Wi-Fi connection I.T support issues these are by and large Microsystems technicians this more aggressive Ratio or allocation did not exist prior to Esser during asterisk Pedro says considering the fact that we were required to

081go into one-to-one reality additional connectivity additional technical needs at the schools it was the right idea at the time but again what's going to happen by September 2024 is that the funding is going to dry up and any additional deployment to Personnel regardless of judgment meaning whether it's good or bad uh that funding disappears and we're going to have to ask ourselves uh does this now constitute a priority meaning are we going to have to find a new home in the budget are we going to modify or reduce or eliminate there are no other choices so yes that's an example but to your point board member Ortiz Franklin what we wanted to show in this slide today is not answer all questions just to give the community a sense of what's currently tied to Esser

082so that as we continue to speak about and I understand look you know if if you are one of the and I know sometimes I I speak in a rather uh blunt way if you are currently in a position that is of high value for the system but that position did not exist prior to Esser funding our best way of protecting that position is either Reinventing the position finding a new home or attaching new funding to it this is an opportunity to provide the community with a 30 000 foot perspective over how big the problem to be solved is 2 000 positions consuming 800 million dollars that will disappear without the state backfilling and the federal government backfilling that means 100 of the solution needs to come from our district every District across the country

083will be negotiating these same types of considerations that is why we're informing the board now and I promise you as we get closer to the actual budget presentations those walkthroughs will be provided to the board that show here's where the initial investment was at here's what's been consumed uh here's what's still on the table and here are preliminarily going into next budget year uh some of the actions we're taking to avoid that fiscal cliff that would be helpful maybe one more request requisite conversation is also what's our expected attrition so we just saw some great retirement celebrations um but as we're recruiting folks about how many do we lose each year whether it's a total amount and that makes sense or if it's a classroom position which I know is another presentation that's coming up

084I think the side by sides are really helpful for us to understand the full picture and do appreciate us updating the public on where the Board needs to be thinking about the next couple of years when we lose this massive Federal funding so thank you Dr McKenna okay uh before we leave this I I just have one thing to say and that is that change is always easy if you're not the one doing it and so I I want to say write out loud that as we figure out these 2100 positions how to fund and we are this board has made a commitment to not have layoffs to not reduce any of the income that we have agreed to in our our contracts there were no March 15th letters I've been doing this for 42

085years I have never been in March 15th without March 15th letters those are the letters we send to people who we say may not have a job next year that's right we didn't send any of those because we're committed to keeping the fabulous people that we have working for us now but the pain will not be minimal people will not be at the same school or in the same job because as we reallocate this and that and figure out as a board and a superintendent the priorities of those 882 million dollars we're not going to be able to find 882 million dollars to keep them all we will keep all the people but there will be pain and the pain is I'm not getting to go back to my school or the office I was

086in I'm not in the position I was in before I'm doing something different yes but that's what happens when about a billion dollars disappears and that's what's happening so I just wanted to say that I want to be very clear about this board's intention we do not intend to lay anybody off we do not intend to have furloughs on your pay we intend to say that some things will continue as they are some will be cut back some will be revised some will be changed some will be lots of things will happen and it will affect people and people will be told they have to move to do something either different or in a different location and this is not going to be easy or Pleasant because we were finally funded for a few years

087The Way We were supposed to be funded always and to see it disappear is very disheartening because the things that we were doing with those 2094 people are not things we should give up if we had the money to keep them so I just wanted to say that because I think it's important for people to know that we do not believe your job is at stake not this year not next year not the following year what we think is where you are doing it or exactly with whom you will be doing it might change for many people okay yes go ahead Mr McLean um Miss Gomez is on the line oh miss Gomez I'm sorry that's okay oh yes uh just just quickly I I appreciate the questions that have been asked and um the

088reminder about the Esser funds expiring next year and I just I hope as we continue the budget conversations for this year we can have more in-depth conversations about what the plans are for these various areas of Investments whether it's mental health or special education or the black student achievement plan um I think it's a it's an important reminder to to the public and to everyone in our system that these funds were temporary but I think it would also be helpful to articulate what are the off-ramps in terms of Investments that will be sustained what the funding sources will be and for those that aren't it's important to let the public know about those as soon as possible so hopefully more detail can be provided at our subsequent meetings this month tenant for your next report

089thank you very much Madam president the next report is obviously uh one that um whose topic has garnered a great deal of attention and debate some of which has been well informed some of which has been misinformed uh much of it has been covered by media some of which some of which was done adequately some of which from where I stand or sit not so much for example if I pay anyone entity 11 million dollars and they are uh profit making out of the school system of course I'm going to paint a Rosy picture of what I'm doing but that's not what I'm going to talk about we have an opportunity and a responsibility both professionally and morally to elevate the entirety of the school system not cherry pick some kids the only Pilots I

090like are those that fly the plane because right now we have in our possession across the country enough knowledge enough research enough understanding of best practices to actually do something with a clear understanding as to whether it will work or not we know no need to experiment no need to experiment So today we're going to detail evidence-based intervention and why we need to Pivot and why we are pivoting why we need to reinvent in a dynamic way why we need to evolve not dismantle and it's quite disheartening despite the many conversations with some individuals particularly those who make a living out of writing of what we do that we say and prove that we're not Dismantling in fact we are protecting a best practice but it keeps being portrayed as dismantling let me Begin by

091asserting that which is obvious any one person in this audience today any one person sitting up here any one person listening whether you are trained in a science of reading or not if you are assigned four kids and for four months you do nothing but work with those four kids without any training and you test them before they are a sign and test them afterwards these kids will soar in performance it's not me saying it actually one of preeminent researchers in the matter John Hattie will say so anything we'll do with kids will work the question is how much do you want it to work what is the rate of improvement over what time period is it scalable Is it feasible within a specific time period and by the way that is the criteria of

092any solid implementation of anything we do so the very first conclusion Madam president members of the board is that primary promise of course it works and I'm here to tell you it works because it has worked across the country over the past four decades it is not something new that it was invented in 2021 it is called Intervention it's when you improve the skill set of individuals in this case if we're speaking about literacy but it could be true for numeracy as well it will improve the skill set in the science of reading with research-based practices and then you significantly reduce the audience of that highly trained professional the interventionist and you dedicate that one individual to a very small group of students of course it works and the data wouldn't lie it wouldn't lie

093here it would not lie in Miami it would not lie in the entire state of Mississippi therein lies the conundrum do we sustain in the way we currently have it an approach not a program an approach that by its own design and funding stream will implode September of 2024 why because the entirety of the funding assigned to primary promise sunsets September of 2024. full implementation of primary promise will cost exclusive of professional development and other private sector contracts which were never budgeted or announced to the community exclusive of those contracts it will cost 192 million dollars add to that private sector contracts some of which are in the dozens of millions of dollars so I want to reassure those who are listening and particularly primary promised teachers what you do is great what you do

094works it is so great and works so well that we actually ought to do it for a lot more kids in a fundable scalable protected way that's what we are doing we are evolving revamping this initiative to be in line with what the highest performing districts in a country in reading or states in Reading have done that's all we're doing you will hear through this presentation how we will be doing that how we will Target the support how we will provide the interventionists in a more democratic and Equitable way how we will scale up Beyond K3 to K5 and then K8 how we will add not only to literacy in those grade levels numeracy since our math scores are actually worse than our reading scores doing nothing is not an option doing nothing is inviting

095the cessation of the intervention come September of 24. what you will not see in this presentation is a great deal of data validation and there's a reason for that no matter what anybody will tell you it's never been studied now we have an ongoing study in place but it's not available yet and we do not have the time to punt to postpone important decisions you will also be provided with information regarding program efficacy what has proven to have worked and what will continue to work in this District you'll be presented with the details of the reshaping of this initiative twin Shore its viability not only short term but for the Long Haul how we will provide intervention services to a vastly greater number of students and next we will also provide information to you regard

096regarding the equitable distribution resources and availability of these services in a way that can be funded for the Long Haul this is one of those tough conversations that our board president was just speaking about I want to say once again high dosage tutoring works interventions work primary promise works because it's all under the same theory of action umbrella the question is it's working for how many and for how long and if we do nothing about it because we acquiesce the status quo knowing that Armageddon from a fiscal perspective is around the corner what shall we do or say to those who never got the intervention we're never in a pipeline to get intervention and to those who were getting intervention but we failed to do something therefore Services stop there is nobility in ensuring primary

097promise to the extent it is a promise of course there's nobility in that but what do we say to the kid that was in sixth grade seventh grade but is reading at first or second grade level we ignore them what do we say to kids who are sitting in classrooms right now or were sitting in classrooms for the better part of the year because we removed some of the best teachers in Los Angeles Unified into interventionist primary promised teachers and for a year those kids learned every single day taught by an uncredentialed teacher and that happened people made choices and today we're making difficult but necessary choices if we value intervention so to the primary promised teachers who are listening we appreciate your work of course what you're doing is valuable and it works it

098is a best practice what we're doing is ensuring the continuity and expansion of best practices within the resources we will have into the near future democratizing intervention making it available for a larger number of students and expanding it also into numeracy let me now introduce our Deputy superintendent for instruction Dr Carla Estrada thank you superintendent as you shared we have an academic acceleration opportunity for us we will take the best practices from primary promise as an early literacy strategy and scale intervention based on Research practice and current database needs to positively impact K-12 students across the entire District we must take a holistic approach to addressing high quality literacy instruction in every classroom while also providing targeted intervention to students who need additional support the literacy and numeracy intervention model is built on a multi-tiered

099approach to instruction and support and will amplify the positive outcomes and benefits of research-based intervention approaches and a high quality instruction every day in every classroom across Los Angeles Unified School District it's important to note here that it is crucial to identify avenues for intervention growth increased Effectiveness scalability and sustainability ultimately the goals outlined in our strategic plan and buyer board require us to continuously reflect and evolve to make meaningful differences in the lives of our students by widening the reach of intervention based on Research feedback and current database needs we can create a stronger Foundation from which all lausc students can benefit there's an example of some areas in which we know we need to improve for example last year schools purchase interventionists but they were not part of the primary promise approach and

100initiative but they will be moving forward why because we must leverage every staff and resource that we have available within the district we need to make sure they're trained through our intervention Academy we must make sure that those students who need us most continue to be addressed their needs continue to be addressed based on the data and performance that we're seeing and most importantly we have also seen that there are some lessons to be learned about the students and schools who receive this kind of support moving forward we need to make sure we're realigning to those ongoing and changing needs building a long-term strategy requires a sustainable and scalable approach and what Dr Baez will present here today has been a deep reflection for us as a district about what has been working what we

101could learn from in order to grow and expand what we know is an ongoing need across the district she will she will share details of our interventions efforts what will continue and be revamped in our approach to intervention because intervention has been a Cornerstone of lausd's approach to teaching and learning for years we will Forge ahead to support learning for the thousands of K-12 students across the district and with that I hand it over to Dr Baez to go into more details thank you and we welcome you Dr Baez thank you board member Goldberg thank you very much that Applause is she has recently completed and been awarded her PhD thank you very much president good afternoon president Goldberg Board of Education superintendent Carvalho and Deputy superintendents my name is Francis Baez Chief academic officer

102for LAUSD and I am here to present an overview of evidence-based intervention my objective is to provide an overview of evidence-based intervention programs and review the high quality instructional materials the district implements to engage students in learning I will then walk you through a timeline of evidence-based interventions through the years taking you to the current early literacy model called primary promise and the literacy and numeracy intervention model moving forward the LAUSD evidence-based intervention model is aligned with the Strategic plan under pillar 1 academic Excellence aimed at providing high impact intervention and instructional programs to accelerate learning for students most in need additionally pillar 4 under operational effectiveness is a strategic plan calls for utilizing data to provide a multi-tiered system of support and distribution of resources and you will be hearing that throughout this presentation

103I will begin up front by exclaiming that LAUSD is not cutting intervention programs instead the district is scaling up a sustainable academic intervention model for K-12 based on today's student needs and resources I also want to emphasize that we are not ending early literacy programs as a matter of fact we are going to build upon the lessons that we've learned based on what the early literacy programs that have been implemented these past few years the enhanced model will ensure the sustainability of an intervention model without a loss of positions in the coming year we will build on the successes of the primary promise while addressing the challenges the model posed such as the misalignment of locally designed programs an assignment of primary promise teachers the program created classroom vacancies to address the needs of a

104small group of students causing an interruption of services in the highest needs schools inadvertently compromising our Equity Focus we refer to research on evidence-based approaches and the decisions that we make to structure the intervention we use the California English language arts and English language development framework we use the math framework and best evidence encyclopedia what works Clearinghouse to name a few and of course the meta-analysis results from John Hattie are also used to inform our practice the LAUSD intervention model follows seven principles we begin with a multi-tiered system of support that includes student performance data to tier students based on their need and personalizes their learning through a Universal Design for Learning in order for the evidence-based intervention to be successful it must be done with frequency and intensity which means the student and the

105educator need to be in school every single day to maximize learning the intervention should be above and beyond what students receive during the instructional day and led by Educators who have received professional development and evidence-based interventions and you will see later in the presentation what that professional development entails this pyramid consists of three tiers the first one depends on strong core classroom instruction to get 80 percent of students to be at grade level students in this tier are engaged in challenging learning led by a teacher who uses data to differentiate learning and Lead small group instruction the second tier should consist of 15 percent of the students in our system and offers additional instruction on top of the tier one experience there is focused small group intervention and it is offered by an interventionist or

106a general education teacher or other trained personnel the third tier should consist of five percent of the students in our system that provides individualized or small group instructions through the use of a high quality supplemental curriculum student learning is frequently monitored to ensure progress now you've heard me repeatedly say the word should this is because the pyramid is currently inverted and most of our students are in tier two and three in La unified this requires a multi-faceted approach to convert our pyramid to look like this pyramid so we lead with first good solid instruction so that 80 percent of our students can be in tier one and tier two would be at 15 percent and tier three at five percent so that we maximize our dollars for tier one instruction this data-driven cycle of inquiry

107from a multi-tiered system of support plan is aligned is applied when identifying the presenting problem that prevents students from learning we analyze the students academic performance data and Implement interventions that meet the needs of students and lastly we evaluate the response to instruction and intervention so this is the cycle that we continuously use to analyze data plan lessons that address the needs of students go back and see if it worked and try again and that's the research cycle that we incorporate into our teaching and learning a Universal Design for Learning ensures that students are provided meaningful ways to learn understand and demonstrate their learning using a menu of options the Universal Design for Learning is an approach that was introduced in the special education space and has scaled up throughout the district and has really

108empowered Educators and leaders to understand how to best meet the needs of students by providing them multiple ways to engage multiple ways to represent their learning and this is where we have built our Equitable grading and instruction aspect of our of our programs students should have many ways to show their learning to best meet the needs of our students with dyslexia our English Learners our Standard English Learners are culturally and linguistically diverse gifted and talented students with disability and personalizing lessons to meet the needs of our students small group instruction allows for that personalization and understand the needs of every single one of them small group instruction follows this sequence we begin with data to identify where students are performing and based on the data we group students and choose the academic focus and instructional

109strategies for small group instruction as a matter of fact recently we have just adopted the curricular Associates curriculum Associates which is an assessment that does just that we're able to assess we're able to group our students we're able to provide individualized lessons that meet the needs of the students we establish learning goals with them and work in small groups so that we Empower students to understand their level of performance so that they can also be be monitoring their learning just as well as a teacher lastly we progress monitor students and reflect on the lesson we taught and revise it if it was not working now I will show examples of the small group configuration in the classroom and the ones that we'll share are just a few of many Innovative approaches that our schools use

110to structure intervention throughout the day and after school there are several organizational structures such as the push-in and pull out model push in will be where there is a teacher that pushes into the classroom to decrease the number of students per adult and that ratio will help with more personalization as well as the pullout model this might be when there are students who are an intensive area of performance and we need to really personalize the learning with a small group outside of the classroom Academy time following the early language and literacy plan where students mix homogeneously either by grade level or within the classroom and this was an approach that was used widely before the pandemic and where students would mix throughout the the day and teachers would collaborate amongst their grade levels to receive

111one another's students to make sure that they got that personalized targeted support in some cases Elementary School departmentalization is used to deepen student learning in English language arts and math when teachers in grade level plan and deliver lessons in that discipline to an entire grade level a 4x4 bell schedule offers teachers more time to incorporate small group instruction since the instructional blocks are longer intervention should be the core minutes plus 30 to 45 minutes this is an image of ways students rotate between learning stations each station includes a small group or full-class instruction group projects or independent work you might have seen this in action when you visit classrooms as you can see this one it can be a very uh there's many ways in which students become engaged either with the teacher with the

112group with the digital device or platform and with projects this allows for students to have multiple ways to engage in the learning to continue with the description of small groups the group size should be no more than four to six students with a teacher the frequency and duration should be a minimum of three times per week for 30 to 60 minutes per day or about 50 hours over a semester in addition to winter spring and summer breaks and as we know that has been part of the strategy in La unified in providing additional days of learning for our students whether it's during the spring break or winter plus programs and of course I would be remiss if I did not put a plug in for summer school so please make sure to enroll your children

113in summer school for a summer of learning and joy the next item is uh is important is making sure that we focus our attention on the targeted skill and the standard what is very tempting to do when uh from one grade level to the next is sometimes in the fall teachers believe that they have to reteach an entire grade level before you get to the actual grade level learning when in fact you have to look at the prerequisite standard that leads to that current grade level standard that informs the future standard so it's important for teachers to understand the coherence map of a math standard and also the Continuum of literacy so that we're not reteaching a grade level we're actually building the foundations to get to the next grade level standard through a prerequisite

114skill this requires students and Educators to be in in attendance daily to maximize student learning and this attendance piece was a very uh uh a limit one of the limitations of ensuring the success of our intervention programs in the past three years when teachers and students are not present we cannot really benefit from the Investments that are being made in the classroom to ensure that we are closing those achievement gaps a well-structured Intervention Program requires high quality instructional materials now we'll present the state adopted curricula and the tier one and three intervention supports that help our students if you recall the Pyramid of intervention that I showed a few minutes ago it was organized into three tiers this graphic shows the high quality instructional materials and approaches used for uh every single one of those

115tiers the LAUSD tier one Elementary English language arts curriculum is Benchmark Advanced and some schools use core knowledge language arts we will go through an adoption in the upcoming school year so this may change next year tier two consists of students receiving tier one instruction and additional instruction through small groups using the materials listed here starting with the 95 percent group Hagerty Orton Gillingham language Essentials for teachers of reading and spelling reading Horizons and the rest of the materials on the list these are also used to build foundational reading skills to help English Learners as they meet reclassification goals such as the foundational foundations of reading tier 3 consists of Tier 1 plus even more programs and tools such as high-dose tutoring the Intensive diagnostic educational centers lab and interventionist support these tools and programs

116need to be implemented with increased frequency and intensity for their two for to make an impact in elementary math tier one curricula include Eureka illustrative math and the supplemental instructional approach called cognitively guided instruction tier 2 and 3 offer even more support to students in small group instruction as you can see again with frequency and intensity students are able to benefit from the learning and engagement of those materials the middle and high school English language arts curricula are listed here for tier one and will expand through the use of the reading apprenticeship framework in Middle School students who need additional support receive core instruction in tier 2 additional programs and tools are offered and in tier three support will be provided through an interventionist who uses the corrective reading program plus Achieve 3000 and this

117is what we have in store as we reshape our intervention approach and incorporate grades six through eight in the intervention model the interventionists will be trained in the use of corrective reading and Achieve 3000 to assist our students who are at that developmental stage but yet have not acquired reading fluency in Midland High School tier one math curricula is listed here tier 2 offers students additional programs and tools tier three provides students with even more instruction using these curricula I want to direct your attention to the the uh the variety of curricula that we have and really the best approach would be for us to narrow the curricula and this is another piece that is really helpful is students receive instruction with a similar curricula teachers receive professional development in the similar materials you'll see

118that there will be high yield results across the system I have to stop you we're going to come back to this but we have a item on the agenda that is scheduled for 3 30 and it is now 3 32. I'm sorry to interrupt your presentation I'd hoped we'd gotten to it sooner but we're going to take that item up now good and then when we conclude board members will come back to and we'll start on page 21 with the tutoring and have our full discussion at the end of that but now we will come to item number eight uh Mr melvoin uh Dr Rivas did call in and ask to be added as a co-sponsor and I give it to you to open yes and I would gladly accept her co-sponsorship I know Miss

119Gomez is awesome Mr smeralson Miss Ortiz Franklin Mr shin I also Dr McKenna thank you unanimity um I think if it works we'll actually call the speakers for this item first and then we can all say a few words thank you all right okay here we're going to do the public comment for item number eight at the time certain of 3 30. Ray Lopez Chang are you on the line Ray Lopez Chang are you on the line if you are press star six to unmute yourself you have three minutes to speak once you begin Rey Lopez Chang I see that you're on the line press star six to unmute yourself and you have three minutes to speak once you begin great thank you so much good afternoon District leaders uh thank you so much for

120this opportunity to share a few words with you my name is Ray Lopez Chang and I am speaking on behalf of gpsn we are an LA based organization dedicated to catalyzing public excellence in public education and actively convening over 70 cross-sector organizations for Collective action uh folks today I am approaching these comments much differently than this board might be accustomed to first it's important I celebrate this board for taking a firm and Unapologetic stance to reaffirm the fundamental value system of this District which is ensuring the safety of all of our students to renew your commitment is actually to remind us of our visibility and so for that thank you and considering the recent burning of a pride flag at an LAUSD school and given organized parent protests against lgbtq plus existence I am going

121to make the courageous decisions to speak directly to the students families staff and Educators and during this hate and today's words are truly about your innate ability of choice and consumption we cannot always choose the hate we consume from people's limited scope of intelligence but what we are doubly capable of is to reject words actions and opinions that do not recognize your complete and whole Humanity and when you witness or experience moments of condescension othering or at worst bashing remember that beneath your eyes ears and Spirits exist in atomic mass of friends family organizers stakers and wholehearted human beings who are ready to Shield you from malicious ineptitude and selective ignorance and what you have above all is the power of discernment and this board made a determination that despite this recent incident they were

122going to remind us of who we are as a public education system and that is one that has demonstrated to this country time and time again what it means to include and love our lgbtq plus young people unfortunately you will hear remarks that devalue your identity you will also hear unsubstantiated Antiquated and data debunked Arguments for why you deserve Erasure in our school systems however while they waste away their erasers lean on us to sharpen your pencils and write vigorously and often and authentically so that you can never be erased from our history your identity is worth far more history than any attempt to puncture our stories and when you are ready engage your inner power strengthen your voice and show the world who this school district knows you to be which is a beam

123of Excellence thank you again to this board for you your humanity and Leadership we look forward to the full board support of this resolution thank you for your time Catherine Anderson are you here in person Catherine Anderson you're signed up to speak in person are you here Catherine no Catherine Anderson okay Channing Martinez I feel like I saw you out there there you are come on up you'll have three minutes to speak once you begin Mr Channing Martinez uh good afternoon I'm Channing Martinez co-director of the strategy Center as a black queer man who grew up in LAUSD I'm more than thrilled that the district is recognizing lgbtqia students and staff as a measure of importance of this motion you have to understand that according to the Trevor Project in 2020 44 of black lgbtq

124youth seriously considered suicide in the 12 months prior to 2020. 55 reported symptoms of General generalized anxiety disorder and 63 percent reported symptoms of major depressive disorder as a black student I did not understand my sexuality and had no one to talk to about it when I attended Crenshaw High School I only met with my academic counselor twice in four years that I was there and the second time was simply to tell me that I was wasting my time applying for a UC with a 2.8 GPA I would not get a I would not get into any of them I got picked on for walking effeminently having body language that was not extremely masculine I was kicked down the stairs at Audubon Middle School by the boys on campus that thought me and my best

125friend that at the Time Michael were too close and while the dean suspended those students who did it there was no restorative justice process a counselor didn't check in with me about my mental health and now I'm spending to be quite Frank hundreds per year processing the harms of my youth because the district could not find the political maturity to actually have a fully fledged Medical Health structure but they didn't uh but the district didn't hesitate to criminalize suspend expel students the board didn't hesitate to fund the police and ambitiously go after a tank three grenade launchers and 61 M16 assault rifles I deeply appreciate the sentiment of this motion but in some ways it's just that a sentiment it doesn't commit the district to fundamentally changing the culture of the district that is backed

126by actual policy as there is a crisis of drug drug overdoses on campus I wonder how many of those youth have turned to drugs because the district simply hasn't implemented the community safety pilot programs to address needs of black lgbtq youth the issue around students using the bathroom as their safe haven is more than 75 years old and not one district has looked into Why students see the bathroom as a convening place to do everything LAUSD certainly hasn't created or legislated concrete requirements for safe spaces for black lgbtq youth how can we talk about success of black students if black trans gender non-conforming youth are punished or even bullied for using the bathroom that resonates with their gender last year at Hawkins Administration was allowed to enforce a dress code which targeted those students so

127I guess my last point is I really think this is really great motion and a first step but we can't just Vote for This motion and not implement the community safe targets defund the police and really stop all the indicators that are holding back the barriers for black lgbtq students thanks thank you for your time Alejandro Banuelos are you here in person Alejandro panuelos if you hear come on up you have three minutes to speak when you begin good afternoon school board members I'm here to speak on behalf of Alejandro manuelos who couldn't be here with us today but my name is Mal Trejo I am a senior organizer with the Coalition called students deserve and also member of the police freely used the coalition this month we don't just celebrate pride month we also

128celebrate um a black music month and for me as a both a non-binary and queer organizer and person who works with students I take pride in being able to not only support students in their civic engagement efforts and being involved not only at the school board level but within their own schools but I want to call Marsha P Johnson who named them there's no Pride for some of us without Liberation for all of us and so this month as we celebrate not only the experiences and the identity of lgbtq and queer youth throughout our district and our staff and Educators and everybody that works to sustain this the school district I think it's very important to think about right Beyond just celebrating lgbtq youth what does it look like uh to also act in action

129right with including folks on campus that can support folks when they have questions about their identity I used to teach a class called the Blackmill Youth Academy through the social justice learning Institute where we taught youth about identity right as black men and boys within schools and how they're impacted by different systems right when you have an identity when you are a black young person who also identifies as queer or trans or you're questioning your identity it's also really important to have dialogues in the classroom to think about what does that look like for myself right and so today I'm in support of this resolution but not only that I want to encourage you all as board members to take an additional step to support not only keeping our students safe but also keeping students

130who also are a part of the LGBT community safe and for us as the police really use the Coalition of students deserve that looks like enacting safe passage programs that each school can also have access to to support young people getting to and from school and additionally right a full defunding Novelli school police to ensure that that safety of our students can be reimagined without the use of police officers on campus so again to quote Marcia P Johnson there's not Pride for some of us without Liberation for all of us thank you thank you for your time Michelle Lindsay are you here Michelle Lindsay come on up you'll have three minutes to speak once you begin hi my name is Michelle a Lindsey and I'm a new parent of students deserve my son is a

13110th grader at Hamilton High School I am in support of this resolution calling for LAUSD to commit and honor lgbtq plus Youth and community members this is a great step towards a transformative learning environment for all students in marginalized groups LAUSD could be doing so much more to to support not just lgbtq plus youth which includes making sure we have safe passage bsap and so much more my son transferred from a charter school to Hamilton High I was in awe of the B-side program and the students that are coming up through it I am here to stand in solidarity with the students and make sure that their voices and my voice is heard regarding safe passage Partnerships and continuing of bsop in all schools in LAUSD none of the demands that have been raised are

132controversial and as a new parent I will hope that my child see all these demands come to fruition the superintendent's background of being this well-decorated man in his career in education while running in Miami-Dade District should continue now that you're here in LA in 2012 you threatened to resign if a North Miami Student was deported you stated I took a position in I stood with the students you also told CBS Miami at no point shall allow my decision to be influenced by a threat to my paycheck a small price to pay considering the gravity of this issue and the potential impact of the health and well-being of students and dedicated employees what would you lose Mr Carvalho if you meet the demands of the LAUSD students what will those against these demands gain I hope

133and expect that you will do the right thing and stand with our students and parents as we call for the expansion of bset I expect that the superintendent and his friends will stand with our students and approve more safe passage Partnerships at the end of this year and not 2024. I expect for you all to stand with the students and defund the school of police and replace them with programs like baby peer counseling Mental Health Services and Etc we may not look like you but all kids no matter what color deserve to feel safe and I just want to remind you gently this is for the pride rezo thank you thank you thank you for your time Jennifer Lupo I see you're on the line Jennifer Lupo if you're on the line please press star

134six to unmute yourself and you have three minutes to speak once you begin Jennifer Lupo Jennifer I see you're on the line just press star six to unmute yourself and you have three minutes to speak once you begin can you hear me we sure can go ahead okay okay great hello my name is Jennifer Lupo I am a crisis counseling and support PSW for LAUSD I agree with the resolution to support and affirm lgbtq students and staff your resolution states that you are renewing your commitment to supporting lgbtq students and staff to feel safe and Thrive academically and socio-emotionally in order to do so I strongly urge you to restore funding of Crisis counseling and support PSW mental health consultants tree psws Kinder Readiness and Eric's PSW Ms LuPone remind you that this is for

135the pride resolution under tab number eight thank you yes so two stats that I want to highlight suicide is the second leading cause of death among young people aged 10 to 24 and lgbtq youth are at significantly increased risk lgbtq youth are more than four times as likely to attempt suicide than their peers Mental Health Services are a matter of life and death and without these critical infrastructures in place school-based psws will be stretched even thinner this is antithesis to your resolution to increase mental health support for lgbtq students additionally we offer assistance to PSW staff who identify as lgbtq and help them as they navigate their role in the schools staff Wellness Recruitment and Retention will be impacted I think of Saticoy Elementary that experience anti-lgbtq attacks because of a book reading a mental

136health consultant went out to respond to support the school who will be able to respond when you've decreased the team by half when I was a school-based social worker and already licensed I would still frequently consult with my mental health consultant when there were risk assessments to make sure that I did everything I could to keep the students safe without these supports in place for our social School social workers these are some things that will happen unlicensed social workers will leave for employment that will provide them with clinical supervision and new and experienced psws will leave because they are stressed burned out and not supported this will only compound the Mental Health crisis we are in when the psws that we do have leave the district for other opportunities we need our staff to have

137the support they need in order to provide excellent and holistic mental health services to our lgbtq students thank you for your time and consideration to fully restore funding to these positions thank you for your time Vivian Freeman are you here in person Vivian Freeman are you here Vivienne okay um Dr Paul nakachian are you here Dr Paul nakachian come on up if you're here Dr Paul nakachian no need to run thank you so much sir good evening board members thank you for the opportunity and I just want to um show my support for this particular resolution as an Armenian gay man and a dad of a recently six months old daughter that I have and it's very crucial to um recognize acknowledge some of the issues with the lgbtq community especially in light of the

138fact that the teaching tolerance among student body to recognize and understand our differences it's through the acknowledgment recognizing our differences that we're going to be seeing our similarities so it's important first step to substantly recognize all these aspects so I teach law school I'm at the part of the University of Liberian College of Law Hispanic serving institution so um I do recognize some of the issues even in law school coming and being part of the pride movement and so on so it's a journey so it starts much early on and I think it's a vital importance that we recognize that so I commend you for that effort to acknowledge especially the fact that you might not have heard from other community members from The Armenian Community I'm here to in support of them on behalf

139of the student body itself to convey to you that there are many of us who are in support of this so congratulations and I hope the work can continue and I recommend you on that thank you thank you for your time sir sunitha Menon or are you here Sunita Menon come on up you have three minutes to speak once you begin thank you good afternoon board members my name is Sunita Menon and I'm the managing director of operations for equality California the nation's largest Statewide lgbtq plus civil rights organization passing legislation and electing Pro equality leaders up and down the state at the local state and federal level it goes without saying that we're in a national state of emergency for lgbtq plus people we're facing daily attacks that are taking away our Humanity our

140civil liberties and specifically targeting the health care and well-being of lgbtq plus youth as a young queer Jewish Indian Child I felt alone in school there was a lack of diversity within the student population the staff and the teachers there was no GSA there was no pride month there were no Pride flags and no local Pride celebrations everyone around me seemed the same everyone was white cisgender and heterosexual there was nothing letting me know that my differences mattered and that I would be ex that I would be respected or that my experiences mattered I look at the diversity of LAUSD and remember my own journey of identity and self-love it warms my heart to know that the lgbtq youth do not have to struggle the way that I did but there is much more work

141to be done and you all play a big role in that critical change today you have the opportunity to remind lgbtq plus students that they belong that you see them and they are valued that you recognize that the world is scary for them but you will protect them and support them that you will not stand for hate homophobia or transphobia in any of your schools we know that lgbtq plus youth who have access to affirming homes schools community events and online spaces have reported lower rates of attempting suicide compared to those who have not as the second largest school district in the nation you can make a decision that sends a powerful message not only here in California but Across the Nation that LAUSD affirms values and supports all lgbtq students families and staff that

142all school systems in the nation no matter how small or large have the ability to do the right thing in these trying times by supporting this resolution you are on the right side of History a quality California looks forward to continuing to partner with LAUSD to improve the lives of lgbtq plus youth we will continue to pay close attention to the school districts especially those in California who are not protecting lgbtq plus students thank you for your time and thank you for this resolution thank you for your time and I am informed that Catherine Anderson one more public speaker has uh made it into the room so you have three minutes to speak once you begin on the pride resolution go ahead thank you my name is Catherine Anderson I have two 10th grade daughters

143at Hamilton High School and my son Matisse is an 11th grade student also at Hamilton High School I'm here as a parent a member of students deserve I'm in support of this resolution calling for LAUSD to commit to and honor our lgbtq plus Youth and community members we are living in a time where our lgbtq plus youth are at higher risk of bullying of homelessness death by Suicide and attempted suicides this resolution will go a long way in ensuring that our lgbtq plus youth feels safe and celebrated and it's a great step in creating inclusivity in our schools so every child is authentically comfortable in their education we strive to make sure through resolutions like this through funding programs like bsep that our school board is responsive to underrepresented groups in our schools it is

144important to send the message that you are listening and advocating for our youth When Hope is in short supply for a lot of our kids we're asking for your clear and public commitment to the lgbtq plus resolutions we're asking for your clear and public commitment to fund black student achievement programs we're asking for your clear and public commitment to Safe passage program that does not put our youth in the oppressive environment where school police can change lives through abusive power in an instant we want our children and teachers to be safe we do not want anyone to be targeted by hate or violence and I understand why some people think school police will protect our youth it's resolutions like this lgbtq plus resolution and more evolved safety through the safe passage program and funding for

145programs like bsap that are the real Pathway to safety so let's make sure every single student Goes to School feeling safe and celebrated thank you thank you for your time and it looks like one more person has showed up Vivian Freeman Are You Here Vivian Freeman come on up you have three minutes to speak on Tab eight Pride reso thank you hi um hello my name is Vivian Freeman I am a sophomore at Eagle Rock High School and I am a member of students deserve I want to wish you a happy pride month and speak to you about what you can do as a school district to help us protect lgbtq plus students I'm sure I'm not the first student to come to you and tell you about the rampant homophobia that students face in

146our district in my own School I've seen countless students especially trans students and especially especially trans students of color be victimized by their peers I've seen them jump through hoops to try and get a gram of Justice with the lackluster and understated Title IX laws I've seen them get nothing at all while their victimizers Go free with no repercussions in a world where queer students face abuse on a regular basis what can we as a district do to honor pride month what can we do to honor people who fought for these kids to be able to express themselves we can protect them the word gay or the word trans should not negate the word kid or the word person students have been asking for this kind of life-saving protection through the implementation of safe passage

147programs the district has tried to use police and it's done nothing to lower the amount of targeted hate crime students face if anything we've only seen an increase in violence against students as a whole in February at Garfield High School student School Police use pepper spray as a crowd dispersal agent against students a clear infraction of laspd policy vol 3 Category 3 article 7. this is an infraction to the T but I guess since the school police were talking about they don't need to see the consequences of their actions whereas the Justice after kids suffer physically in psychological harm by the hands of trigger happy police why are they surveying our schools like a prison I want to remind you again this is on Tab 8 Pride resolution thank you yes these police are not

148effective please we need safe passage programs to protect queer students who are seeing this kind of abuse very frequently we see them working at Dorsey high school but we want them at Eagle Rock where I go to school we want to see them and we want them we want them soon it's this protects us this helps us it's it's boy please help us honor lgbtq plus rights activists like Marsha P Johnson Edith Windsor or our Lord and many others by protecting the new generation we urge and expect you to unanimously agree to pass the safe passage program proposal on June 13th and we urge you to sorry can we have we urge you to immediately start implementing it change is not your enemy it is a life-saving protocol thank you for your time and thank

149you for your time this concludes public comment on Tab 8. or remember Melbourne thank you Miss Goldberg and thank you to our speakers I'm proud to bring this resolution at an important time in our country and our city and our district in our history to stand up for lgbtq plus rights at its Core Pride month is about more than just celebrating our lgbtq plus Community it's about affirming the supportive welcoming and inclusive environments we strive to create year-round in our schools you know this resolution has seemed a bit perfunctory over the years we'd bring it and we'd celebrate but we thought that it was less needed here in Los Angeles but more over there wherever there may be but as we're seeing the weaponization of public policy to sow hate and discrimination it makes it

150all the more important for us to speak out against the act of hate and violence cropping up all around us from legislatures across the country passing anti-lgbtq plus bills to a cruel Act of vandalism in our own backyard just a few days ago these kind of incidents Shake us out of our complacency and reiterate our commitment to inclusivity and creating safe spaces for our students and staff and to combating misinformation I think back to the resolution I did with Ms Goldberg about critical media literacy if you listen to protesters just last week you would have thought a school was teaching a graduate level course about sexuality to five-year-olds as Miss Goldberg demonstrated in the reading of the book it's a book about our families and how some kids grow up with two parents and someone

151how about about how some kids have a mom and a dad about how some look like their pets and about how some kids have two dads like my niece and nephew who in my brother and his husband have the best parents imaginable all too often our schools become the Forefront of social wars from racial integration to the Scopes trial about teaching evolution a hundred years ago to the current vilification of lgdpq Plus in our schools I love what Miss Martinez said just a few minutes ago that schools make our kids worlds bigger and that's what scares a lot of intolerant people they want the world to be small but we have a responsibility to prepare students for the realities of the world they live in and it's a world that includes different types of families

152and people and that's what makes it so wonderful and beautiful and that's what we'll teach and celebrate not just in June but all year I'm so grateful to my colleagues for their unanimous co-sponsorship and to our superintendent and his team for their unwavering support of our lgbtq plus students families and staff we see you we support you we'll defend you we believe in you and we love you we love each and every one of you thank you other board members wish to speak Mr merlson yeah I just want to read a statement that I put in for a press release saying that I am proud to support this resolution and stand with the lgbtq plus Community it is crucial that the LA Unified School District becomes a place of acceptance for our students staff and

153the entire community the lbtq plus community experiences higher rates of discrimination higher rates of violence and higher rates of homelessness students cannot learn if they don't feel safe or they don't feel accepted and at LAUSD as Mr Melvin said they will always have a place and a voice and I just wish the entire lgbtq plus Community a happy and safe pride month we join them in this celebration thank you Mr melvoy [Applause] thank you and thanks for accepting my co-sponsorship I'm particularly excited that this resolution brings together all a queer all year calendar and the many celebrations throughout the year because it is absolutely a decision every day to support all of our students particularly our lgbtq plus students not just in June but all year long so I have pride today who else has

154pride in here yes thank you team Mr shin thank you I think I've learned a lot you know serving in this position and one of the things that I've learned is that the loudest voices in the room oftentimes do not represent the majority and so when we see in the news media or on social media about the hatred and intolerance in our communities we know that that doesn't represent all of us and so that's really what I think this resolution is about and what our celebration of pride month is about is that we are showing that A Chorus of Tolerance of inclusivity of welcoming is so much stronger than whatever ignorance or hate we see out in the community I think um there are a lot of politicians Community agitators who find a path to

155power or fame in attacking our education system not by confronting the actual inequalities and issues that students face but by attacking those students themselves for being who they are and so this board and this district has an obligation to continue making sure that hate has no Safe Harbor in our LAUSD um so I want to thank the board for passing this resolution and standing up for our lgbtq plus students teachers and staff thank you so do you wish to make remarks okay I don't I think she's here I just want to make sure she can get connected she just unmuted herself you can go ahead go ahead sorry um thank you so much I appreciate Mr Melvin bringing this resolution forward and accepting my co-sponsorship and you said it well that now more than ever

156it is so important that we create a safe and inclusive environment for all of our students regardless of their sexual orientation gender identity or expression it's clear that our lgbtq plus Community is under threat across the nation and even here in Los Angeles I am the representative for the area that includes Saticoy Elementary and I want to make it clear that in the San Fernando Valley and Beyond hate and discrimination have no place in our schools and we must take a stand against it this resolution sends a powerful And Timely message that no matter the loud voices or obstacles LAUSD remains committed to promoting equality and acceptance and we strive to Foster an environment where every student feels safe respected and celebrated for who they are this means creating safe spaces where students can express

157themselves without fear or judgment as well as celebrating the diversity and unique perspectives that each of our students and families bring to our table I was proud to work with lgbtq plus students in my Board District in June of 2019 to pass a similar version of this resolution that recognized Pride months but also deepened our supports for students including updating our all-gender restroom guide to ensure greater accessibility of all gender restrooms adding new training for school staff on students of diverse gender identities and sought Partnerships with the lgbtq community organizations to further the work of creating safe spaces for lgbtq plus community and I hope that this resolution really prompts us all to think about inclusion in a much deeper way throughout all of our policies and supports for our lgbtq plus students I urge

158all members of LUSD and the community to support this resolution and help us create a brighter future for our students and Families thank you Dr McKenna any comments I didn't prepare any comments but I'm persuaded to say something having been a principal of a high school in South Central Los Angeles which is what it was called back then in the 80s the school with the Crips gang originated there was a lot of male aggression against boys young men who were gay I had to deal with that by standing to the entire student body and saying you shall not oppress anyone here and because what we did became so successful at the district what assigned students who would be more pressed in other schools to Washington High Washington prep because it was safer there and I

159felt good about that because I could see the change in the tolerance of the student body particularly the male black male students who stopped bullying and taunting and oppressing others that they thought were not them I wish we had had something back then that was more universally accepted as a policy but I turned it into a practice at Washington prep and I was told by people from downtown which at that time was 459 Grand that I had more a greater percentage of gay male students getting black male students at Washington than any other inner city school and they said it to me as though they were surprised I wasn't because I knew they were safe there and I would say to the students and a front of them is an affront to me and none

160of you here want to affront me because you respect me and I love you and there's nothing you can do about that as if you don't like it start loving yourself and you can help yourself love others and I had all kinds of speeches I made The Gospel According to George McKenna but it had to do with tolerance and acceptance not acting like it made you stronger because you could pick on somebody you thought was weaker than you also gave them some examples I said a lot of you like to use physicality as a measure of your manhood and so you pick on somebody because you think you're physically stronger and I use this not only with people especially especially the males trying to oppress the girls and boys that they thought were weaker than

161they say you know only two things happen when you oppress somebody on this campus and you fight with them one is if you beat them up you're not going to get any any uh congratulations for that because you were picking on somebody you thought was weaker and I'm going to give you a transfer if they beat you up you're going to ask me for a transfer because if you pick on a girl and she beats your behind you're going to want to leave because you're not going to want to come back the next day because you embarrassed yourself this kind of recalls all of that I wasn't prepared any notes but I remember the atmosphere changed and we would get many more students who felt comfortable at the school not just from the gay community

162but from others who felt because it was a place where Crips were born you can turn students away from being Crips without having to transfer them you can change them internally so they no longer feel the need to ride or die but their homeboys blood in and blood out and abuse other people as a way of proving their manhood that's just a recollection from the past most of you would hear what him born then but you're here now and we've come a long way and I appreciate the resolution because it affirms that we're in a different place now in 2023 and we want to stay different as we go forward and I appreciate the resolution all of you who not only wrote it but signs on to it thank you thank you very much well

163of course this is deeply personal for me um I will say that nothing horrified me more than to see two persons in this room who represent District Community committees standing outside of a school screaming at the loudest voices that they had listened to the parents they are they are criminalizing the children I read you the entire book it had one sentence families can also be to parents that are mothers and two parents that are fathers they were told the parents at that school that if it was very difficult for their children to be in that room that they didn't have to be in the room they announced the assembly told all the parents if this is a problem for you we get it you know I've been confronting this issue my entire life I have

164been threatened I've been harassed I've been denied jobs because of who I am and who I love now a lot of people out there I talk to outside satakai said oh I have a gay cousin I have a gay nephew I can't be homophobic BS b s you can be homophobic and have a gay friend a gay neighbor a gay son a gay anything talk to all the gay kids that get thrown out of their houses and onto the streets by parents who say I won't have you in my house any longer and tell me that having a gay relative means that you're not homophobic but here's what really scares me when you have two or three days of this kind of chaos of people screaming at the top of their lungs outside a school

165that read a book with one sentence in it that said yeah guess what families can include two moms and Two Dads by the way at the little discussion at the school after that as soon as the book was over one of the little girls sitting at my knees said I have two mommies but a little boy on my other side said I have five grandmas the idea that there are different kinds of families the people screaming out at the streets they didn't get a chance to find out about that because they made a decision based on hearsay they made a decision based on agitators not from their Community but from outside their Community who saw an opportunity to take advantage of the real fears of people I want to be very very very clear nobody

166has to accept me I'm not looking for your acceptance but you better treat me the same way you treat everybody else that's how we live in this country you don't have to love me you don't have to like me you can think I'm the devil incarnate but you better treat me like a decent human being because that's how I treat you even though you don't believe that I have the right to exist I am very tired of having young people and adults in the LGBT community here are three days of yelling and screaming about this what do you think that did to them you think that did every gay teacher every gay custodian every gay worker in this city every gay kid what do you think that did to them it made them afraid it

167made them afraid how dare you make them afraid because you are I'm sorry I told you this was personal I went through with this my son was harassed because he had two mommies but my grandchildren aren't that's progress but I say to all of you nobody in this district will ever ever sexualize any kid for any reason in any classroom in any way shape or form and those of you who believe that this might happen are allowed to read the curriculum materials are invited into the assemblies with your children are invited not to have your children go to the assemblies I do not believe enforcing a parent to have a child attend assembly that they feel would be violating their values that's fine with me we don't all have to agree in fact none of

168us all agree but we are going to stand up and say to people shouting outside of a school and to the media that when you broadcast this and the way that you did you frightened lgbtq kids and adults in every school in this district and in this city and we must take much more care about how we elevate an assembly reading a book with one line one sentence that said also there are families that have two mommies and two daddies that was the terror outside of Saticoy I want to close by saying to those parents who were very afraid I understand your fear I'm not saying that there aren't people trying to make people afraid there's one whole party in this country nine now whose whole campaign is to make everybody afraid of everybody else

169we're afraid of immigrants we're afraid of black people we're afraid of brown people old Chinese people we're afraid of gay people we're afraid of this people we're afraid of those people fear is not our friend love is that was the mount sermon on the mountain I'm Jewish and I still say it love one another as you would have as you would be loved um I think that's the rule we should have for absolutely everybody but if you can't love me at least don't bug me don't threaten me don't make me afraid treat me with respect I'll treat you with respect whether we agree or not thank you very much [Applause] [Music] sorry Mr superintendent you get the last word I I should not have a last word when when I just heard your words but

170I do want my position to be unequivocally understood um as a result of what took place is Sarah koi and and since there's been a lot of hate mail a lot of it coming from individuals outside of our community because hate is so easy to join and what I just heard is the reality no one in 2023 should feel that they have to go back into a dark corner or fear or feel disparaged or insulted just from being who they are so in as much as uh dissension continues and compassion understanding empathy acceptance have been politicized in America today and polarized the one thing one with hope is that public educational institutions do not do that which is easy which is either not taking a side because not taking a side is accepting aside or

171being silent which that took connotes and denotes a selection and I take pride in this board I take pride in board member malvern's resolution I take pride in every single voice that has spoken the last thing I will say is that you know we ought to be in a position well we're okay we're being excluded by some because we choose to include everyone rather than being included by those who choose to exclude some you ought to make that decision and there are no the easy decisions when it comes to these matters so if all means all we ought to be an educational institution that protects all elevates all dignifies all and humanizes all and silence is not an option and one of the earliest speakers said it we will stand for the Immigrant we will

172stand for the foster child for the homeless child for the gay child for the undocumented child for the black child for the Latino child because who on the list do I leave out and what right have I to make that decision that selection so I take pride in the actions of this board and uh the entire country won't agree with what we do here today but then again you know history has a tendency of not recognizing right all the time at the right time for the right people support malfoine thank you to the entire board thank you for your courage and your dignity in the protection of all the children that we serve thank you very much [Applause] can I have a motion I'll move it I'll second it moved by Mr melvoy and seconded

173by board president Goldberg uh Dr McKenna yes Dr Rivas Mr smurlsen yes Mr Melvin yes Miss Gomez yes Mr Ortiz Franklin yes board president Goldberg yes resolution passes I would like Mr Shin's advice yes okay excellent thank you so much I apologize the resolution passes y'all thank you very much well of course we have another dilemma we try to start our uh our uh public speaking that is not on uh agenda items at four o'clock but we did not conclude the superintendent's reports so I'm going to ask him to conclude just the one report again and then we will go to our various uh well I guess we first have to do the um public speaking on the items on the agenda right okay we'll take general public we'll do the superintendent's report general public

174comment and then we'll return to the uh consent items all right Dr Francis bias take two who arrived uh four o'clock public speaking time we will have that as soon as we are finished with the superintendent's second report we will hold all the other reports and the um public speaking on um agenda items till after we've heard uh general public comment go ahead Dr bias thank you I'm sorry to interrupt your wonderful presentations for a very meaningful purpose all right so it's like 20 what so to continue as you know high dose tutoring Focus virtual tutoring and the variety of tutoring menu items are also a part of the strategy that allows students to receive intervention and support them in addressing unfinished learning next I will share with you the multi-tiered system of support intervention

175models through the years and I'm going to be starting with 2000. I will review the intervention models through the year starting with 2000 to 2010. independent work time was a system that was used during the implementation of open court under the reading first program students worked independently while the classroom teacher provided small group instruction in the area of need to four to six students this was also a strategy that was used in a lot of professional development was conducted during the summer for teachers to be able to deepen their learning in this area then the English language arts and English language development framework introduced the universal access time to ensure that we were providing small group instruction for the neediest students in this in the classrooms a response to instruction and intervention was introduced first

176in a special education space and scaled up throughout the district based on its research-based efficacy all schools learn how to analyze data group students personalized learning and progress monitor this was a very important first step for us to understand that pyramid and where we all knew that first good instruction uh was the most important and that that would lead to 80 of our students meeting grade level standards intercession was also a trademark signature practice in LAUSD this was during the year-round days when students would go on vacation and so we needed to provide students at additional time for them to close the gap and to come back to school without that loss that tended to occur during summer breaks or intercession and of course Saturday school continued in 2010 to 2018 a multi-tiered system of

177support was introduced combining academic and behavioral support for students in the realm of academics district schools understood that we needed personalized learning strategies to reach students in tier two and three the early language early language and literacy Plan called for Academy time where students mixed by homogeneous groups within grade levels so that focused instruction was conducted in the Target skill and of course intercession continued these were the times when there was a lot of professional development this was the time of reading first when there was lots of investment so many teachers who were trained in open court uh and and response to intervention and multitude systems of support have now become Educators that are now have been in the system about 30 years but since then there's not been a coherent approach for professional development

178in our system as we follow the timeline to the present it's become evident that we need to scale up the intervention supports that have helped some to a model that helps all students in need this means that we are democratizing intervention I call your attention to this quote from John Hattie a renowned researcher who has conducted an 800 meta-analysis of 50 000 research articles including 150 000 effect sizes from a cumulative sample of 240 million students his findings showed that a 1.07 effect size on response to intervention and student learning with a threshold of 0.2 he says that students learn regardless of what we do but we need to ensure that the opportunities to learn are maximized that's why you see the 0.2 threshold because everything will work but we need to make sure that

179we maximize the learning and we implement evidence-based approaches the next slide will show you how we are scaling up intervention support from 2020 to 2023 as we know we've implemented the primary promise for grades k-3 and this was based on goals set forth in reading by nine initiatives reading and math action seminars were offered to school instructional leadership teams professional development was ongoing for primary promised teachers and Incorporated the Orton Gillingham approach and implementation of language Essentials for teachers of reading however there was variability in the number of teachers at primary promise schools for example I can share that as a recent Local District superintendent I had school a a high need school with three primary promised teachers and school b a high need School blocks away with no primary promise teachers in addition we

180were vacating classrooms at a rapid rate when we were already feeling the effects of the teacher shortage moving forward we will go from serving k-3 students to serving K-12 students given a combined funding approach with Central and school funded dollars K-12 students will be provided intervention support we will provide an interventionist Academy in literacy and numeracy in which all intervention teachers will receive professional development and guidance to best meet the needs of their diverse Learners where that had not been the case before summer professional development topics will include data analysis grouping students and providing small group instruction there will be a homeschool connection to empower families as partners and provide them with tools and strategies to reinforce learning at home this has been offered in a limited fashion with the primary promise the next phase

181in a multi-tiered system of support includes moving from K3 to grades K-12 this is possible with braiding Central and school funding when we combine dollars we reach even more students going from a selection of schools based on pre-pandemic academic data sendi status and other factors to assigning interventionists to 168 lowest performing schools moving forward one-time dollars that end in September 2024 were used for the primary promise positions conversely one-time dollars will be used for professional development for all of our teachers to sustain and expand interventionists in high need schools this is possible with the funding partnership approach between the central district and schools that leverage a variety of funding sources with the primary promise vacancies were created in classrooms causing substitute teachers to be assigned to those vacancies in the literacy and numeracy model interventionists

182will not be released until the classroom assignment is filled with primary promise action seminars were offered in English language arts and math for participating primary promise schools and there was professional development for certain teachers on the other hand we will provide an interventionist Academy for all schools with an interventionist to ensure a coherent approach across the system ongoing professional development will be offered in Oren Gillingham language Essentials for teachers of Reading U.S math recovery building fat fluency and intervention Cycles in primary promise there was limited parent engagement and with the literacy and numeracy model there will be family and Community engagement to improve the home school connection and strengthen the teacher parent relationship we began communication efforts to schools in February and this was the response from principals parent leaders and non-profit organizations have provided

183their impressions of this literacy and numeracy model as well please take a moment to read these quotes and I'm going to call your attention to the quote that reads my school never received primary promised teachers but we are looking forward to receiving intervention this next year to support students I believe they would be able to support all grades we continue now from voices from families and communities parent leaders and National literacy and non-profit leaders personalized intervention is really only reaching a minority the plan opens doors for all students to receive the intervention that they need as well as train classroom teachers so that the entire staff can provide the support to our students moving on another parent leader says in all honesty to be in a country like the United States where reading is not

184being learned by most of the student population is an embarrassment quality intervention should be expanded to those that need it and this is the kind of training that we will be providing teachers and principals will receive summer professional development beginning with our teachers the days of August 7th through August the 10th our teachers will receive professional development and small group instruction literacy and numeracy beginning of the year planning based on the student data that they have at the time principal Leadership Institute will be from July 26th through July 28th to support teachers throughout the year in literacy and numeracy this has not been done in many years a series of professional development sessions will be offered to interventionists throughout the year consisting of data analysis student grouping use of high quality instructional materials that are

185evidence-based and proven to work and co-planning in the final slides of my presentation I want to show the number of schools that were centrally funded and filled positions from the 2020 through 2021 school year and 2022 through 2023 you can see it went from 138 to 257 and then to 283 centrally funded and filled positions however in 2023 through 2024 there are 449 schools with centrally and school-funded positions expanding our reach to even more schools with the new model there will be an increased reach of students from the populations listed here you can see that by right-sizing the supports and combining the dollars for their school funded and centrally funded we've increased our reach as a student populations you see listed here black students will go from 4 000 to 400 415 to potentially reaching

186up to twenty thousand sixty two black students for latinx we'll go from 50 744 to potentially reaching up to 215 964. as we move down the list you can see that the new model will increase the the reach of the most vulnerable students as I conclude I want to reiterate that LAUSD will continue to provide intervention to students the district is not cutting intervention programs instead the district is scaling up a sustainable academic intervention model for K-12 based on today's students needs and the resources of today I also want to emphasize that we're not ending early literacy programs those are fundamental and essential to students learning to read and then reading to learn this enhanced model will ensure the sustainability of intervention model without a loss of positions and in the coming year we will

187build on the successes of primary promise and I want to emphasize we're going to build on the successes but we needed to address the misalignment and also understand that there was a breach of equity and that we needed to write sizes District to ensure that the neediest students were receiving the services the Los Angeles Unified School District will always be focused on a strong intervention that is sustainable scalable and effective by leveraging the dollars across the system on strengthening our tier one instruction all teachers will be supported with providing first core instruction I want to remind you about the pyramid the goal is always to get to the pyramid 80 percent of our students should be at grade level when good core instruction is taking place and that requires professional development teachers to collaborate with

188one another observe one another and work as an instructional team an intervention program will provide a structure to support the neediest students and here's just a limited list of references that we use to inform our practice in La unified when it comes to an evidence-based intervention model and that concludes my presentation on the evidence-based intervention models that will help our students be ready for the world I'm open to questions so Madam president to uh to sum up this uh long but comprehensive presentation that didn't just address primary promise and a necessary shift it gave a universal perspective at Great level of detail as to what the theory of action is moving forward to provide comprehensive intervention support to all grade levels both in literacy and numeracy considering as we've detailed before even in the previous

189presentation what will no doubt will be a tough year as we hit to September of 2024 and the funding behind primary promise currently supporting those programs sunsets so demystifying and debunking some of the rumors innuendo out there primary promise works that's why we are evolving it that's why we are revamping it secondly primary promise works for the students it was touching not scalable the way it was organized or funded that is why we're revamping it ensuring the democratization of intervention scaling up to all great levels and achieving a tiered approach to students that will be addressed on the basis of their proficiency the last Point as we said earlier yes there will be some degree of inconvenience but if we do nothing the inconvenience will become a cessation of the intervention as we know it

190there is no way of turning back the clock and forcing it the reappearing of the funds that will sunset in 2024. and that is why we've decided to take this direction I will accept as does this team any criticism over the fact that maybe this information is coming somewhat late in the year but we put a lot of thought into making decisions about how best to approach intervention to our district we put a lot of thought into the research that currently exists and we spent about 10 times the amount of time and explaining the evolution of intervention in the district as was spent in the launch of primary promise this is the approach we'll take at the end of the day it's the approach that has provided results across the country and around the world

191and that's why we're moving forward thank you very much Madam president fortunately I'm going to ask you to hold your questions and comments and go right now to public comment because we are 40 minutes late from doing that I know that those of you who came to talk on items on the agenda we are going to come back to that but we try as much as we can to keep to four o'clockers around quickly as we can thank you doctor we'll call you back up a little bit later and now uh Mr McLean let's go through let me remind you that these folks that are on public comment can talk about anything they want for their three minutes but when we go back over the ones that are caught talking on particular items on the

192agenda we're going to require you talk about the item on the agenda that's why we have public comment for any comment anybody wants to make to this board and this superintendent Mr McLean okay ready for general public comment on anything related to the business of the Los Angeles Unified School District common areas are you here come on up common you have three minutes to speak once you begin [Applause] if I mispronounced your name please tell me how to do it right please come on up you have three minutes to speak once you begin my name is Caitlin Banks and I'm a leader with students deserve I'm a ninth grader at RFK UCLA Community School which is a board member excuse me just a minute you're not caymanarius no no is Cayman Aria is giving you

193your third time or how how's this working I just want to know yeah they'll be back in a second but I'm sorry yeah they're splitting time but they'll be back in a second what is your name so Caleb Banks is gonna is gonna speak until come and gets here oh I'm sorry okay so let's let's restart the timer pretty please and then um we're just gonna we're just gonna do the three minutes so if common gets here a little bit late I'm sorry but um they will have lost a little bit of their time oh boy oh here comes I have a feeling I know who this is okay as a quick note if you're going to split time we we just we just the clock keeps going so I'm saying don't waste time when

194you split it over your time over so the timer is started over Miss Banks please proceed when you're ready my name is Caitlin Banks and I'm a leader with students Reserve I'm a 9th grader RPA UCLA Community School which is in board member Jackie Goldberg's District as a community students deserve has been fighting against Injustice in our schools because that's what leaders do leaders step up and take action and that is exactly what citizens deserve is doing right now if we want to change the outcomes for the future of black students then we need a fully to fund school police police aren't needed at schools they stop being needed when they started to harass the black youth in our community they stopped being needed when black students are being profiled and accused simply because their

195skin color is looked upon as a threat school police aren't needed on campus because there are other resources that can provide safety for us real safety means more counselors parents and community members who can support students without violence as their first response real safety means that we are investing in community-based violence prevention intervention and the escalation programs like safe passages we think that is important for you and the district to pass the safe passes resolution so that we can build systems for school safety without police counselors and Community programs are proven to be more effective at preventing violence than police officers invest in safety measures that actually keep us safe thank you for your time okay hi hello good afternoon my name is Carmen Arias and I am a rising senior and I am a

196leader in students dessert I go to UCLA CS RFK and Jackie Goldberg's district and I'm here to Advocate against bringing in school police back on campus and here to advocate for safe passage the school I go to has already implemented safe passage since I have heard that you guys are struggling whether or not you guys want to implement this in schools I'm going to tell you some experiences and changes I've seen in my school since this has been implemented so bilingual kind and caring these are people who live in our neighborhoods these are families of some students on Instagram as moms these are people who genuinely care for our students when it comes to keeping our students safe it has to make our students feel safe safe passage has allowed students to create to create

197positive relationships with the people who monitor them at schools students talk with Hall monitors and they feel no fear they are not intimidated by them by the monitor as they would feel with a cop when they have pepper spray on them or guns police are trained to detain handcuff and arrest they do not de-escalate but rather escalate situations according to the bsap survey conducted by the police free LAUSD Coalition 50 of students actually demanded passage programs so listen to the voice of your students we are the ones who have to be in these schools five days out of the seven days in a week we are the ones who are impacted by these changes if only the fund the school police because they are not needed when we have a safer solution listen to our

198voices because to keep us safe we have to feel safe thank you for your time Adrian Sandoval Adrian Sandoval come on up you have three minutes to speak once you begin good afternoon superintendent Cavallo and his team members of the Board of Education my name is Adrian Sandoval and I am the senior director of policy and advocacy with gpsn yesterday we sent a letter in support of the district's literacy and numeracy intervention model signed by almost 30 organizations from across Los Angeles I have copies of the letters for here for you on behalf of the over 250 000 students and families that our organizations serve across Los Angeles Unified we expressed our support for the district's implementation of the literacy and numeracy intervention model in addition to the students and families that we collectively represent

199many of us are also parents of District students primary promise was a responsive to a moment in time but we have now adopted a board adopted strategic plan aligned with the board's vision and goals we have a superintendent who has assembled a team of talented professional experts with deep roots in Los Angeles Unified to implement the plan to fully realize the promise of the district's ready for the world's strategic plan we must be nimble to changes that online and align to the plan and actualize the plan this new intervention model is an appropriate Evolution informed by student-centered decision making that focuses on priority schools and high needs communities now more than ever it is time for the district to prioritize initiatives that yield systemic change and ensure Literacy for all this means pursuing efforts that

200are scalable and proven to be effective the literacy and numeracy intervention model has the potential to impact more students through a holistic approach that is financially sustainable the great expansion especially to middle school is timely because these are the students who experience 18 months of virtual learning during their critical Elementary years as the state of California forecast Financial deficits it is important that the district's initiative align with the Strategic priorities it is equally important that the efforts are focused on maximizing the number of students to make the greatest impact on improving educational outcomes we applaud the district's instructional leaders in developing an initiative that is responsive to student data and fiscal realities we also appreciate transparency and engagement of families and students and Community we encourage the board to request regular updates and evaluate the

201implementation of the literacy and numeracy intervention model if the model is not realizing the promise of better educational outcomes and opportunities for students than just as the primary promise model must evolve social literacy and numeracy intervention model we thank you for your time and consideration thank you for your time okay thank you Nicole pfefferman you're here in person come on up and you'll have three minutes to speak once you begin we're going to share time okay and I'll just say again when you cut it we cut it we're talking together thank you first we want to say that we wholeheartedly support today's resolution in support of our lgbtq plus families we want to recognize that this isn't a subject that children are being taught these are the families who live next door and the students

202next year child at recess this is LAUSD we are here today to speak on behalf of parents teachers staff and students who are asking you to not get rid of primary promise today's presentation claims you aren't cutting the program but that is absolutely what is happening when you dilute a program until it is simply a dress-up version of what teachers are already doing at school every day that is cutting the program the point of primary promise is to eliminate the need for later intervention if we keep on using Band-Aids we will never fix the root problem so my main takeaway from the presentation is that you love primary promise so much that you want teachers to do it themselves there is no money for intervention except there is money for intervention and we aren't reaching

203enough students at 400 schools so we are scaling up but going 168 schools I taught Elementary School and small group instruction is great except that every two minutes you get interrupted I have to go to the bathroom I see a bug somebody touched my hair it's very hard to do you can provide all the PD in the world but nothing can compete with a room full of six-year-olds our middle and high school students do desperately need intervention and without targeted intervention for our youngest kids they always will data is the foundation of primary promise it was disconcerting to meet with some of you and hear you say the data isn't available when you can see it on the walls of every single primary promised classroom why did you not receive a report after all of

204the middle of the Year results came in we had teachers show us their classroom data and the results are astounding kids who started out unable to identify letters proudly read their new favorite book out loud to their families primary promise isn't revolutionary as you said but it is a widely supported and targeted instruction model the proposed replacement is a one-size-fits-all program that amongst other concerns proposes hiring two people to do the job that one person is successfully doing now which in a conversation that repeatedly references cost seems like an unnecessary expense it has yet to address how it specifically meets the unique needs of English language Learners or how it's going to separate the needs of a six-year-old from a 14 year old we need to look back to look forward acceleration days were implemented

205unilaterally with no plan in place and ended up being a costly intervention attempt with zero data supporting measurable impact yet that's still included in the approach why are we continuing to use diminishing Esser funds for an intervention that didn't work why aren't we using this money for primary promise so primary promise is successful because the staff is highly trained in Norton Gillingham methodology at District cost the staff was protected from doing other school duties and its pull out small group model allowed for focused daily student support we need to retain these key components of primary promise no matter what name you want to call it and we're asking you to commit to what is actually working for students thank you thank you thank you for your time Ariah Blakely are you here Ariah Blakely come

206on up you'll have three minutes to speak once you begin hi Ellie USD board members my name is Araya Blakely and I'm with the strategy Center and strategy and soul social justice clubs in Roosevelt and Hawkins High School as the school year comes to a close I urge the board to implement the bsap community safety Pilots as we reimagine solutions to address drug use in on-campus bathrooms in response to drug use concerns there's a general trend of closing the bathrooms from students despite how bathrooms are essential for all of us let me be clear punishing students for drug use is an extension of the War on Drugs that targeted black people and emboldened the LA school police department and targeting black students when bathrooms are unstocked never open or restricted to a few bathrooms open

207on campus students feel unable to use the restroom eight hours a day five days a week some students have told me that they wait to use the bathroom at home because this resource is unreliable some campuses have limited bathrooms open during passing periods but rarely during class many campus bathrooms lack toilet paper and menstrual products plus the Stalls don't close and the sinks don't work the black student achievement plan is Shifting lausd's Focus to address the needs of the whole student and the bathrooms are absolutely a part of that in 2021 2022 only 31 percent of students had excellent attendance in comparison to 73 percent the year prior why would students show up when they don't have the Necessities to be supported the police free LAUSD Coalition reminds us that police are not a re

208are a reactionary Armed Force who don't deter crime going to school or the bathroom is not a crime rather than closing bathrooms relying on police presence and enforcing punitive policies targeted at black and latinx students the board should expeditiously implement the community safety pilots in full proposed by Visa based on previous reporting we saw that there has been misappropriation of funds designated for Community safety Pilots this is the typical bait and switch by Colonial institutions while LAUSD students are in need LAUSD stop playing chess while students lives are on the line the district is wondering why are the bathrooms being misused by students when the question should be why do students feel that the bathroom is a safe haven the answer to the latter is that students feel unheard and pessimistic that change is possible

209in LAUSD this is not purely a bathroom issue but rather it points to the culture you create for students students don't don't show up for school or they look for safe spaces away from the classroom when they are on campus as LAUSD reimagine solutions to drug use on campus black latinx and other marginalized students need to be involved in that process directly which will result in safer schools that students want to show up for thank you thank you for your time again I think you're out there Dion again you'll have three minutes to speak once you begin uh if folks in the audience would like to hear what Miss Kian has to say she's going to speak in Spanish if you want simultaneous translation you pop on these headphones and you will hear in English

210what she is saying as she is speaking it here in the boardroom in Spanish so um if you could just hold on a sec while we hand those out um I'll give you a thumbs up when it's time to go each headset is automatically uh turns on once you put them on and it should be on channel two channel two is the English Channel thank you for your patience once again you're good to go hi good afternoon members of the board my name is Yannick Yen and I am the Delux chairperson for the last four years and today the last time that I was here I congratulated the African-American Community with giving the follow-up with their historic narrative because they have also been a very discriminated race I want to congratulate the community that identifies

211as lgbtq and I want to share that there is a homogeneous Elite that is creating hate reactions from other groups because they don't know the suffering of the poor lgbtq people and that is a problem that this group has in a privilegedized agenda and not the truth and the needs of the lgbtq community When Miss Goldberg I want to say when will you push for a resolution against the Discrimination for the indigenous people of Latin America because this happens in every single one of the schools when there isn't even a translation when will you push for a proposition a proposal for a curriculum that tells the real tale of our indigenous people and not just the story of those that were victorious just like you feel proud to be Jewish I also feel proud to

212be Mexican and to be Aztec and that is the community that I represent all of the indigenous community and I also want to say something about the primary promise because the teacher Union is pushing for this for this agenda to continue I am from MacArthur Park School where the majority of our parents are indigenous and we have the primary promise and I want to say that I I asked for data from the person at the school and she said that she is giving intervention to 39 students and in six months the only thing that this person was able to do is to put nine children at the grade level do you think that is something that is good for our students it sounds good the narrative but in reality it is not working because the

213teachers are not giving the information the instruction academic instruction that our students need I also want to say that we parents need in the community not the organizations that do not represent us the parents we do need school police within the schools and outside of the school ask the parents the organizations that come here to talk on behalf of us are not representing us legitimate parents at the Los Angeles Unified School District we parents want the safety of our children and we need for this policy police along with the other services counseling whatever you want to be within the school but right now there's a lot of drug sales inside and outside of the school and drug consumption is reaching our children and all the communities not just lgbtq but also our community of poor

214or low income and that is 74 thank you uh folks keep keep your headsets because we will have other other people who are speaking in Spanish primarily okay Marie Morgan are you here Marie Morgan are you here come on up okay there she is Miss Morgan I see you're on the line press star six to unmute yourself and you have three minutes to speak once you begin Marie Morgan press star six to unmute yourself and you have three minutes to speak once you begin Marie Morgan I see you on the line with us please press star six to unmute yourself and you'll have three minutes to speak um if you don't come up soon we will return to you at the conclu there you are hello hi can you hear me now yeah we sure

215can hi okay thank you very much um oh sorry uh good afternoon superintendent and LAUSD board members I'd like to respond to the change of the primary promise program I desperately encourage and urge you to not change or disrupt this program I have a seventh grader who while in elementary school was part of this amazing program and without this program I know for sure he would not be thriving as he is today when my son was in kindergarten we noticed something very concerning about his reading and it greatly concerned us receiving the Dibble testing results Crush just East crushed us each time it was consistently saying that he was reading below average and no matter how much the teacher in class tried to help he was not grasping the concept of putting sounds and words

216together in the year that followed we decided to explore a 504 and eventually we received an IEP due to his learning disability part of his learning his IEP was to be placed in primary promise to help him with his reading challenges this small class approach was very helpful for him and he made him feel very comfortable in knowing that other students were just like him Miss Jennifer Garcia who was his teacher did an amazing job and he still reflects on how important she uh she to him during this time and speaking to him yesterday he said changing to a different model especially one of a virtual aspect would be horrible for him and other students they are tired of being pushed to Virtual Solutions virtual is not always the answer nor is asking the teachers

217to take on more responsibility by coaching this coaching them in these areas they need to be able to be in small group in person small in-person groups with specific guidance my suggestion is that you ask the students who have gone through this program how they feel about it my son has never been asked until I mentioned that it may go away how it is now he really felt strongly about what what he was able to get from the program and what it meant to him while I appreciate you listening to us on this this is not the time to test the waters by blowing out a program when these students are already struggling are you willing to quickly pivot should the data on this new improve program show decline performance because if it fails it

218means failing our students our our children and ultimately our future thank you very much thank you thank you for your time let's see Chanel Gaines are you here in person Chanel Gaines Chanel Gaines are you here okay Pamela Cohen are you here in person okay thank you my name is Pamela Cohen I'm an advocate for struggling readers and students with dyslexia uh I hope uh superintendent carvelo I really would like you to stay for this statement please I would really appreciate it since we're not being allowed okay um I want to I want to speak here on the superintendent's new literacy model I'm really sorry he's not here to hear it okay thank you and thank you board member schmerelson for pressing to have this topic on the agenda today because we would not have

219had the transparency and this presentation without additional pressure it would have just been pushed through I'm glad to hear it stated that primary primics works because two weeks ago the superintendents told us primary promise is dead that's end quote as an advocate for struggling readers a model of primary promise is what we've been advocating for for five years small group instruction in a protected pull out setting using structured literacy teacher data including Dibbles the Breakthrough study of July 22 shows primary promise is working with this pull out intervention the superintendent wants to replace primary promise don't mistake it that's what's happening the elementary component of intervention he wants to replace it with an old model it's if you look carefully at what the presentation said it's using interventionists to coach classroom teachers and push into

220the classroom this is not intervention this is full classroom intervention it's not a model that works ask anyone who is an open court teacher working uh in the early 2000s um what we're looking for is um I'm going to go quickly superintendent let go of highly trained primary promised teachers many of them have found new positions casting to the wind their training and experience now the new highly inter newly hired interventionists come in without this training they will get on the job training basically untrained interventionists will be coaching teachers in the classroom this is not a financial issue the superintendent found funds for his new intervention model his model emphasizes a push into the classroom with the burden of intervention on overwhelmed on pull out small group intervention assure the interventionists are already trained in

221OG and structured literacy um here's a teacher testimonial students love coming to primary promise for many of them it's the only place where they feel successful as a student because the instruction is at their level they're proud of themselves and their work all of us in primary promise are devastated for our students why is the district not prioritizing a program that is shown to be successful what will happen to our students now thank you thank you for your time let's see Beth Newman are you here in person Beth Newman I hear someone saying Chanel Gaines uh called or Chanel are you here I'll come back to you but we're trying we're just going to go as orderly as possible yeah we'll come back to miss Gaines please go ahead thank you hello uh superintendent and

222members of the board we have some materials for you so I am Beth Newman and I'm seeding my time to Gisela Gutierrez good afternoon my name is Gutierrez said I'm a mental health consultant with school mental health in the utla chapter chair for region East over the last couple of years our unit grew exponentially and has nearly doubled with over 783 psws School mental health developed an enhanced infrastructures and systems of support to address the growing Mental Health crisis now this is being dismantled by eliminating significant programs and reassigning over 60 positions Pia escudero explained that the reassignments are to fill school-based vacancies followed by I quote our priority is the services that most directly impact our school campuses end quote The Narrative here is that because we're not assigned to a specific school we

223have less direct impact on schools and students well that's wrong we service many schools our crisis counseling and support services supports 264 psws with clinical supervision on a weekly basis to meet our board's licensure requirements as well as our ethical and legal clinical best practices in addition they provide the quality assurance of our billing documentation generating millions of dollars to LAUSD 38 mental health consultants including myself have been in the trenches and the front lines side by side with our school-based psw's crisis team members administrative teams operations and other LAUSD departments we responded to over 12 000 consultations just this year alone and provided approximately over 500 trainings of professional development on crisis response bulletins and mental health related topics in addition to hundreds of parent workshops above all we have been the lifeline called

224upon to support the most critical crises at our schools involving deaths suicide community and school violence child abuse and most recently a parent protest at satakoy elementary where six mental health consultants provided crisis counseling to our teachers what part of all the work I just mentioned sounds like we are not a part of the services that most directly impact students and schools this goes against the alignment of student education and mental health and in contradiction of the government the governor's Behavioral Health Plan reassigning us to fill school-based vacancies is a Band-Aid that will bring up bigger problems of liability staff retention and burnout and systemic issues that's your real Armageddon I stand before you to ask the board to exercise the checks and balances superintendent Carvalho your response to my colleagues this morning was inappropriate

225and not of a leader hearing your constituents how can 18 positions do the Intensive work of 75 people a reduction in supports is not protecting programs how is this supporting our pillars in our strategic plan of joy and wellness and investing in staff LAUSD board members in closing I ask you to revisit your priorities and ask is this the mission that you entrusted the superintendent to achieve I hope not and we ask that you help restore School mental health and demonstrate your commitment to the mental health and well-being of all Community stakeholders in LAUSD thank you thank you for your time Chanel Gaines Chanel Gaines are you here coming up Miss Gaines you'll have three minutes to speak once you begin [Applause] Thomas and I'm here speaking on behalf of Chanel Gaines I'm a ninth

226grade at King ju and today I'm here to represent the sunset who cannot be here today and every student at my school who are traumatized by the event that took place in the early hours of April 25th a body was found on our campus thrown in the bushes like it wasn't like it wasn't a big deal that body sat there for hours when police finally arrived at our school when police finally arrived our school was taped off scaring me and many of my peers my school never came out with the info and we relied off rumors which eventually led to a student-led walkout my point today is that that body could have been a student or a teacher or anyone I have been I have been followed cat called harass and many other horrible things

227and it's always been blamed on the fact that I go to a school in Watts now personally I don't believe in my state I don't believe my safety and maybe even my life depends on whether or not I live in Watts or someone with white school so please hear me out when I say safe patches program is the best thing for LAUSD schools the thought of my mother waiting for me to return home when I mean every will and it being blamed on the area of my school breaks my heart and it makes me scared for the future of LAUSD I will not back down when I say that the safe passage program is a matter of protecting our students lives so now decide we protect your ego or you protect every lauc student's life

228thank you I owed my time good afternoon board my name is sakibu Hutchinson I'm a parent member of students deserve and I'm the co-founder of the black lgbtq plus parent and caregiver group and the women's leadership project which provides programming for black girls and queer youth in South La schools I want to express my support for the pride resolution I also want to urge the board to make good on your professed commitment to promoting equity and self-determination for black students by expanding the bsap program and ensuring that the lived experiences of black queer Youth and families are affirmed as a parent of a non-binary student at Hamilton I have seen the academic and cultural benefits of bsap firsthand my child and others have received academic support from the school's bsap team however transitioning into the

229next phase of implementation the district should strengthen targeted culturally responsive programming and trauma-informed mental health supports for black girls black queer Youth and gender expansive youth who are experiencing record rates of sexual and domestic violence including sex trafficking we know that black girls have some of the highest rates of domestic sex trafficking in the U.S experiencing High rates of push out criminalization suicide and homelessness and while it is indeed wonderful to celebrate pride month especially in the mid list of this toxic anti-lgbtq plus backlash black and bipod queer youth need year-round support they need black affirming intersectional curricula we need black affirming lgbtq plus parent education not token gestures from The District in order to redress rampant anti-blackness massaging homophobia and transphobia for these reasons safe passage intervention intervention programs are critical for our black

230girls and our black youth across sexuality because they have some of the highest rates of incarceration and if you truly want to be down and you truly want to be queer affirming you will abolish the police state regime on your campuses because to quote the black queer poet and Visionary Audrey Lord the Master's tools will never be used to dismantle the Master's house provide our students with the educational reparations that they so justly deserve thank you thank you for your time Jolie Flores are you here Yoli Flores okay Maisha Maisha Kiff are you on the line Maisha Kiff if you're on the line press star six to unmute yourself I see you there and you've unmuted yourself you have three minutes to speak once you begin okay can you hear me we sure can go

231ahead okay thank you uh this is Myesha Keith with the Los Angeles Urban League thank you for this opportunity to speak um I'm also a parent of children in the LAUSD and uh we support the sustainable literacy and numeracy intervention model this model will increase the number of students supporters as well as supporting high school students whom at this time are in the crisis in academic achievement change is needed right now and we feel that Dr Estrada and her team will be able to implement this model greatly um I'll be brief um because I know there's others uh wanting to speak but I just want to encourage uh the board and everyone to assist um all of the um organizations the parents and everyone who is assisting with closing that achievement Gap um that is

232mostly affecting um black brown indigenous and underserved students thank you thank you for your time let's see Eliana Cointreau are you here Eliana coin Drew come on not you have three minutes to speak when you begin hello good afternoon my name is Eliana cuandro good afternoon to all of these board members good afternoon Mr Carvalho it's nice to see you again my name is Elena quando I'm a student from La high and I am a member of students deserve I just moved here from Mexico City in January so this has given me the opportunity to see a lot of problems that they are going around in my school and I am here to talk to you about the awareness of the students and how to improve academic achievement for a bigger performance I think it

233is extremely necessary to ensure mental Wellness first on the students currently we do not have a school therapist in my school he has been missing for three months any young kid that is struggling is being transferred to the school counselors the school counselors they are only required to help us out with our academic future but they are unprepared to handle complex subjects such as anxiety or depression they are unprepared to to bring services not only a school therapist could bring us for me as a new student hearing this it was heartbreaking to know I am able to recognize their deep generational traumas that are walking through the hallways in my school where the kids they are not criminals they are not violent people they use the seats of society's neglection even if they are not

234capable or know well enough they need mental health support it is evident it is seen in the failing great city scene in the misbehaviors behave Behavior it is seen in the absences I know we will live in a right future for all of the people equally and we believe that minorities now can succeed but this is not possible until we are able to arrange and bring a solution for the Deep rooted problem which is providing mental health for students kids are only the Reflection of society's pressure and the world they are being forced to strive in is not getting any easier in my pre-counseling class I experienced this I had the opportunity to talk with one of my classmates he was very sad he looked in a lot of pain he did not want to

235participate but then after a few seconds he started opening up and I told him I was there to support him and if he needed anything he could count on me and I could see in his eyes how that changed him and how he started participating more after that he even went with a smile at the end of the class there I realized that kids they are never the problem they are not criminals they are not Rebels they are only a reflection of lacking Mental Health system and I think as a society we need to guide them through it we need to have more Mental Health Resources and we we need to be more active with them so how are we expected to thrive overlacking if we're lacking this guidance we need to apply pressure to

236the system and we need to put more money into adequate mental health support systems that we can count on and we needed now thank you very much okay going back to Yoli Flores I see you're on the line Yoli Flores I see you're on the line please press star six to unmute yourself and you'll have three minutes to speak once you begin thank you president Flores I'm president and CEO of families and schools and non-profit organization that serves low-income communities and communities of color our mission is to help families become more knowledgeable and confident advocates for their children's education and authentic partners with school I'm here to speak and support a superintendent carvalho's numeracy and literacy intervention model an effort to correct historical inequities in the early and upper grades that have impeded students from

237having the chance to succeed in school and in life as some of you know I spent most working to address our nation's literacy crisis the issue of literacy though is much more personal to me my father never had the opportunity to learn through me or learn math consequently he was stuck in low weight jobs all his life the Saving Grace is that hard labor jobs didn't require the skill of reading or math in his day this is what allowed him to work today this is hardly the case today if our kids don't have these skills it's practically game over perhaps more compelling on the reading practice my conversation a few years back with eight boys from Highland Park who dropped out of school in seventh grade when I asked the boys why they dropped out

238of school one young man replied ma'am do you know what it feels like when you can't read do you know what it feels like when you don't have a future so yes and we don't do something bold and courageous and at scale it is being over for the 70 of low-income black and brown says graders that are not meeting standards in Reading 75 not meeting standards in math and Order 65 of low-income black and brown 7th graders that are not meeting standards in reading and 82 percent not meeting standards in math so yes boldness is needed right now bonus to expand to more children in the early and upper grades boldness to make this intervention sustainable Wellness to bring families in as partners and boldness to lift this up as a high priority Equity issue

239board members the superintendent and his leadership team Dr Estrada and Dr Baez have brought to you a bold plan that builds on what is promising and making it even better and accessible for more students especially those who have been historically marginalized we must not limit these students access to two fundamental rights the right to read and to be proficient in math LAUSD is on track to do the right thing this is the opportunity to fulfill Our obligation to ensure all students across all grades not just the lucky few are on track for success in school and in life thank you for your consideration thank you for your time Mr Juan Jose mangandi come on up you have three minutes to speak once you begin I believe Mr mangandi is going to speak in Spanish so

240if you want to hear what he's saying contemporaneously with his speech throw these on and you will hear what he's saying just give us one moment Mr mung Gandhi thank you okay my name is and first I want to congratulate the first African-Americans that are minority of students here have a pushed for an agenda to change a historic narrative that has been unjust and I have applauded that the only thing that I always say is that I always see a group of privileged people not the ones that I meet with at South Central the people that have great social emotion social economic problems and they have a lot of students that have left school a lot of students that are not having a future and it's good those that can Finance the unions or organ

241City can Finance number two that I think is very important here in 2012 I got the chance to travel with the lgbtq people it was 28 we started a trip from Arizona which was for migratory uh reform and it was called no paper no fears and we faced uh discrimination and hate but the issue here is that when walking and in the entire space here I noticed that those that sometimes support us and it was just Hypocrites and they were taking advantage of our own weaknesses and at the end there was no immigration reform and then with Obama came and we still were disappointed I saw so many parents cried and again I'm here again with the lgbtq group and I have that relationship with them and I've spoken to them and I say what

242do you think about this and they tell me there's something that is happening and it's dangerous our community cannot take to a confrontation with other communities but if the community is not well informed and does not understand why we have this agenda and how we can share the same pain of abuse discrimination and bullying that is not what is being said but on the other hand too we know and this is very important that there is an agenda that is against those that are the poor especially those are Latinos that are thousand and Pico and the West in the East and this is not being worked on because we're always gentrifying and giving the resources to those that have more possibilities in taking over resources for those with less possibilities and that's the point today

243primary promise utla in a manipulative way and I say maybe a manipulator took away many of the good teachers to take them to this program and we had substitute and that's why the schools regressed in their academic achievement and with those same substitutes that now are in the educational system now they want to bring them that to ending this process you know what's happening again you are playing the chairperson spoke about what has been the results of the famous primary process Province it's just another political play and another play from utility to have new members to have more money and not improve education I want to say that we need to start to think truly think about those that are truly affected and not do this kind of manipulative political games that they lie and

244have no results for the students thank you so much Jenna Schwartz come on up you have three minutes to speak when should begin okay great thank you so much um Matisse Anderson Matisse Anderson if you're out there please come on up you have three minutes to speak when you begin [Applause] hello School Board it's good to see you again my name is Matisse Anderson I'm a core member at students deserve and I'm here once again to advocate for the safe passage program the area around my house has gotten less and less safe for students and it's more and more of a time where we need safe Passage many students wouldn't even feel comfortable saying anything to a school police officer if they saw something a lot of us are afraid of being victimized and we

245have to wonder if we do tell the police about something will I get shot or will one of our friends get shot who look like us solely because of how we look rather than the actual culprit now many people have also argued that you don't know if any community members in safe Passage would be like a good person you don't know if there will be moral but we do a thorough background check on these people and also it's definitely more safe for us than a stranger who is armed taking care of us and so all I ask today is not any impossible feat I just ask that you be on the right side of history and make sure that all students can feel safe in schools I yield the rest of my time um hello

246my name is Donna I'm an 11th grader at RFK UCLA Community Schools I'm a leader in students deserve and I want to share why you need to fully cut the school police budget this spring and put that money towards safe passage because that actually helps the students of LAUSD instead of harming them I go to a school where all of this all of the staff are members of the community we have little to no police on our campus our staff aides handle problems in which a police which would use police however in our school the staff aides handle problems a thousand times better than a police could ever or whatever I emphasize passing safe passage and having community members take care of students the staff at school have been there since I was in kindergarten

247I know all of them and I'm familiar with them I know each staff member at my school has children or had children who all went to the same school as me so they understand the importance of keeping students safe as a rising senior in my k-12th grade school I have a responsibility to keep all grades younger than me safe and the way the school board can help is by cutting all school police budget and passing safe passage resolution thank you thank you for your time that concludes general public comment for your comments we appreciate them and we are always happy to hear from you uh now we're going to go back uh Dr Baez and Company to uh having questions and comments from board members regarding uh the superintendent's report on evidence-based intervention so for

248those of you who are keeping track following that we will then go to hearing a public comment on the items that are on the consent calendar and have a vote on the consent calendar followed by the remaining reports of the superintendent all right all right questions or comments uh for Dr Baez or others uh Mr schmerelson you're first thank you and I'll ask a few and then I'll give up my time and have someone else and then we'll go stick around okay so Francis if you could answer this or if the budget people can answer this we'll see they're behind you just so you know um how uh will the new model be paid for yes I do welcome them to come up and respond to that question I figured that I have the funding

249source but I want them to be accurate thank you thank you Francis um it'll be paid out of Esther funds next year and we also have a state restricted grant that is uh known as the reading Specialists and the literacy coaches Grant those are State restricted funds okay and part two how will we sustain the program in the long run um I'll take that okay for the Long Haul as I said a couple times earlier a board members merlson it will be a partnership between general fund once Esther fund Sunset Beyond September 2024 would be general fund and then the more stable uh entitlement programs such as Title One title III idea is appropriate based on the pro rata share of representation of those students one of the things we've detected in this school system

250not just recently but for a number of years we never have money for anything however the carryovers at school sites specific the general fund as well as Title One often exceed 20 percent of the appropriation so when we talk about a partnership we're talking about a categorical allocation of some School site funds to support the Intervention Program okay thank you thank you um this is for you Francis and I guess for Carla also how will we ensure that small group instruction is really happening with fidelity and the focus will not just be on coaching teachers yeah so I just want to clarify that the interventionists will be working with students they're not coaches they're going to be working with students and the way that we're going to monitor and support small group instruction is as

251we have mentioned earlier that principals would also receive professional development in the summer on observation and feedback and support to the teachers they're going to know have the look for us for small group instruction and then they're going to implement that do an observation and feedback we use our informal observation Tool uh in our that's a digital tool that where we can collect the data and see when we're going in to intentionally to look for small group instruction if it's not happening we're able to capture that data and then go back and support teachers and help them to to get to that point through modeling and so on gotcha thank you so um this is something that I was working on with Orton Gillingham now well the ongoing professional development for interventionists be suggested or

252mandatory and then who will ensure that all staff are properly trained I think that was a bit of a problem last time insisting that everybody be trained yeah I want to preface that by this is an opportunity for us to have a tighter Reporting System both in understanding the minutes or the dose doses that we're offering our students when it comes to small group instruction because that has not been a strength so that's an opportunity for us to grow the other one is to ensure that we use mypln when teachers are registering for the intervention so then we can clearly see these interventionists attended the workshops or the sessions but the ones that did not then we need to offer them makeups but that's how we will know who has not gotten the training and

253who has received the training through use of my pln which has not been consistently done okay really have to be strict on that yes okay I'm almost finished Jackie almost finished okay well I don't want you to get mad okay that was earlier okay uh uh Francis can you tell us more about uh the basis on which you're determining priority schools how do you determine what's the priorities priority schools is based on the dynamic indicator basic early literacy skills Dibbles screening uh results uh espec assessment results the Casp uh attendance um also looking at the socioeconomic status of the of the community so all of those would comprise that student need Equity index so we're looking at the students who have that who are in the highest need areas that's how we are prioritizing the

254resources okay and last last question how will students in need intervention be served in a non-priority school that's that's my yeah so and I know that you'll know this you know you have historical knowledge of this district and before we had funds we had an intervention program I mentioned earlier it was either after school or Saturday school it was always some form of intervention those schools still also have an opportunity to receive high-dose tutoring or in face-to-face tutoring if you don't have primary promise so there are many different models and different menu options and we are in the process of developing or finalizing the evidence-based intervention bulletin to guide schools with a variety of resources that are available to them okay I just want to make sure that board District 3 gets its fair share

255of those students who are needing this intervention okay that's it thank you Jackie thank you um thanks for the presentation and and the acknowledgment from the team that some folks I think are experiencing some Whiplash about primary promise you know granted there have been a few different administrations um but data and pronouncements from this District that it's the greatest thing since sliced bread and then that it doesn't work and then it does work and that's why it's not changing and then it is changing so I I you know I just want to acknowledge that and I think this is helpful um in understanding where we're trying to go with with funding with support for students I guess for right now might only have a few I only have a few questions but one I guess

256is on slide 34 if we want to pull it up I want yeah I just want to make sure we're comparing Apples to Apples because part of this and it's true as I said earlier on the budget side with path to recovery and Esser funds but when we are talking about positions and students served so as you pull up slide 34 it's looking at primary promise versus the new intervention model but it seems a little incomplete because we're talking about centrally funded positions on one side of the slide but all positions on the other and so I'm curious if you could help us understand to for to have that Apples to Apples comparison um but I'll wait for the slide to go I'll go over the first step and then Francis and the team can

257jump in and you're looking at slide number 34 you said right so on the left there it's essentially funding positions and on the right it's all positions including school-based funding which doesn't seem like the most fair comparison yeah so it was not our intent to to compare because we are evolving we're going from a model that served a limited number of schools and an even more limited number of students in those schools arrive that Based on pre-pandemic data profile the identification of schools pre-pandemic data profile but then the identification of the students was using pandemic data using particularly doubles so the reason why we don't dwell on the central to Central is because as I said earlier two elements number one it's going to be a partnership uh but I can tell you that about

258half the number of students of schools currently receiving primary promise teachers will continue to have them going into next year so we're decreasing the Reliance on gen on Esser by 50 going to next year that does not mean that we're abandoning those schools no we're shifting now to the partnership of local and uh Central funded positions one of the reasons is board member Melvin is that as part of our research we were able to ascertain that a lot of schools are already funding interventionists literacy interventions numeracy interventions so to us rather than simply counting centrally funded possessions why not conduct the true assessment of all interventions that are currently in the district step two put them all through the science of reading intense training during the summer which is our goal so the same type

259of approach that teachers have relied on on primary promise that body of knowledge that only a few possess will now be known by all including those prime those interventions that currently are at schools already bought by their principles and then we will help other schools that will qualify under the different tiers with the necessary funding and as I said going to next year and this will be more evident in in subsequent conversations twenty percent of our Title One funding is year after year unspent we plan to categorize part of that funding and centrally not Esser but centrally categorized title one for the use of the schools at the local level that is why speaking of a purely Apples to Apples comparison which by the way is a question that's been asked by a member of

260the media obsessed with with that element we're not going to be that rigid the schools at the school site there should be an agnostic approach as to the funding behind the intervention the question is will all these schools have an equally trained qualified interventionist and the support systems that they will need I understand the theory behind it and I'm not disputing it I'm just curious for our comparison and for the publics so 22 23 we had 283 centrally funded and the increase to 449 like the you know 166 positions are we to expect uh let me ask you another way I'd like to know how many of those are Central and how many are school-based even if the the rationale is sound I just would like to know that increase for the 449 that consists

261of the 168 centrally funded and 281 School funded and the difference here the reason why you have the left-hand side of superintendents that is these do not include the interventionists that had been purchased by the schools so we they were not part of a professional development approach or coherence right with the 449 that will they will be included in that so 281 school-based School funded School funded in 168 so kind of inversion and then so are those people so for the two like the 283 people like the actual people in 2223 who schools we're looking at schools sorry a number of schools so 283 school bus okay got it and then on the next page on the next slide and this supports I think the superintendent's point about just the numbers that 60 247 well

262two things one again I think that that's just um primary promise schools and doesn't um uh acknowledge an intervention in other schools I understand why because of this cohesion but the 60 247 students were not all being served by primary promised teachers it's a small percentage what is that number so out of the that's the student enrollment at participating schools what is the students served by primary promise last year the number or the average if I may also she's identifying one of the things that we found and it's been one of the things that we've been working with as an improvement area is tracking the students who actually were served through primary promise as well has been since year one a bit of a transition and we can have our Oda team help us on

263some of that as well clarifying some of that but we have been able to see that year one some of this was tracked paper pencil on a spreadsheet just because we didn't have the mechanisms to track students through mices moving forward into year two we've been able to see a greater tracking so we've been improving it's an area where we've seen the need because of the fact that also through intervention some students go in and then they're going to come out of it and so how do we track students moving forward is also the Something That We're solving through the new intervention model and and we have up to 22 450 students that have that have been reached again not acknowledging that rotation the students coming in and out and needing to really include that

264in my sis what were the number of weeks or number of sessions with the interventionist and then exiting we need to create a system where it's more easily reported so we understand cumulative how many we've supported yeah because I've seen it reported as 13 000 students served twenty two thousand four fifty but I will say I mean and this I think is in support of the new vision but in that next column 275 000 plus students served by this intervention if I'm understanding your tiers correctly 80 of the students are getting the tier one just good teaching but 20 is are getting more uh intense intervention and twenty percent of that is you know 55 000 students and so I think it is like so even you know 20 it's double the number of students

265getting some sort of intensive intervention if I'm understanding density frequency you've got the second dose the third dose and in those schools even the prayer the schools that that we that are centrally funded even those schools decided to purchase their own to get additional services so this is just the number of school number of schools and looking at um the number of students that we could possibly reach now you mentioned the number of 13 407 that's the minimum the maximum would be two thousand twenty two thousand four hundred and fifty I give you a range again because our reporting has not been as good yeah and I think too so in the new model we have even if it's 20 that's 55 000 students but again that First Column is just the primary promise schools

266and it's not taking into account school-based intervention and so it's just again it's hard for this I think people are trying to compare the last the last question I have is for this round is I I do think it's difficult understanding the funding stream I do think it's difficult to say that we have an assessment out there of a program but we cannot wait for the results of the assessment we got to move quickly because we in this board in particular have been very clear about program analysis and evaluation and looking for results and so I'm I'm curious and at a future meeting would like some accountability like who authorized a study that wasn't going to be completed until we were going to have to make a decision because the board's expectation whether or not

267we support it or not was not that we're going to have a study like a bridge to nowhere a study that then we just say so you know as we're saying here and publicly that we can't wait first I mean you know that's like putting kids in saying we can't wait for your test results to come back we just got to move quickly it's just it just doesn't really pass the smell test and so if it's a funding thing if we're saying that yes we acknowledge that it's odd that we're not waiting for the results of a program analysis but we cannot wait because the funding is running out then I think we need to be very clear that this is a funding based uh decision not just an academic one and I think that

268that people are just fair to acknowledge that tension and say well what's the point of these and I think it diminishes our credibility a little bit especially given that the district itself said this program was working at least for a small subset of students I think it's all the factors that have been involved as we've talked about the vacancies that that were imposed on the highest need schools knowing that there hasn't been an adequate reporting of the times the students have received intervention and we don't know who has cycled out of the interventions and then of course then there is a funding need so we know we need to improve the model by creating that the tighter reporting system so that we can adequately see what worked and then the number of minutes it took

269for a student to improve and we're using research to to improve that practice but to your point about coming back and we'll be happy to come back and to share the results that we that that the program produced but board member I I want to chime in it's not an either or it's not either we're doing this because the budgetary constraints or because it makes more academic sense it's a both end I think we've been very clear that that's how I began a conversation today and that's where I've been saying all along anytime I have a chance to say it is that of course an intervention that relies on a highly skilled interventionist assigned a handful of students is going to pay off we know that that's been well documented and studied the question is

270number one can you sustain the model that model as it stands considering the funding constraints and the sun setting of the totality of the funding behind that model consideration number one consideration number two is can you scale up meaning more students even those same grade levels thirdly can you scale up to other grade levels fourthly can you in addition to literacy incorporate numeracy and that's where the model as we have it currently breaks down it works to the extent you have the funding to maintain the Integrity of one to four or five or six when you scale it up to all students who are tiered with the same need you don't have an answer for it the intervention model that's being Advanced is one is Francis zably said that tier students no matter what based

271on the model funded the partnership of Local School site funds centrally General funded possessions in addition to categorical Title One funding we will double the number of students under that very intensive four to six to one interventionists that alone will double but in addition to that we will scale up to the additional grade levels as well as the the numeracy component which is critically important that is one of our lowest points of performance is numeracy as opposed to reading even though we believe that establishing a strong reading foundational skill set will improve all other subject areas thank you it's Franklin hearing me I am it says I'm unable to start my video though so maybe well we'll just we'll we'll listen to you then I guess okay thank you um I just wanted to ask

272if you could clarify the interventionist roles for math if there are going to be any because the slides it doesn't look like they're interventionists for either Elementary or secondary math and then how we started to hire for any of these so um both of those things so the question on the interventionists in math we will have an interventionist in math in the high need schools when we get into middle school or not but this is the reason why because the math the teaching Math teachers are is a is a shortage field so we don't want to take a math teacher out of a classroom and create an interventionist and then we're not able to fill that position so going back to that same rationale where we want to ensure that we have teachers in the

273classroom before pulling them out and create interventionists same is true for math so we are investing in professional development and math to support our teachers but the in elementary school we do have two one in literacy and one in numeracy um what was your second question if we've started to hire for them yet yeah so the hiring has taken place it's a combination of the region offices at schools and also the district offices have supported with higher with um interviewing and going through the selection process thank you uh Miss Gomez thank you um I appreciate the presentation and the opportunity to learn additional details about the model both with the board but also publicly and certainly you know I I hear the need urgently for additional support at all grade levels especially post pandemic I

274was a middle school teacher I definitely recall seeing sixth and seventh graders in my classroom who who struggled with reading were behind grade level or couldn't read at all so um I think that that's all really valid um you know while a change may be needed I have definitely seen the positive impact of primary problems at schools in my district and never before have I seen schools so passionate to show me um their intervention efforts and the results from that in particular I have seen the work firsthand just in the last month and a half I saw a number of schools in previous school years but Lassen Elementary Vista Del Valle dual Language Academy Canterbury Elementary School and Osceola Elementary School and at Osceola just last week I have to shout them out because I

275witnessed an impressive collaboration data data dialogue conversation between the primary promise team and the first grade teaching team who they had worked together to grow their capacity in following the science of reading and saw improvements in terms of the number of students who were on grade level um so I just this is obviously a significant investment and and I think it's worth taking a close look and and asking details and and some times challenging questions to really make sure that it is the right one um so a few for me and I'm happy to Ms Goldberg feel free to cut me off there I have a number of them so if I need to stop at some point you let me know and I can go for round two um Dr Baez I think you

276touched on a little bit the role of the interventionist but could you specifically just share um what they will be doing throughout the school day and what their proportion of work time will be between working with other Educators and working directly with students yeah so their role primarily is going to be to work with students to work in small groups uh that's going to be the main function they should have a caseload of about 30 to 50 students and that's going to be the main the main function they would be collaborating with teachers when teachers are available so Bank time Tuesdays or when there's a substitute day a professional development time that the school provides we will also provide the action seminars that have been provided the past couple years again the action seminars go

277back to 2000s those are they were not initiated in 2020. so bringing back those action seminars that have been successful in our district and literacy and numeracy that include the instructional leadership team thank you I wanted to also ask about the AIDS I know that from the schools that I have spoken to a large component of the success based on what they've shared is the instructional aides who are part of the primary promise program how well they've been trained and how that helps support a low student-to-teacher ratio in the program can you speak to whether instructional AIDS will be part of this program if not why not they are part of the instructional program so they will be part of the elementary it won't be for the middle and the high schools but they or

278for all of the schools that have um purchased the interventionists but they are also part of our of our model is it possible to get firm numbers on the number of instructional AIDs that we would expect and how they would be allocated yes we might have some of the information now and we can provide the rest of it but maybe Carla good or budget could come up to speak to that piece please should I go for more well we I oh she's coming okay good afternoon hi uh yes of course we can get you some numbers and we'll get those we are actually in the process of doing all the reassignments that are necessary and we plan to send out any reassignment notices I'm starting tomorrow and so we should have some firm numbers for

279you in the next day or two thank you I appreciate that um to follow up on some questions that Mr melboyin raised I think one of the primary issues that have been raised about primary promise is the ongoing costs and the need for sustainability which I certainly think is important can you share the cost comparison of primary promise this year versus what we expect the interventionist model to cut to cost in the upcoming 23-24 school year so when we fund all of the elementary schools that could reach up to 192 million dollars the total budget in 2223 when it's centrally funded comes to 134 million dollars and that includes positions PD and instructional materials the total projection of expenditure expenditures for the upcoming year is 103.5 million again that also includes a teacher PD materials

280and the positions is that just the centrally funded cost the 103.5 million or does that is that all in including the school budget no that's just essentially funded okay it would be helpful if if the full cost could be provided it's okay if you don't have it right now I'm happy to receive that later and then just so I understand the difference between the 192 million dollar year dollar figure that has been referenced and the 130 something that you shared what's the reason for that difference so the 192 would be if we were to scale that with every single elementary school if we funded that for every single Elementary that would be 192 million but but in 22 23 as you saw in the numbers earlier we did not fund all of the schools right

281this is this is what it um what it looks like for 2223 um thank you and then can you also provide the number of ftes currently funded as part of primary promise versus the anticipated ftes we would need through the new interventionist model yes I'm going to ask Nero to come and respond to that one please So currently we have 530 interventionists funded uh centrally and 596 centrally funded instructional aides so that's current under primary promise what about anticipated for 23-24 and this new model right so 2324 we funded 239 position interventionist positions and 216 instructional Aid positions and those are just the centrally funded portion they don't include the school purchases right if we are to add board member uh if we are to add the school fund of the interventions and I do

282have it in front of me then you add an additional 521 positions as compared to 442 currently funded School funded interventionists so the grand total the grand total would be for next year around 760 possessions as a partnership between central funding as well as School site funding the vast majority of the school funded interventionists are already in place meaning the principals have already made decisions to purchase those possessions we're adding about 80 or so which as I said earlier we believe we can sustain with Title One funding without burdening the schools thank you for providing those numbers and I appreciate the the summary and the explanation on funding as well I have about six more questions Ms Goldberg would you like me to hold on those until the next round ask yet Mr shin okay

283all right go ahead Kelly great um so at earlier grade levels what supports will be provided to schools that are not receiving a centrally funded interventionist and let's assume also that they're not funding their own interventionists using their school budget yeah so the expanded learning opportunity program has been um you know the the Cornerstone so we have provided schools funding uh to provide that Extended Learning after school uh during vacation times during breaks summer program uh winter Bridge so the dollars are there many schools had their locally designed intervention programs you've heard me provide updates on tutoring you've seen the high-dose tutoring face-to-face tutoring or locally designed is exactly that is that schools create their own program and plan depending on the needs of their schools and then they assign the teachers the students and

284they have a number of weeks where they conduct instruction and then assess student progress at that point so that has been the approach that we have been using when they don't have a primary promise teacher assigned to them just to clarify it seemed it seems as though one of the rationales for for this new approach is a system-wide approach to intervention that's based on on the evidence and the research how will that then penetrate schools that that aren't receiving these interventionists and that are running their own locally designed programs so we support them in those efforts to ensure that they are aligned to the research absolutely and that starts with that summer professional development because we need everyone to have a common understanding of how we do the groupings whether it's in the classroom or

285whether it's after school or in locally designed and then just progress monitoring so that will be at scale and it will be done with more intensity and more frequency with our region offices with the region support and those that are closest to the school to Monitor to Monitor the implementation of the intervention programs if I'm aim is going as to board member going is what you're bringing up is an important part of ensuring that we're using these one-time dollars also to invest at a larger scale scale on all of our staff and resources that we have at our school sites one of the things that we as we've been doing our research is we've also been finding that there's a lot of other positions that are being funded and paid for by our schools so

286we want to make sure that whether it's a coach a coordinator that those types of individuals are receiving specialized training to maximize their capacity and support at the school level so to your question I think it's really important to emphasize exactly what you're pointing to that we must invest in the foundation especially of the staff that we have at our school site and that's an important part of the next phase of this work thanks Dr Estrada that's helpful um The District's goal on literacy which emerged from the board's goals establishes the goal of moving third grade students 30 points closer to proficiency on the S back um and it was an intentional focus on the early grades that emanated from the the board's decision to set a goal around third grade recognizing the importance of

287proficiency in reading by third grade so I'm wondering how this approach fits into the strategy of investing in early Learners and ensuring that students are proficient readers by third grade yeah that commitment continues that's not going to go away the early literacy initiative continues because we know that that's the fundamental students learn to read at the early grades and they read to learn in the upper grades but we understand that there's been an impact given the pandemic in the neediest communities where students have left third grade and they're an upper grade and they don't have those foundational reading skills so we need to do both a good good first instruction and an early literacy plan bound balanced with an intervention program to address the needs of the students that didn't get the fundamental reading that

288was required in the earlier grade so the commitment is still there the work will continue when it comes to early literacy and ensuring that our teachers have the the best supports um will be also incorporating the model that we had before with the academy time and as well as the the interventionists working very closely with those grades also know that in the early stages of primary promise there was a concentration of first grade for a period of time and then it in you know it was added second grade was added and then third but we had not we did not start strong with the Kinder third it was mostly in the first grade you could see pockets of k-3 but mostly in the first grade and so we are looking towards scaling that up to

289ensure it happens at every grade level Kinder for second and third through our early literacy program monitoring the Dibbles data because in third grade is when uh we'll when students take the S back this year we'll see the results sometime in the fall but it won't really reflect whether a student who participated in primary promise it will reflect the results in the S back but we're not very clear about that again because the reporting wasn't as clear as to the participants and the number of minutes that the students participated in in tutoring with the primary promise teacher Dr Bryce can you speak also to the family literacy aspect which I think is an important strategy that we just kicked off uh for early literacy absolutely so the there has there's been successful approaches to engaging

290parents one that combines the teacher the parent and the student an example is a springboard for example uh we piloted that at certain schools and the teacher the and the parent work together with the children for a number of weeks and that's how the Parent-Teacher relationship became became stronger homeschool connection and the parents understood the the use of the strategies that the teacher uses at home at school and how to bring those to the home and that's what we plan to scale up with supports from outside organizations some professionals who can and our Pace office and the talent within the district that can be super intentional about the way we help our parents at home to connect to help them with literacy uh achievement at home so an example of that would be using our

291community Representatives or using the parent Liaisons at the school ensuring that the workshops are happening at the school site and that we're scaling up so that there is capacity building and parents walk away understanding a list of ways that they can help at home to reinforce the learning which is an aspect that really has not been very strong I I definitely agree I'm excited about the the family engagement component and certainly there should be alignment with the way that we're preparing teachers to teach and how we're teaching students and how we support families and supporting their their children's learning um and I hear what you're saying Dr Dr Baez about all of the different elements that help support literacy in the early grades I just I think it's challenging um for this not to appear

292like less of a focus and less of an investment in in readers in the primary grades and you know obviously dollars are limited maybe there was a decision made that there was no other way to address um our older Learners our our struggling readers in middle and high school um but I I worry about this cycle of remediation that we often get it I believe in in the school district and not setting a strong enough foundation district-wide for for students to to be proficient readers yeah and like I mentioned earlier the Pyramid of of intervention that we currently have is shows that most of our students are there in tier two and three and we need to work hard so that tier one is solid so 80 of our students are at grade level that's

293the goal that's the way in which we're going to be leading and instruction in our district and in the next moving forward but also in terms of early and early literacy our commitment is to those District goals district and board adopted goals so ensuring that students read by third grade Contin will continue to be a priority it's one of our board goals so we'll continue to invest but we also need to balance that with uh supports in middle and high school as well okay I'm just three and a half more questions for me um to the point of secondary schools I think in the various materials I've seen references to interventionists being deployed to high schools and middle schools some also only reference middle schools could you clarify if we're funding interventionists k through eight

294or K through 12 and then also what's the proportion so how many would we expect we're going to Elementary how many to Middle how many die so the centrally defunded model does go to eighth grade so it'll include middle school but the school funded position now it takes us to up to 12th grade because high schools have purchased the interventionists this is where we're trying to close that Gap so that we provide the professional development to the high school intervention is where it had not happened before and the centrally funded positions will be at middle schools that's where we'll be investing in the corrective reading and the Achieve 3000 and ensuring that those teachers have training in the summer to start strong and then at middle schools that decided to buy an interventionist that were

295not centrally funded those will also be included in our intervention model but your question about which way are we going I heard it was middle school and then it's High School the reason is because we are essentially funding up to middle school but because high schools are also funding their own this is a school funded approach that's why it's a K-12 approach um and I don't have the numbers in front of me and I can provide those to you after I can provide the numbers okay yeah in elementary we'll have 309 Middle School 57 high school 56 and then spend 27. thank you um you know and you covered some of this but we do have existing intervention programs at the secondary school level so my question is will those existing approaches continue will they

296be subsumed by this approach any Clarity you can provide no those will continue so we've had um the use of credit recovery Ingenuity winter plus all of those different approaches will those will continue um this summer will be with students who take periods one and two uh to improve their grade so those interventions will continue but this is going to really help the students who don't have those foundational reading skills that's why building capacity in a high school intervention intervention is to understand Orton Gillingham and the science of reading that's going to be groundbreaking because that's not happened before we don't have teachers at the high school level who have that level of training but there are students who don't have those literacy skills maybe they are international students who've just arrived or there could

297be a variety of reasons students who do don't have an IEP you have other supports but who are having some challenges with reading need a very focused approach to help them to help them catch up and break the code thank you last question I have for me I know you mentioned that hiring has has begun for these positions can you share how many of the interventionist positions have been filled and then also the rationale for why restart the hiring process rather than recognize the interventionists who are currently serving in that role I'll invite the HR team to come up but I know that the hiring is continuing and the selections continue but our HR team will respond to that question good afternoon to answer your first question the reason that we are having a rehiring

298process is that we have no system in place for releasing these folks in other words we have no seniority based system so what we have done though is in the interview process the people that have our existing primary promise their inner their application process is very streamlined in other words you just have to upload their interest and so they're having a small interview because we acknowledge the resources in the time that we have put forth in their training but we also want to give the opportunity to new people if they're interested in doing some of this work because we have many many teachers in the district that have background and literacy so that's why we went for that particular route at this point we are looking very good we're looking very solid and it's very

299helpful for us for other Staffing to already know that these teachers are going to be in these positions which has helped us to backfill those classroom positions thank you very much we'll miss you Liliana um that's it for me thank you Mr shmurlsen did you have more okay Mr shin thank you and thank you Dr bias for your presentation I think I was in the same camp as Mr Melvin a little bit ping-ponging back and forth and um it seems like there's a dearth of accurate data and then you know the pandemic disrupted a lot of stuff so to be entirely candid with you I'm pretty confused um about the whole program and everything so your presentation answered a lot of questions but it also prompted a couple more so I wanted to ask um

300for the multi-tiered systems of support on slide eight I don't remember the numbers off the top of my head I might be confusing District numbers and state and Country but I think it's something like 60 percent of students are not meeting literacy standards and then 70 are not meeting new Mercy standards so I'm wondering if we're trying to have a baseline tier one and then shrink that to a smaller group of tier 2 and tier three if a majority of students are not meeting Baseline standards how are we going to have I guess like a pyramid that's bigger on the bottom yeah and it goes back to acceleration and ensuring that our students do get frequency and intensity of of um of instruction intervention getting that first scoop the second scoop the third scoop and

301I had mentioned before 50 hours and then I mentioned Saturday school and I mentioned so it's a lot of of schooling that students are have to go through in order for us to take our entire system to get to 80 but if we can get as close as possible you know that would be that would be the goal okay so starting next year um I guess I think I'm oversimplifying it a little bit but I guess what's sort of the cutoff for you to be put into uh tier two systems of supports like is it one grade behind yeah so what's really helpful is um with either diagnostic assessment or screeners they offer the cutoffs so there are cut off scores and right now for example Dibbles offers a cutoff score so you've got the

302above Benchmark The Benchmark well below Benchmark and and so on So based on those uh that's how we group our students uh so we'll they're either color coded in some form or fashion but teachers and group teachers in their classroom teachers or grade level they will then look at the students and that's where that mixing occurs and creating or forming homogeneous groupings but the way we determine the intervention and who qualifies for tier two is based on either the screener or diagnostic assessment that the student takes the one we'll have very soon from curriculum Associates does just that they assess then it groups the students for you and then it provides you the lessons as well that are appropriate for the student or computer adaptive lessons that students could do independently okay so if a

303student is in tier two is there a way for us to say they're this many grade levels behind and they're being put in tier two or is it it does the curriculum Associates does provide that it tells us the levels that they are the grade levels um that they are below or above uh and so that is offered that is a report that's offered that we haven't had well some of the systems that we've used is that uh when when students go through the Dibbles assessment or screener Lexile levels are assigned to the students and so in certain schools teachers are familiar with the Lexile levels say starting with 117 going to over 700 170 would be a student who is just barely decoding can read very few words and up to the highest level

304and so regardless of the age level of the student that is that's the that's the Lexile level and that's how we try to provide students the most personalized learning okay so to sort students into tiers is it something like a percentile system like the bottom you know X percentile tier three the bottom y percent Tower tier two or is it just everybody below a certain cutoff is this tier it's it's a cut off it would be a cut off and the cutoff is and the the number of students will be different in different schools because believe it or not this pyramid does exist in some schools some schools do have this this configuration where 80 is a grade level or close to 80 are grade level it is possible it's just that we need to

305um bring that up to scale okay um and then for the professional development days over the summer I know this isn't a perfect Apples to Apples analogy but when we were talking as a board um related to acceleration days and we had those discussions about PD over the summer and then the instruction or the PD over the summer was intended to support teachers in identifying and assisting students over acceleration days and that original plan was sort of disrupted for these PD days over the summer do you see buy-in from most of the teachers and that this is something that will be followed through yes so we have definitely been reaching out to them intentionally to give them information so that they can sign up for uh for the uh summer professional development uh we have

306the numbers at this point but we you know we're asking them to sign up on my pln and providing some personalized Outreach we are seeing a registration um really ramp up especially before teachers leave on vacation uh if they don't attend those professional development days the the material the content will be offered during the school year because we want to make sure that everyone has the same information and that there's a baseline in terms of the strategies that work in schools that we want every single teacher to have okay and then I know that the board shares the superintendents and your priority about making sure that every student every classroom has a certificated teacher so the priority is going to filling classroom vacancies once those vacancies are filled are there still leftover I guess literacy

307coaches right now who are going to become interventionists and I guess is there a proportion or a number or something of the positions who are currently funded by primary promise how many of them will become interventionists under the new model I don't have that data I'm wondering if HR or HR Partners have that data I don't have that yet but we can bring it to you okay I just know that um you know from students who've worked with their primary promise coaches you know there's a lot of specialized training that goes into it and seems like it would be prudent to have that knowledge preserved yeah what I can tell you is that as regions go through the selection process that is definitely a criteria for teachers to have background and have the training and

308even a micro credential because you know that that's been part of our initiative as well they have a micro credential absolutely we want them to be in our classroom so that would be a criteria that would allow them to be highly eligible for those positions okay thank you and I just want to end on a pause positive note by saying I think the part of this new program that I really like was the is the expansion Beyond primary support because I I noticed um you know in elementary school a lot of the reading instruction is related to phonics and things like that and then if you lack those foundational skills because literacy instruction is you know cumulative you get left behind in middle school when they're focused on you know reading comprehension and Analysis and

309those sorts of things and I see it now in high school you know I have friends in my school and at other schools who are reading you know right now at Middle School levels and so when we're focusing on you know reading more advanced literature things like that it seems like a lot of those students are really being left behind so I like the the idea of expanding supports and people with you know knowledge and teaching foundational literacy skills to the higher levels so thank you for that thank you board member yeah I I know we'll wrap this up in a second I think I I also appreciate the expansion you know as a former Middle School teacher I saw a lot of kids almost all of my students coming in Far Below basic and

310around the second grade level I think one of the challenges that I'm hearing too in some of the advocacy around this is that primary promise the primary is around the early literacy and that was a board goal as Ms Gomez was saying and this is an expansion I don't think we've seen to keep using that Apples to Apples idea but I don't think we've seen a grade level breakdown of primary promise in this intervention model I know we have schools and demographics but it could be helpful at a follow-up to look at students served okay first grade second grade third grade you know I don't have an agenda in mind it would just be helpful to tell people yes this is still primarily a early literacy project or no and then help us think about

311well then how are we going to bolster early literacy in other ways part of that is the TK expansion which I know we have in a few the last thing I'll say which is just a suggestion superintendent um a lot of this comes down to reducing that class size and the smaller group instruction and the one-on-one or seven on one and a more cost effective way to do that is instructionally it's ta and Tas and you know there are I think you said I wrote it down somewhere but um only um 216 teachers assistants or Tas funded through this program I know a lot of schools that are able to raise funds you spend them on Tas because they're cost effective and they do a lot of that and so and I've suggested before and

312I know that we have some advocacy both locally and in Sacramento around making it easier to hire and retain and place these positions but it could be interesting looking at a strategy around you know whether you call it intervention a private promise to Tas like other centrally funded opportunities to get Tas in the class because that's just a huge I mean I never had a TA as a teacher it would have been so helpful and a lot of this just comes down to doing that as opposed to pulling teachers because I definitely saw that I only had a couple primary primary schools but the domino effect where you pulled and then we had vacancies I saw that for sure so if you could just Infuse and maybe you know think about 216 essentially funded Tas

313you know we had 400 right does that get a lot of the aims that were and just to let you know one of the challenges the school schools faced this last year is they had the funding they opened the lines but they couldn't hire those positions so what we advise was instead of Tas because they have to be in college go to the instructional AIDS so we have instructional AIDS in this reading model yeah and that's fine but I know there's a difference in terms of salary and also flexibility and so I'll just say again you know for the umpteen time publicly I'd love us to Advocate whether that's locally with our unions or in Sacramento with the Ed code around the flexibility of the higher Tas because we want to encourage a lot of

314those Tas to go on a teacher pipeline but we don't necessarily want to mandate it if there are a lot of retirees or you know parents who want that that position thank you anybody else okay I just have a few and because most of my questions have been answered um you know me my concern is not so much the ones this far from standard which I think this intervention is going to do a lot for a lot for my interest is the distance from from standard how do you see this expansion and evolution of primary promise dealing with the ones that are not close to being at standard yes and I know we've had conversation about this and if we take the Middle School in particular because that is a new approach that that we're

315going to implement it will be for example corrective reading reader and then the Achieve 3000 with a small group of students with the interventionist and the goal there is to help the students who don't have that fluency skill because when you talk about the the ones that are low but the ones that are well below means they probably don't have the phonics or they don't have they're not able to blend decode and of course we'll do vocabulary and comprehension development but they need to crack the code so we need to group those students and work with them so so that they get that support and are able to catch up so Middle School is an example of how we we plan to do that in the Elementary grades as I mentioned earlier there is there

316are cut off scores that help us really group our students and the assessments that we see if we're going to be using Dibbles it's so precise you click on the student's name it tells you the sound that the student had difficulty with so what you do with focused instruction is you teach the sound that the student's having difficulty with so it's very prescriptive and k-3 teachers understand how to use that and how to use the zones of growth but it's being able to scale that up to the other grades but we would do something similar but something that's appropriate to that developmental level because students are already coming in feeling disillusioned and and feeling like they they're not successful in school because they're not reading it's hopeless hopeless hopeless okay um it's gone back and

317forth now so I'm just going to ask it because I got lost a little here the interventionist teacher will work with students okay so that's more like primary promise then because the primary promise teacher work with students right okay because I thought the interventionist teacher was only going to work with teachers no no that would be coaches and with the coaches we will plan to support them when they're School funded so we do have an approach for that one as well I too wanted to add my two cents for an additional person in the classroom if it's an instruction instructional assistant or a teacher I don't care who but when I was teaching kids in ninth grade who were not reading at all having an extra person to read with them was very critical to

318success um also I think it's important to get a notion about um more I I think we we could all use a memo because all of this came through about the Staffing levels and who's paying for what and how many schools a little bit more carried out I'm not going to ask you to do it now um and I would also like to know that we are going to be working on the notion that says that we're never going to get out of this problem as long as our class sizes are as large as they are I mean if the truth of the matter is is that if if TK is what 12 now to one is that right okay if we maintain 12 to 1 for three years we'd have no non-readers we'd have

319no non-readers if we could afford to have class sizes in TK kindergarten first and second grade everybody would be reading by third grade I could I absolutely believe that's absolutely true the real problem is nobody in Sacramento gives a damn they really don't because a lot of their schools the kids are not having trouble reading that's the truth that's the god honest truth uh if every school district had 70 percent of kids that were low or very low income funding for schools would be very different so I I just want to keep saying over and over again any ways we can reduce class size is going to make a difference particularly in the primary grades particularly in the primary grief so I don't know how we keep looking at that but I think we need

320to keep looking at that finally I want to say that I think that it's important to understand that most teachers after third grade have never taught reading not just middle school and high school when we tried our reading program at Dominguez High School in Compton there wasn't a single teacher on our entire staff including me that had any experience with teaching reading at all uh I think that it the most important things can be taught to other teachers about how to at least help youngsters who are not reading well who are mixed in with your classroom with kids who read some and read more and read a lot I think that's the final thing finally I would like to say that I my granddaughter who is leaving her fifth grade and now going to enter

321middle school next year in first grade was broken down into small groups with three teachers all teaching first grade dividing up the kids it does not take an intervention teacher to teach people how to group kids with the existing teachers and that's particularly helpful for grades three four five and six so I hope that some of what we're doing is saying to them is that some of you won't even need a coach you find the one that's the strongest with phonics that has the phonics group you find the one that has the most success in their own classroom but doing uh the adults 500 Words you know and learning uh sight reading words you give that teacher that in other words that's what they did they group those kids across first grade and then they

322grouped them in second grade and they grouped them in third grade and in third grade they started primary promise but her school didn't get it anyway they were already doing this for several years because they came to the conclusion if they divided up for about an hour a day the kids with different problems all in the same grade and then you know what they did the next year they put kids who were in different grades who had the same problem ah that was incredible so there could be a first grader a second grader and a third grader who are all still having problems blending we're in the same classroom for that hour I'm simply saying I hope we are going to spend a lot of time helping particularly elementary teachers understand that they may have

323right there amongst themselves as this one school did without any help if someone can help them understand how you make decisions on which kids go in which groups and how to move them from one group to another that's really all they needed because my granddaughter's Elementary School just did it and it's why even though they have a very large number of kids that are low income she's not but they do their scores are pretty good in Reading because they've done this for years now right I just and I say this because I want to reassure the public that this is not genius we're not talking about you have to be a genius we're talking about seeing that different kids need different things and if they miss a piece of it particularly in the early grades

324you got to get that piece filled in early and I just hope that we can help people understand that this is very important but we're not going to be successful with everybody that we want to be successful with until we can get K one two and three down to about 12. now I was a part of the team in Sacramento that got it down to I think 26 or 24 I can't remember but that you know that was twice as big as they should be so class size is critical at the earliest grades in particular and I hope that we can continue to advocate in the richest state in the richest country in the world that it is Criminal not to spend enough money so that every kid that goes to school learns to read

325by third grade thank you very much just uh a final comment let me thank the board number one for the timing dedicated to this critically important element thanks staff Dr Carla Estrada Dr Francis Baez and and the entire team including the data folks that didn't really get to uh to speak much uh I also want to speak uh thank uh the the speakers um I know there is angst out there I think we laid out the realities and why the need for the shift not abandonment not dismantling a shift an enhancement a shift an evolution um and I will close with some of the almasi just details the board president Goldberg there isn't one single cure-all strategy in education yes small size works yes differentiated instruction with rotations within the classroom works intervention Works before

326after school academic support Works enrichment works the rotation of students between teachers in the school and the basis of extreme skills that associated with teachers works departmentalization of elementary schools Works allowing for specialization in literacy versus numeracy and the students rotate all those strategies work what we're attempting to do is considering the financial reality is using all those best practices provide the necessary professional development this coming summer so that next year we significantly expand the number of students touched by interventionists you're absolutely right we have teachers at the upper levels at the elementary school that need a retooling of their own skill set that's what we have envisioned we spoke very little as I close about we you know interventionists by definition in what we do provide Direct Services to students and there are coaches

327those provide Direct Services to teachers our approach envisions both intervene with the lowest readers with the lowest math performers at the earliest possible level with the smallest ratio of professional to student at the same time lift the skill set of all teachers so that at one point we don't require intervention because it is adequately done based on the skill set at the school site and I agree with you board president we don't get there and without the necessary investments from Sacramento to reduce those reduce those class sizes the last statement I will make is this we want to reach academic prowess we will not assess or intervene our way to full student mastery that does not happen intervention is not our sole strategy nor is assessment it's improving the skill set for all teachers while

328simultaneously intervening with the lowest performers in our district I really appreciate the time that you've devoted to this and I want to thank once again and not only the parents as a community-based organizations but particularly the teachers who spoke on this matter very much we will now go about consent calendar speakers starting with item number five uh approving uh representative to the Los Angeles Regional adult education Consortium David tokasia come on up you'll have three minutes to speak once you begin to test speaking to tab five thank you very much pronounced all right thank you very much for that uh thorough instructional discourse um you have before you an item about the adult division which at one point in La unified was over 200 000 students today it sits at about 60 000 students but

329whatever the fresh-faced leadership the Fresh Start in the adult division is very important to have a good vision the appointment is one thing being part of the Consortium is probably another question to raise whether or not you should be associated with the four partners and whether that yields anything for the adult division in this District number two for your for your memory Montebello which is in receivership as part of our partnership Burbank and Culver City which are the recently departed leadership of the adult division and laccd I don't think any of them share as was pointed out about the poverty levels number two the workforce investment act or woa 26 cities the county and the City of La have disproportionately over the last decade or two robbed the money from the public school districts okay

330and so if you're setting up the compacts with these cities one of the items on the table ought to be what are you doing with the whip bunny to help students in the district number two they keep point you a parent education in the adult division we used to have a large connection with the adult and early Ed it was a program called the srldp where parents were in on the fifth day of school in the classroom with the teachers doing what was happening and it was a it was a fully credentialed teacher very often a senior teacher experienced teacher in that role number three I strongly suggest as you've set out a goal for early Ed of ten thousand students to grow that we set the same thing at least with the adult division

331that over the next year we should see 10 000 more students and that's a metric above all we'll be going into an election year and hopefully there'll be a bond or some other item on the the adult division students are voters every single one of our folks in adult division are key convene our Congressional Delegation with the adult division Maxine Waters is the name of one of our adult center locations she's still in the Congress and she's fiery as always dick Slauson Center is in the City of Bell Dick's Lawson led the labor Federation and above all we hope we'll have an immigration bill of some sort in the chaotic year ahead and that has meant at Evans Adult School a 24-hour School if there's an adult division that has an immigration program that would

332be very important to citizenship and to the voters thank you thank you for your time and as a matter of parliamentary procedure can we move the consent calendar to be heard there's a motion and a second by Mr smerson moved in Mr Melvin seconded um okay and the second speaker as to tab five the approval of Los Angeles Unified School District representative to the Los Angeles Regional adult education Consortium nilita Mendez are you here naylita Mendes you are not here okay this brings us to tab seven um this is for the submission of the 2024 Consolidated application for categorical Aid programs is Maria Luisa Palma here come on up you'll have three minutes to speak once you begin [Music] good evening boarding committee members my name is Maria Luisa Palma I'm sure you've all been

333informed that last week the district English learner advisory committee the d-lac presented the following motion on their formal agenda the delac committee does not certify the Consolidated application and opposes having the president's name appear on the Consolidated application due to lack of meaningful consultation of all low-income parents and English Learners in addition to not providing training in the understanding of the legal assurances evaluation of Title 1 2 3 and 4 programs breakdown of funds and disconnection of dlac with the elac Committees in the schools now as we all know the California Education Code 6400d States the Consolidated application shall include annual certifications by the school district English learner parent advisory committee that the application was developed with the review and advice of that committee therefore these parents are telling you there was a lack of

334meaningful consultation with them about this giant batch of information let me show you some of the documents that were presented to them scheduled for about a two two and a half hour presentation the assurances and certifications okay now this is a 14-page document with 107 assurances the actual Federal El Cap addendum that goes along with the Consolidated application was not presented to them when it was not included in their information material packet what was included was this packet with a link to that El capodendum however when you go into this link here that El capodendum is not presented in Spanish and remember this was the d-lac committee now what was included in that packet was this this is a review of the El capodendum now when you go through each of these Pages here you

335can see sadly that there is no math there are no totals to any of these amounts there are words there are numbers there's a mishmash of terminology in some places we have a number with an m in some places a number with a million in some places a number with a K sometimes we have thousands with some zeros so aside from that these are just expenditures even though they're not clearly delineated they're just superficial listings of how the money is divvied up this is all about the uses there is there are no results of any of these programs that are being paid for with these categorical funds no results equal no accountability how can parents know what goes into these programs if they don't know the results so would you accept reports like this honestly

336any of you who receive financial reports would you accept something like this this was a learning guide 20m 6 8.7 M now we have a 624 K is this how you receive budgets any of you would you accept this as a professional budget and yet this is the type of information that's provided to parents and parents are then supposed to just certify the Consolidated application thank you for listening thank you for your time Marcela Garcia I see you signed up to speak online but I don't see you online are you here in person nope uh Paula Meneses I see that you signed up to speak remotely are you in the room because you are not on the screen in front of me nope okay Norma Gonzalez while he's doing what are you doing about the

337report we just heard do the parents get something that we don't get an abbreviated or altered version of what we can make I'm very concerned about what I just heard I mean I know we can't respond but yeah we need to look into somebody needs to look into that what are they getting that we're not getting here she said would we accept that I don't know what they have that's true we're not aware of what they got so I think that's the first question is what did they get if it and if it is not clear maybe it wouldn't be clear to us either yeah they can't figure it out we can't either let's ask the superintendent to uh look into what the materials were uh whether or not they were available in Spanish as

338well as in English and uh and how does that compare to what the board gets in terms of information about the same topic whose office do they come is that um yeah okay it's a it's actually Veronica Regina who will yeah oh the concept oh okay we'll get you the information okay all right thank you we're not we're not sure uh what information you got but we're gonna find out and then we'll see what we can see and to unravel the onion Miss uh Palma if you want to send any documents to my office you can send them to me and I uh it's on the d-lac website wonderful we'll find it thank you go ahead okay uh Norma Gonzalez I see that you signed up to speak remotely and I think that you just

339joined us I see your telephone number Norma Gonzalez please press star six to unmute yourself and you have three minutes to speak once you begin Norma Gonzalez Norm I see you there you are please go ahead Miss Gonzalez good evening I'm Norma Gonzalez mother with four students two of them are English learners I'm an active member of dlac as well and I'm a parent that is concerned that is not being we are not being given information to fellow parents as far as the Consolidated application and one single presentation they wanted to do it and it wasn't correct there should be a specific group assigned to talk to us about this this Consolidated application since this group this group should give all the information not in just one single meeting so that the committee can approve

340it but rather it's something so important for the district and for the parents you can't use the parents to just approve something without being properly informed there needs to be a parent group with accurate information and not be limited to just one meeting so that it can be signed and approved I don't think that should be done I think these funds should be distributed appropriately so that the parents are aware of what's Happening not just in the last meeting of the d-lot commit committee to approve because that shouldn't be so we should be given ample amounts of information and a specific group dedicated to this please listen to parents those of us in this committee and in a meeting you want to talk about that so it's not appropriate thank you thank you Eva Mays

341are you here in the room Eva Mays come on up you have three minutes to speak once you begin good evening my name is Ava and I'm a psychiatric social worker in LCSW serving in the black student achievement program today I'm here to discuss my support for the approval of item number seven regarding the Consolidated funds this is pertinent to my role as approximately as these approximately 500 million in funds must be used appropriately and psws serve primarily Title 1 and sped populations Carvalho you also mentioned that 20 of Title One funds are going unspent today I will talk about how the proposed cuts to non-school-based PSW positions will sabotage the current infrastructure of school mental health compromise our legal and ethical ability to provide Mental Health Services in schools lower the quality of care

342that students and families receive and ensure that the goal of fully Staffing LAUSD schools with mental health services will not be met this plan is short-sighted and dangerous and it opens the district up to immense liability these Cuts will impact the quality of mental health care for students and families in the fall in the following ways staff retention new and unlicensed psws need clinical Supervision in order to maintain the legal and ethical requirements stipulated by the Board of Behavioral Sciences and by LAUSD policy without the current infrastructure for hiring training and providing clinical supervision to new psws they'll be forced to leave the district or work out of compliance with the BBS also seasons and seasoned and licensed psws who've occupied the 50-plus mental health consultant and CCN spsw rules will likely resign because they've

343been demoted they can get a job anywhere due to the demand for mental health services providers post pandemic this is over 300 psws that have a good reason to leave the district with these proposed cuts a goal of additionally number two a goal of a PSW in every school per the newly signed utla contract by July 2024 the district shall have centrally funded a PSW in all schools of 600 kids or more the proposed cuts are comparable to trying to operate a school with only teachers these non-school-based positions are essential to the overall functioning of the Department of school mental health as a whole you cannot run a school or Department without supports this point was made very clear during our most recent strike unless you have forgotten this is not people worrying about their

344jobs the clinical supervision requirements are a legal and ethical mandate in place to ensure that students and families get the best care this plan is robbing Peter to pay Paul moving 75 psws to a school site at the cost of losing as many as 300 psws eliminates more than 30 percent of your school mental health Workforce the math doesn't add up Carvalho what do you want your legacy to be an innovator in public education with the largest school mental health Workforce in the United States of America or the superintendent that gutted the mental health services for students and families following a global pandemic please invest in our students mental health figure out the funding there's nothing more essential than Mental Health thank you for your time I have a Kim McLean signed up for calling

345in but you are not on the screen in front of me Kim McLean are you in the audience okay Absalom I see you over on the wings come on up you'll have three minutes to speak once you begin um if we're gonna if you would like to hear Spanish English translation of what Mr Absalon says in Spanish please put on your headsets now it should be on channel 2 and you can adjust the volume by this little dial outward facing dial on the front of the device okay good afternoon Mr Scott Mr McKenna I know uh nathania and Kelly have left in Alberto Miss Jackie Goldberg my name is marquisite Absalon and I am is really not Jewish because you can be Jewish two ways one you have to practice the religion Jewish and other

346to be part of the Jewish tribe and I am of the tribe of isaka I feel good for you being proud it's three of us you myself and another person in the back who have our mask on why not because the pen the covet ended but due to personal reasons and unfortunately we are in a in close space with a lot of people before there was a lot of people there's very few now it is protection for them as well as for me but the rules somebody imposes them and we have to follow I'm so sorry Mr maglin also hello to you because the people miss gonis and miss Franklin well I have not had the chance for them to be here when I'm speaking or someone speaking at the end thank you and for

347about the Consolidated application it's very sad that in the schools that you go to and I invite you to go to the school that uh are your schools they don't even know what that is and what it is for and what it can do and only in English when many people and I'm not saying for you a lot and my partner said it before they represent a lot of schools that sometimes they don't even speak Spanish they don't know what the application is for and so go and visit and take notice take notice first hand not that somebody comes and tells you to somebody talks well or bad about it just go and check that um issue because how can you approve an application just like that when yes last time and like they said

348with like they say you do it for compliance and if you divide it into two you comply and you can lie and so we have to be logical in this because from the bottom everything moves outward we want for parents to attend and many parents tell me I don't go because I don't understand English I I go because I don't understand because of what they could talk about I don't go because of this or that but in the attendance sheet even the one that is visiting they put it there so that they can say yes look there's parents we have to take a lot of things into account and I have said it several times last time I said it too that you have in your grasp the future of the American people and if

349you don't do your job well the American people will demand it one day this brings us to tab 11 speakers to the report of Correspondence I have someone named Danielle Watkins signed up let me say right up front this is a good example of where I'm not sure people actually want to talk about our correspondence so let me advise you if you want to talk about something other than our correspondence we may be asking you to stop Danielle Watkins you're signed up to speak remotely but I do not see you on the screen in front of me Rocio gelorsa I see that you're signed up to speak remotely are you in the room and I do not see you on the line so if you're not here not online we're going to move along and

350Carla Franco are you here in person Carla Franco yeah I don't see a carlofranco in the room and she's not on the line in front of me this concludes general public comment as well as the item specific comment on the consent calendar right now we are at the part of time where we take questions or comments and we had some on item three tab three who was that we have Carlson oh I had Mr merlson you're on good evening board president and superintendent and board members turn your mic on just a conversation by myself sorry a Hands-On approach can be one of the more effective learning methods so can you provide an example of a lesson through online software that intertwines both classroom and real life learning experiences let's hear that okay so here's an

351example um we have 15 different industry sectors here's one for culinary food truck entrepreneurship so you read a little article about how food trucks have become a major method for uh restaurants right issuing food through a food truck so the students get to learn about that then they get to decide what food they will offer in their truck they get to look at what the business plan will be so they're doing equations Expressions inequalities in this so they're doing math elements they're also reading research to find out what kinds of trucks have been successful and how so there's lexiles and different reading levels for students so that different levels of students can access the material so that's and then it comes they present their findings about what truck they would create and what they would

352do with it in their business plan okay so that's a real life experience okay make a lot of money on the food truck too especially if they have good stuff we're actually looking at bringing a food truck to a couple of our culinary arts schools excellent excellent um another item item C was West Rose therapy and consultation if you remember them that's not I'm not an item scene that's not you you're not West roaster there you are special education thank you thank you thank you okay so um West Rose therapy and consultation is supposed to address inconsistencies for student support African-American students are over identified as eligible for special ed under emotional disturbance and disciplinary events so all 25 secondary cceis schools were asked about the possibility of participating in a one-year pilot program and

35312 schools are volunteering with 120 members of Staff participating that's the background here's the question can you tell us the differences between the professional development that we currently offer and the professional development that would be given by West Rose and are the goals largely the same and these professional developments or does West Rose offer a more specific curriculum in this specialized field sure thank you for the question uh good evening for president Goldberg superintendent Cavallo and the board so I will answer just high level the West Rose component I'll turn it over to my colleague to talk a little bit more about the PD piece so this is part of our thesis plan that is um supported by the division of special education and specifically with West Rose it was one of approximately 15 vendors

354that applied for an RFP that we had out to really Target alternatives to suspension so the professional development element is actually three components of the support that they're providing so it's the product professional development for all schools that's basically like the tier one professional development and then there's the actual Monarch room itself so the trauma-informed healing space for students to go into as alternatives to discipline or behavior referrals and then lastly would be the coaching and consultation piece so it is a three-tiered approach for these 12 schools so if you want to add in about the professional development yes good evening board members super and you know offhand the 12 schools um actually yes I do good okay okay I'll start with that so we're actually looking at the boys academic Leadership Academy Crenshaw magnet

355Susan Dorsey Miller Thomas Edison Gompers Hamilton Bret Hart um prep Middle School Marina del Rey Middle School Edwin Markham Middle School Palms Middle School Daniel Webster Middle School and Westchester enriched science magnet okay and so one of the key components of the West Rose Monarch room model is actually that Trifecta so it's not just the PD of which the PD is a specific component but the entire package is an evidence-based model that was conducted throughout the through the University of Washington at UW and these seminal researchers are actually the Imp the employees of Westeros Incorporated so those the reason it's an entire package is because they're not just training on the PD there's seven specific modules some of which we have some partial trainings on some of which we don't so but it's in conjunction

356with the Monarch room model which also includes not just the monogram itself but the sensory integration components that are actually infused within every single classroom at the campus so it's a campus-wide model and then additionally there is also a evidence-based social emotional curriculum that can actually be used in conjunction with other curricula and as we as you may know that some of our secondary social emotional learning curriculum is usually online and this is all Hands-On so this is a very different integrated comp model sounds great sounds great thank you thank you very much oh sorry just a quick question so I noticed that 12 of the 25 schools volunteered for this program just for options like these is is 12 a good number or I mean is that for for the size of our thesis

357plan which is it's 60 schools total 12 is pretty good so for a little more than half of our secondary schools I'm thinking that that is a good model for us to actually make sure that it is providing the results that it purports and then we can of course and the other piece I did want to mention is that it's a sustainability model so it's built on sustainability so they're not you they're not proprietarily using those PDS once you're trained in those PDS and coached in those PDS those same people can go out and use those PDS to train others thank you okay thank you if I Mark just on the same item so you don't have to keep coming up come back um would this involve the restorative justice program at all in any

358way um yeah absolutely it actually is founded in restorative justice practices it is specifically to address the school-to-prison pipeline which is what it disrupted in its original form which is the reason it's called the Monarch room is because the Monarch was the mascot of a all girls black African-American School in New York that had a horrific suspension and expulsion rate and so this model was specifically used around restorative practices and that's its foundation around also positive behavior intervention supports so let me say Mr superintendent I hope that in the fall we can have a report about where we are in implementing restorative justice in our schools because as I visit the schools in Board District Five I find everything from wow they're just doing everything everybody's involved to what's restorative justice again so I I

359think we have uh not got together but as long as this is going on maybe we could use this as an example and then give us some idea in the fall about how we're going to actually make restorative justice in this District more than in name only thank you very much go ahead Mister okay I just didn't want to have him come back twice no don't come back twice okay thank you um Judith this is for a Dr Malhotra unless you could answer uh it's item d Ive concierge oh you're here wonderful I didn't see you Viv concierge or Vive concierge leave so this is a pilot immunization compliance tool I'm gonna save you the the this part uh the contract provides a platform for parents and Guardians to upload a child's immunization records it

360will allow nurses to communicate with parents and Guardians and provide them with resources to access immunization locations near their school so it seems like the pilot program has been in place since April though the pilot program has not started yet oh has not started yet gonna start in August and go through December okay then I'll ask another question about that does this program connect with the parent portal and religions welligent you know so if it is not it's separate from the parent portal it's a freestanding application that provides like a dashboard on immunization compliance for our nurses have we decided what schools will be part of the pilot yet um we're still it'll be for every school in the district good excellent excellent okay thank you thank you thank you I have another one not

361for me how about you no okay okay well I have another question okay so this is for interpreters Unlimited and this is to provide a written translation and oral interpretation services for Student Health and Human Services for working with parents and families the services will be provided by content area experts in Translation and interpretation so I think everybody knows it's not easy to be a translator or an interpreter not an easy job at all P oh okay Miss escudero can you explain why the service is needed given that we do have interpreters in the district don't we we do it's an item that actually was recommended that we bid out for and this vendor has worked with us in the past and it's really a wonderful uh service it's immediate on demand that we call

362a number no matter what the language they provide interpretation services so when someone's doing a home visit or we have a parent at a school and we need to even have a long therapy session or just minor questions we're able to immediately speak in in unison with interpretation services I still think we could use more District interpreters right here in the building well that's true that they can't do it it's overflow and it's it's really a capacity that's during school hours that it's used in multiple um areas at the same time thank you thank you so Mr Melvin is back should I continue or give him a gen finish oh oh no no no no okay this next one is for um item o Accenture LLP Mr Catal okay and the idea of this item

363is to provide security operations center as a service 24 7 comprehensive security monitoring malware monitoring and security information event management to support the district's cyber security program so this contract is uh 13 million my question is instead of always having to hire outside contractors to perform the job can't we train more and hire more I.T staff and how many and how many additional employees will we need so we can get this work done in-house 9 10 20 how many would we need oh the work need a special skill in training in the current condition and the market the security is very scarce commodity especially as the skill of the technicians we have vacancies open for a higher level engineers and for the entry level as well at this time we are running a temporary month-to-month

364contract for the vendor to perform the same function um one of the reason that one of the process that we implemented post-cyber attack to be able to be aware of any movement within our Network 24 7. and we didn't have this function before Cyber attack now we are doing it through temporary and this contract allows us to do that in the ongoing eventually if we build capacity at the end of the Cyber program there is a possibility for us to build in in-house resources to be able to do this function but until then we rely on the vendors and contractor to help us okay thank you so our security is pretty good with us because every time I go online I have to call in and has to call me back so I know that's

365working so thank you thank you Mr Qatar thank you that's it Jackie thank you and I just had one question on I think it's item BB um and I've asked it privately but just for the benefit of the public this is a relatively large contract for buses and I just want to understand why we can't find an electric bus service to contract with and so I see Mr King if you can maybe answer that this is item BB the student transportation of America just why these are propane buses and why we can't use electric now thank you for the question so that is part of the planning for our future requirements for our contract vendors the intent was um to have the district roll out our first electric electrification plan and then based on our

366learnings and best practices mimic those uh expectations with our contract vendors and also to know in the background even if we were to move forward with this expectation for this contract vendor again some of the challenges we're working with with our utility partner now is the power doesn't exist currently so just sharing some of the details we're managing through the Sun Valley Project our first yard to be electrified fully they've committed to give us power to that yard within two years so and while our utility partner is working in that direction the district is working internally at that yard at the same time and we're going to do a project meet kind of coordinated effort so with that said it would be a long-term effort for our contract partner Stephen get to that level so

367but the short answer to your question is that is part of our future plans so in the short term it's the infrastructure and charging capacity which is somewhat outside of our hands but we're working on it with those Partners DWP and others and then longer term these contracts will come with electric buses in coming years is that correct I understand okay thank you just real quick do these buses have Wi-Fi the contract vendor buses no all district buses yes anybody else okay thank you very much uh I just had one question on item m which uh has to do with um the uh FSA and and really we only have 700 employees in enrolled in dependent FSA anybody coming up to talk to me or am I talking to myself okay I'll talk to myself

368let me say what I'm worried about this is a great benefit to be able to deduct costs for your child care for all kinds of things how could there possibly be only 700 people in our district that know about it enough that feel like they can try it um there are some strict guidelines involved regarding dependent daycare flexible spending accounts you know employees have to plan very carefully their use it or lose it type of funds and we do conduct a comprehensive communication campaign during the Open Enrollment where all employees receive communication on the fsas and the enrollment instructions but it's it's a voluntary benefits and I understand I would like to urge us to do more than just send a bulletin or something because a lot of people spend a lot of money on

369children and child care and other things which are eligible not everything is eligible I know that and you could lose it but we could give them some guidance and say first-year aim low see how that goes and if that work then pick a little higher number in other words I this is an intern enormous benefit that our employees must not understand well enough to try and I'm just saying I'd like us to see if we could have in the next open enrollment period a lot more effort in telling people how to do this well how to do this in a way that you go low so you know you're going to spend it all and then next year see what else your expenses might be but there's an enormous benefit Savings in terms of people's

370IRS and we all pay you know income taxes uh I think it would be really useful for us to do something more than we've been doing that's awesome thank you very much I think it's a wonderful program I'm just sorry we're not uh doing that okay now we've done two we've done three we're skipping four because it's not on consent on five we have Scott yes okay um so we have been part of lyric for a few years now I remember when we weren't part of lyric so I'd like to know if you could send me some information about an update through the accomplishments and I know you're new to our district too accomplishments and initiatives we've been able to support by participating in the Consortium and I think we have no choice we have

371to participate in the Consortium so we have to make the best of it right what are some of the challenges and any solutions if you can do it off the top of your head or give me an informative whatever you like um off the top of my head I could tell you that through lyric we've been able to develop curriculum um coordinate inter-district PDS for the teachers multiple times a year secure an articulation agreement with West LA College and Venice skill center for the year um dental assisting and sharing programs across the district the member districts as well as work with the state to shape policy around performance data that lyric assists with being part of it then I won't ask that question so positive positive okay good to hear mostly positive mostly thank you

372good to hear thank you all right and unless I'm mistaken that's all questions on the consent calendar which includes items 2 3 5 6 7 9 10 and 11. we will now have the vote since it's been moved and seconded that we will vote on the consent calendar let's go ahead Dr McKenna he is Dr Rivas Mr schmorelson yes Mr Melvin Yes except on item three uh on tab three items D and P I'm refused yes but yes on the balance okay and do I hear Miss gona I think we got a vote from somewhere else Ms Gomez so many of us um I'm a yes and a no on Tab 3 item BB okay so you're a yes on everything except Tab 3 Item B B is that right yeah okay thank you Mr

373Ortiz Franklin yes uh for president Goldberg yes and uh student member Mr shin yes okay now we have left item four and I'm gonna ask Mr Melvin please um I wanted to read to ask a question about BB because I heard a couple of people vote no I voted yes but I wanted to ask a question is it customer to have the number of extension years for a contract exceed the time of the actual contract that was one of the on BB they gave an extension contract before and it goes to the extension is beyond the actual contract is that normal we're almost there are you asking if it goes beyond the five years or the the original on item BB oh on BB student transportation it is uh let me get it here 32.

374what number what page is it I page 135 yeah yeah you know that for that four slash yeah this one you're asking about this question okay contract term grows from Seven uh July 1 of 23 through June of 26th and asking for authorization to exercise renewal options to extend contract for up to seven additional years right okay now I understand thank you yeah yeah um so so we did we're doing it for three years um and but we have the option by law to extend it another seven up to seven years if we if we choose to I think the goal is to you know start to transfer to electrical when that's possible so we're only going for the first three years at this point but if we do need to extend it we bring

375it back to you it is an option it's not a you're not extending something that hasn't been we're not performed yet right okay I'm okay then thank you my vote of yes stands I have the clarification I needed I believe we have concluded the vote on the consent calendar and now Mr Melvin you wanted to take uh number four off because you had some questions yeah and I just and maybe Mr saucedo uh so Tab four item t my understanding from The Briefing is that part of this is to increase the capacity of a Contractor on disposal of Hazard hazardous waste and I understand that some of that is asbestos and stuff that we need to dispose of but some of that may be excess hand sanitizer the many districts purchased and I know that

376the EPA there are some guidelines around reuse or donations or recycling or reclaiming and potentially pulling out ethanol for fuel and so it would be my hope that before we spend money but also just dispose of all this we could find other uses and so I'm curious on the feasibility of that and then would request that before if we exhaust all those Alternatives before we dispose of anything the board is informed so we can reevaluate so I'm just curious if that's possible you have Michael MIM in it I think and talking with staff we're going to exhaust our Avenues to look at you know donations Recycling and ways to reclaim any of the sanitizer or any other waste when it comes to the disposition of of hazardous waste on some of our sites and when

377you look at this contract it goes beyond just hand sanitizers it's um Asbestos and other hazardous waste that's required to maintain our requirements away around waste water and Etc various programs um the one thing that I want to just provide reassurance is that should we engage in this particular contract for the disposition of sanitizer we will provide an informative to the board before we utilize it great thank you I mean I think I know that this board in the previous years has like donated old buses to a province or a state in Mexico and just other creative ways to take things that may not be on their code here but are there and so that's when we think about it for the hand sanitizer and I know there are ways to reclaim the alcohol and

378use it as fuel so I appreciate that and that was I pulled it because I just wanted to get that answered I could have I guess just question it so anyways thank you and without Assurance yes I appreciate it so that was my only question okay all right and and Mr hovatter you know that that hand sanitizer is a very good stripper for tiles have you ever see at schools where the kids are using that there's spots all over the floor that eat all of the um wax I guess so you may want to consider using it to strip floors okay all right I I had a couple of questions on Item B The Outdoor Classroom uh uh which is at Telfair not really about it to be honest with you it's about the factors

379that it says uh in the uh at the paragraph on the bottom of page 142. proximity and access to existing green space that's a good criteria and then evidence of parent administrator and staff commitment to the success of the program I worry about that as a requirement or as a prioritization because there are a lot of schools that don't have active parent groups and yet need this very much so I'm wondering if how much how much do you really count evidence of parent administrator and staff commitment to getting a 2.9 Million Dollar Early Education Improvement in your school as it turns out for these 20 projects that are going to be fundamental as a program it wasn't a factor at all I'm all 20 projects are within the top 35 of The Greening index and

380the ones that were not selected the 15 are getting other Greening projects that are equal to or more not complaining about the they got it I'm complaining about that particular criteria and you're telling me it didn't matter much I worry about criteria like that though because I have schools where I have very active parents and they'll be right out there in front they may not be this high on the scale as others that don't have those active parents the other question I had was on item C long as you're standing there it says provides the removal of three classrooms in relocatable buildings but constructs three more specialty classrooms and then it calls for flexible performance classroom Suite support spaces and outdoor Amphitheater covered stage graph storage area that will be designed and on and on

381and on how do I get one of these from my school 23 million dollars is there a list is there a criteria I'm not joking at this time we don't have a program specifically for these types this was a one-off selection that was that was proposed over four years ago and we were directed to design and then a year and a half the project was approved by the board at the time okay um my final question I have nothing to say about that uh uh let's see I think that may be it for me thank you those are my two questions all right anybody else have any questions on item number four Kelly or uh uh Tanya Miss Ortiz Franklin Miss Gomez item four Hearing non-emotions in order on item four Goodbye Mr Melvin seconded

382by Dr McKenna call the roll okay so let me just repeat some move by Mr malboy and seconded by Mr McKenna right okay uh Dr McKenna yes Dr Rivas Mr schmerson yes Mr Melbourne yes Miss Gomez Miss Gomez yes Miss Ortiz Franklin yeah sorry that was mine and board president Goldberg yes and board student board member uh shin yes right passes well at 7 26 I think we've run out or any a journey go ahead okay uh we were going to do two more um one more okay okay go ahead utk right absolutely all right I'm going to skip my usually uh lengthy introduction utk critical importance to us we're celebrating the fact that for the 23-24 school year will be two years ahead of the state mandate to have utk in every single Elementary

383School and the two gentlemen before us will tell us how we're going to do this and the moral imperative behind adding 10 to 11 000 TK children to our lausc roles so Mike Romero and Dean tagawa you better believe it superintendent so good evening board members and superintendent I'm Michael Romero the chief of transitional programs and I have the honor of supporting our earlier division so uh Dr Dean tagawa and I we appreciate the opportunity to share with you how the district has provided expanded opportunities for utk for all four-year-olds for the next School year Dr tagawa will give a little bit of brief background on utk he'll share some of the enrollment student enrollment numbers for this year and predict and projected student enrollment for next year and then I'll close it out just

384sharing some of our Outreach engagement with families to make sure that every family knows about this great opportunity we're going to start off with a brief one minute video board members that will give you a flavor of a typical utk classroom and our precious utk students and it was it was at a press conference at our superintendent held just recently and our state superintendent Tony Thurman joined our our superintendent where they were showcasing and celebrating the LA unified work of being two years in front of that state mandated as superintendent mentioned so can we share the video today we're talking about Universal transitional kindergarten in La unified kids need a chance to be with other kids they need a chance to make friends to play in the outdoors play alongside other kids and all the

385socialization skills that come along at an early age it's really important for them to be able to come in and have a place to do that by 20 25 2026 school year every single Elementary School across California must have these programs the big announcement here today is that Los Angeles Unified based on Bold decisions to empower the youngest Learners in our community will meet that deadline two years ahead of schedule making sure that they're in school every single day Universal meals providing the Early Education when you put all these programs together you spell out a way to make sure that our students are well prepared for the future we're proud of you here at LAUSD and the state of California stands behind you every step of the way [Music] it's funny in my notes I

386had written good afternoon but let me start with a good evening good evening everyone I want to share a little bit of background and I'll go fairly quickly through this but I don't want to rush through it either California has a master plan for early learning and education and that Master Plan really is a blueprint for how we're going to move the state of California ahead to make sure that every three-year-old and four-year-old has access to a pre-k program now the way it's done and you kind of look at that third bullet is through a mixed delivery system for our four-year-olds four-year-olds this year have access to a variety of programs these include California state preschools Head Starts private providers family child care homes and Universal transitional kindergarten I'll touch a little bit on the

387board resolution that really helped us push this forward and that was authored by at that time board President Kelly Gomez who really kind of put this resolution in place and it helped us accelerate the work within La Unified as we look at why this is so important it's all of these documents really speak to you and I know I'm preaching to the choir here when I talk about the importance of early education but the research the expansion of universal Pre-K fulfilling our board resolution to make sure that this happens in La unified and to make sure that we're providing Universal transitional kindergarten in 2324 and again as stated earlier two years ahead of the state's timeline and why you know why is this so critical and why is this such a big deal because again

388research has shown and we've noticed it even in our own District the independent analysis unit had 10 some serious research they looked at how our kids were doing kids who had attended An Early Education Program like transitional kindergarten and then they compared them to how were kids doing that did not have access to our program and so the results are there so we you can look at it we know that they significantly output from students in math writing and reading in Kinder and first grade within the Dibbles the diagnostic basic inventory of early literacy skills we can see the results in the kids who again who attended one of our programs outperform kids who didn't have access to a program in Kinder first and second grade all of these things helped to close those opportunity

389achievement gaps that everybody was really talking about early earlier today and so when we look at it what's key to me is this last bullet point where we looked at the work effort and social emotional skills on the students progress reports in kindergarten and we see that they're doing better they know how to share they know how to work with adults they know how to relate to one another they can persevere and stick to a task and so these are those kindergarten non-cognitive measures that we know are going to benefit them as they move into adulthood so these critical pieces are things that we're working on and again at the conference it was really interesting because a reporter asked why is LAUSD doing this two years in advance and superintendent Carvajal why not this is

390critical this is important let's get our kids enrolled let's get them started let's make sure they all have access to a seat so as we look at the next slide I want to talk about because we're growing and because we're doing this and we're implementing this I really want to draw your attention to that first blue side and if you look at that first blue side you'll see that there are in this current school year there are 317 elementary schools that have Universal transitional kindergarten in those schools are 13 804 year olds or kiddos that are sitting in those classrooms right now so for this year 13 800 if you look at that second sign that I think I know tan salmon colored side you'll see that the first row there you see 317 elementary

391schools these are the same 317 elementary schools in the next school year 23-24 we're expecting about 14 000 kids in those programs it's not a lot of growth within those schools but it's because they're already doing it they're already implementing it so Master planning and demographics is asking there's a few more kids coming in that gets us to the Fourteen thousand then you're going to see an added row where it says 171 elementary schools with utk that's an important note there because these are schools that have never had Universal transitional kindergarten so this is new for them and those 171 elementary schools will bring in 10 000 students if you do the math it's around 58 students plus or minus in each one of these schools so that gets us to that big total of

39220 24 000 kids and again twenty four thousand seems like a lot of students that little gold box at the top that gold box represents 25 000 kids that we currently have access and space for so when we look at our classrooms when we look at the space that's available at our elementary schools we have space for about 25 000 kids I am pretty confident that at this point next year when I stand up here I can tell you we hit that 24 000 we hit that 25 000. it's a lot more kids coming in but I think it's a really important piece and let me shift a tiny bit of gears and then let's go to the next slide because the next slide I think is also really important these are our Early Education

393Centers we have 86 early ad centers across the district we have 89 state preschools which are located on our Elementary class on our elementary campuses if you notice you're going to see that right now our 86 early ad centers have about almost 8 000 kids and our state preschools have about 2 100 kids right around 10 000 kids and our Early Education Centers and our state preschool programs we have capacity for about 14 000 kids within those both of those programs we're seeing a lot more three-year-olds enrolling into those programs and we know that kind of moving forward that we're going to have some space that we're going to be able to fill with more three-year-olds and more four-year-old programs I think what's important to hear here is that in September at Norm day there

394were 5 700 students only in these programs now we're over ten thousand so the upside to this is that both of our Universal TK programs are growing plus our early Ed center-based programs are growing and there's a good reason why that's happening but I'm going to turn it over back to Dr Romero who can talk a lot about the messaging and the communication work that's getting us there thank you Dr tagawa um and so we we have a target of 25 000 students utk next year and we want to talk about some of the things that we're doing to provide information for our families and reach out to our families so that our families know about these opportunities and we maximize every seat available so our regional superintendents and our cosas and aoos recently have

395been very supportive in all of our elementary principals have done a great job this is a messaging toolkit for administrators that's already been implemented by all elementary principals as of the week of May May 15th so we had shared with our principals kind of like on a silver platter to help them they're so busy to say here are some slides and here's some messaging that you can put up on your website to share about these opportunities and to share on your social media post we even gave principles here so something you can put on your Marquee that you know calling all four-year-olds we've done the standard Blackboard connect messaging for our principals in English and Spanish but not only the telephone messaging but also the emails that can be sent out and the text messages

396that can be sent out to families so we've done this and we're going to do it again when our principals come back on basis in the summer Flyers I'll talk about in a second Repro Graphics did a great job of reproving and printing out flyers in English and Spanish that went to all schools and went home with every Elementary student a couple of weeks ago utk through fifth grade on the right hand side you'll see Banners at our elementary schools with the same information so we're asking principals and we hand delivered it to schools where they would put that banner up in a very prominent location where there's a lot of traffic for entering and exiting a school next slide and board members I just want to draw your attention to the flyer itself that

397went home recently as I shared with every Elementary student we wanted not only Blackboard connect messages texts and emails and Marquee but we wanted an artifact that kids took home in a backpack took home in a folder that if a parent would say hey what is this about maybe it ended up on the fridge maybe they shared it with brothers and sisters and family members or grandparents about that but board members I want to draw your attention to the brown box where it says Community representative Outreach and targeted areas and so superintendent charge does this summer we are going to be recruiting Community reps and we are going to train them like it's an I attend campaign for attendance but what they're going to do is walk neighborhoods surrounding our targeted schools knocking on doors

398leaving these flyers and information about we want you to know about this opportunity we've begun to plan we're actually planning further tomorrow what is the distance around the school still to be determined how many will we recruit and I want to share too we're starting with our schools the 66 elementary schools that are part of our 100 prioritized schools so definitely around those schools also superintendent asked us and Veronica audigeen and her team did a great job superintendent asked us to look at ZIP codes in our school communities that had the highest birth rates like where there's a lot of babies being born and we went back to 2019 and we identified areas so right now we're going to match up those zip codes with high birth rates to our targeted group of schools and

399that's going to be our starting point this summer on there so there'll be more to come and then the last oh I keep talking sorry I'm tired the community reps are they from the schools in the area they're the they're the paid Community reps in the schools yes and what we're planning actually tomorrow and Antonio Placencia and his team in Pace and Pia escadero's team and Elsie rosalvo they're part of that team we're going to make it a decision how we recruit Community reps because it's really going to be opened up it doesn't necessarily have to be a community rep from that school there might be Community reps that are going off on vacation but they're hired already these are hired people they're hired they're already our community reps they're not right now they don't

400work during the summer but when we recruit them and say listen there's an opportunity we'll pay them we think there's going to be a lot of folks that say Hey Count Me In I'm willing to do that and that's true okay thank you thank you and then I just wanted to share here you might have seen an office communication thank you so much for your support this is uh right now on buses you'll see information about preschool you'll see bus stops you'll see Billboards and then our district White Fleet right hand bottom side real soon you're going to see our district white feet with the same type of information driving from school to school and then the last slide we wanted to share it is our it is our website it's the early Ed website

401and if you type in if you Google in La unified transitional KLA unified Universal transitional okay eec all roads will take our families to this website and it's around it's a one two three on how families will enroll their students we want it to be one two three on that we have a unified enrollment site for number one it's actually a really good site you just plug in your address and it shows all surrounding schools around your home that offer utk number two we tell parents once you know your neighborhood School just call the school we have the number for them we have the address for them but we say walk on in for the enrollment packet that's always the best way to do it and then number three parents can register online and that's

402the website for that but again we really recommend that they walk in the 1844 number that you've seen for early ad one eight four four early ad I just want you to know that the its team we have 15 customer support agents that we've trained and we've practiced with and that's where that those phone calls go to those District train folks that we think is very helpful on that board member superintendent that was our brief presentation and we'll open it up to any questions I just have a not a question but well I do have a question first of all I'm impressed I've been I've been pushing for this a long time about marketing and the reason that we don't have people I mean these kids are not just getting born because people are getting

403pregnant faster than another before they've been out there all the time we just haven't gone and found these children and the other schools are advertising all the time they've been advertising since January and we're sitting here waiting on school to start and they're already running summer schools so we're competing we have we have people that are gone after the same children it's an ambitious I'm really excited about this I'm glad the superintendent gave you like a little way to match them up and do some research on the birth rates you know where they're in the zip codes I really hope that this works the other thing is I still don't know the answer to this because I'm not a reading teacher assume the hypothetical that we get enough students a large group of students in

404second and third and fourth grade and they are reading Andre level by the fourth grade what do you know about the ability of a district this District to hold that that that competency into the eighth grade or do they deteriorate because the teachers are different that they go to and they're not as skilled as the kids get older at the upper grade levels at sustaining the reading level I'm reading at grade level on the third grade it doesn't happen if they're reading at grade level at third grade they're going to be a reader so they're not going to deteriorate well I think you'll find at some point when you get into uh the comprehension in middle and high school that's a different question they but we're we're going to still be able to read term

405long term the kids that are reading by third or fourth grade remain readers they'll make it okay I understand learning to read is different than reading to learn I got that but the assumption is what you're telling me the reality is that if you learn how to read on grade level at the third and fourth grade that when you get to the fifth sixth seventh in middle school you'll still be able to read that grade level you might not be performing as well because you're not focused in all of those other a lot of reasons why you know adolescence says but they can read yeah and they don't need another reading teacher because they know how to read know how to sound it out know how to solve it the differentiation after about fourth or

406fifth grade is really the depth of comprehension yeah do you do you understand implied statements you know all of those yeah I got it I got it that's the difference but they're readers if they if they're reading at grade level in third and first grade they are readers they can still read them absolutely lifelong they don't lose it I just want some verification of that I thought that was possible but I didn't know it was being done because I've seen too many kids that are in Middle School and still can't read and kind of comprehend words that are more than one syllable type words they're in the seventh getting ready to go to ninth grade and walk into the high school with this burden of I can't read how did that happen we let that

407happen the system we can blame it on a lot of things but blaming is not as important as repairing and fixing it straight but I'm so glad you guys are on this and I've seen this as a mission major thing to get these kids in get them get them in however you can seduce them persuade them influence them threaten them whatever you have to do to get them to send get their kids into the schools so we can help them and the family as well in the advertising is a great idea from from the buses to whatever we put out there they can say here we are here we are here we are bring the children to us let us have them and let us save them thank you thank you um a few quick

408questions so one yeah thank you for the effort this is all very exciting the on Slide six I guess so it's June 6th and we only just have projections so how many students have actually and what hard data do we have how many students have enrolled for TK for the 2023-24 school year right right now it's less than a thousand uh board member I want to share we we have a protocol in place ready to go where we will track enrollment per School per region per director and um I don't I don't want us to panic on that less than thousand right now because typically this time of the year as families come in to enroll for utk they complete an enrollment packet and in many schools right now including for kindergarten the office staff

409has the enrollment packets this is the time when most schools are starting to input into mices those enrollment packets into July also what delays some of those numbers initially when those parents come in are principals and our office people say you have to get your shots so we tell the families you have to get your shots and then come back so it delays a little bit of that but our projection as we get into July and certainly into August you'll see those numbers Blossom so just like we did last year so the 24 000 students by August 14th or 15th is realistic well the 14 000 and absolutely because we did it this year there's fourteen thousand we'll do that again for those 317. for the 171 new schools when Master planning and Debra Graphics

410does a projection of that ten thousand they're pretty in the ballpark for that now but the headline board member is it's not enough what we shared the campaign and coming back and doubling down and even getting smarter on how we reach we must do that to get us to that 24 000. that's critical it would be helpful too I don't expect you to have the data on you now but so like the 13 800 students from last year I assume that the number of kindergartners at those 317 schools was at least double that and if there are five in kindergarten those kids existed as four-year-olds the year before so I'm curious too just it would be helpful to have a comparison of those numbers to figure out how many Even in our schools that have

411had utk how many are coming at five but they're not coming four and why um so I don't know if you have a ballpark but just thinking about you know I know you mentioned looking at the demographic data for birth rates but understanding how in District boundaries how many three-year-olds four-year-olds five-year-old six-year-olds and what percentage we're capturing would be really helpful for goal setting and um certainly get smarter with that absolutely and then I also think it's great that we're doing stuff at our schools for folks who have siblings but I want to make sure we're really doing Outreach at preschools day cares um both the license and the unlicensed I mean everything because that's where you know if you go to an elementary school you have to assume that there's someone with an older

412sibling or like an older child or that someone's coming in really ahead of schedule to look for options but where the kids are now who are going to be eligible for this starting in two months they're in pre-ks and daycares and all that so I want to make sure we're being aggressive there and then finally I do I love that we're utilizing all the ad channels I think some of these you know if I just if I saw a bus going by that just said see me in school I would not know that that meant my four-year-old was eligible for TK so I just want to encourage us and I'm not a marketing expert I think some of these do say like the banner has in pretty small print elementary school starts at four years

413old but that to me is the Top Line message that people don't know about because that's what we're doing that's new that we're ahead of the state so I just would want to make sure that it's like really catchy in terms of what's different here is people know they need to enroll their five-year-olds they not everyone does but they should see you in school I mean it's a cute campaign in terms of pictures of kids and enroll but I think the Salient piece is that we want people to know if your kid is four for the last 50 years you couldn't come now you can so I think really highlighting that would be important Kelly bonus can you hear me yes okay you can hear me um well thank you so much for the presentation

414it's really exciting to see the impact of the resolution um this coming school year and about half of the work uh reaching fruition and uh to Mr malvern's point I I really appreciate the clarification um Dr tagawa and Mike have seen me advocating for those four words um well both free and starting at four years old like it's essential that we include both of those components because if you talk to a parent who doesn't already have a child in LAUSD they might not know what transitional kindergarten is that's not a term that's necessarily accessible for a lot of families and so I think it's really important that we spell that out I appreciate that uh the phrase is there on the Flyers and Banners but agree on the marketing in general and then um just

415a few questions for me um as well as kudos to both of you for all this work um where do we expect them to come from geographically and if you can speak a little bit more to how are we targeting uh our highest needs communities and and populations who can most benefit from TK so let me start with the recruitment efforts I think what we're seeing already and what we're hearing from our principals because these 171 schools largely exist and I'm going to call out board member schmerelson and board member melvoin a lot of your school a lot of your schools did not have Universal TK in the past so we're getting a lot of calls we've held four Town Hall meetings or informational meetings with our early with our elementary principals in those areas

416to help them with marketing helping with them understand and then we held an additional two meetings at the uh just recently where they could drop in and ask their questions around Universal transitional kindergarten but we are seeing a lot of growth especially Mr malvern's districts and Mr schmelson's districts and I know that because of the number of calls that we're getting because of the number of requests that we're getting from principals the number of clarifications so kind of looking ahead I think those areas you're going to see a lot more kids coming in this year and the reason why is those 317 schools were targeted in areas that did not have early ad programs that did not have they were a lot of our Title One schools and so that was a big piece in

417starting there in that first year making sure all of those communities had those programs and so to that point you know the 13 800 kids it's probably going to grow to 14 000 but you're going to see really big growth in I think it's Board District Four and Board District 2 for this upcoming year thank you could you share a little bit more about how the district plans to build Workforce capacity to meet the needs of a larger population in utk so we're pretty excited one of the things that's that's a big benefit for being La unified is we do have a large Workforce and so we do have a lot of teachers who are already eligible and meet those TK qualifications of having taught a program having 24 units in child development or equivalent

418Child Development permit so we're in a good place with our teaching Force now does that mean every school has a as a teacher that meets those TK qualifications we may find that there are a few schools that do not have a teacher but district-wide we've been assured that we have almost 960 teachers that meet those TK qualifications that we can take and move into one of those locations that we have it the other really exciting thing is that we ran our first Early Childhood micro credential last year we had 20 participants 17 of them got through the entire year with us doing that micro credential we spent a lot of time on the early ad environment the preschool learning foundations and so we have a lot of of x expertise in there we're probably expecting

41950 additional candidates this year so that they can kind of we meet those qualifications through a micro credential and then I'm going to lastly say is that over the summer we're planning summer PDS for these teachers who are coming in we have a couple days that we're looking at already to promote and provide training for new TK teachers and then we already have five asynchronous courses online for TK teachers that they can take now and for additional courses that are related to Early Education that they could take now so there's a lot of work going around and I don't know if Dr Miller wants to speak to it but we're also doing teacher summer institutes and so that's going to be a big lift to do all of this and make sure that they're prepared

420Kelly are you done I wasn't sure if um Dr Romero was going to share about the summer Institute I was just I was just going to say uh yesterday we completed our third day of what we call a retreat with the eec leadership team for planning uh our summer institutes for teachers and beginning to think as Dr tagawa talked about how we're going to differentiate for our new teachers so in early Ed 20 percent of our teachers this year have taught less than two years so we have a large chunk of new teachers that will differentiate so it'll be a little bit of a different game plan a real intensive way of approaching it not only this summer but every week every month winter break opportunity spring break as Dr bias talked about also half

421of our early Ed principals have been early in principles for less than five years so there's going to be a lot of deepening their content knowledge and pedagogical knowledge and their leadership skills as well there thank you so much super exciting um and then just one last question on the Outreach and and then I have one comment um I really appreciate the comprehensive marketing effort I think it's it's great that we're uh channeling both media um but also kind of word of mouth utilizing our parent wraps I think it's it's an exciting idea and I'd love to join the canvassing efforts so please call on me um just uh two thoughts on additional opportunities for outreach have we have we thought about or are we partnering with local community organizations like YMCAs Boys and Girls

422Clubs Parks Etc to further reach our family population um and then also have we considered direct mailing as well uh we have not discussed direct mailing but that could be a great opportunity for us but I wanted to share Partners in outreaching and I didn't share it earlier but superintendent has charged us to connect with La Chamber of Commerce uh the ports uh La World airports elected officials so Martha Alvarez governmental relations in fact we were texting today about her support but um our the president of the La Chamber of Commerce uh president Salinas she's already shared that your messaging in fact we emailed her the flyer in a little script she said I will share this with our membership and that all really Advocates so that our La Chamber members share with their employees

423and it's all around in our early Ed centers in our early Ed centers you can have your child there from seven in the morning till six at night for Working Families I mean there's a lot of great opportunities and for the utk schools those are regular hours but our utk students are now going to be able to be part of be of the beyond the bell program into the late afternoon so for Working Families not only is it great academically but it's also supportive there we've reached out to appoint folks for La World airport so I'm assuming they'll come in and we kind of piloted just in the last couple of days reaching out to local elected officials and I'll give you an example our con our new count councilman Tim MC Oscar representing the

424south end of La unified he says you got it Mike this in the Flyers I'm putting it up on my website we'll have copies in our office so there's more to come on that question and how we take advantage of Partners no just one comment I'm sorry I'm sorry no apology thank you so much um that's great that's great to hear um the one piece I just wanted to add you know in terms of thinking about the resolution and um where to go next obviously the expansion of TKS is a huge piece of this maybe the crown uh the crown jewel of our of our efforts and it's exciting to think about the 24 25 000 kids being served but of course the resolution is also focused on our three-year-old so I look forward to

425more opportunities in the future to talk about you know how we continue to leverage our Early Education Centers to serve more three-year-olds and two and a half year olds since many of our four-year-olds may be attending Elementary school-based programs now as well as how do we collaborate with family providers home-based providers um other providers of early care because we know you know we can't meet the the universal need Alone um and that's a that's another big piece just to make sure that there's continuity of care and collaboration for our early Learners in Los but thank you so much all right Scott I will take the magnetic sign for my car just make sure you have the right phone number on there clear so people can see and they don't stop me in the car and

426ask me where just make sure you have the right phone number and I'll be happy really to use the magnetic sign on my White Fleet car Robert actually thought about that yeah I'll do it I'll do it I'll do it you'll do it too okay and I'll I'm going to share again our superintendent just the other day said Mike think about a bumper sticker that we can put on the back uh the bumper of our district Vehicles he said he'll put it on his car like you know calling all four-year-olds and then we thought about something magnetic on the side too Mr Shin did you want to speak just out of curiosity I was asking Mr schmidlson whether like the UT kids taking their like potty trained like how many teachers do you need in

427the class to take care of you know class of 20 kids so they aren't 20 kids it's 12 isn't it it's it's 12 to 1. so there is a a full-time transitional kindergarten instructional Aid and a teacher in there so but I will tell you as a former kindergarten teacher one of the first things that I made sure that I planned in my schedule were potty breaks right and I think it's really important and the teachers we talk to they know that right they know that they're going to make sure that they make sure that there are potty breaks built in especially for our four-year-olds because some will do a little bit better than others but um we do know that they need to make sure that that's part of the schedule for sure but

428yes yes okay I just would like to say wonderful thank you very much but also that I have been working with a couple of early ad principals in my district that have doubled their enrollment just by walking around their school so this is something that sells when I was in the state legislature I can tell you the biggest complaint we got from people all over the state was how to get daycare or child care for four-year-olds five-year-olds at any price and they were willing to pay anything they couldn't find it so to have this I don't know why the signs don't say free in very large letters because when I when I was talking to these two principals and these eecs they said the two biggest questions they got was how much do I have

429to pay and I don't have documents can I come we need to make sure that people know that you don't need documents to come and we need to make sure that they know that it's free and I so whatever you're going to do in publicity I think we need to make sure that's Incorporated now I don't know about you but in my neighborhood if you want to find little kids you go to the park on Sunday okay well the zoo less because it's expensive no no the zoo last you go to the parks in my neighborhood in Echo Park on Sunday you go to go on the in Highland Park on Sunday morning Sunday around 11 o'clock after church everybody there is eaten you can sign up a thousand kids at most of the parks

430in my neighborhood on a couple of Sundays what I'm saying to you is I think we need to really specifically ask board members and other people other electeds where are the children when they're out and around during the Summers a lot fewer go to the beach because a lot of them can't swim uh and then we're never taught to swim and had never ever had a chance to learn something are we still doing the public the pool program and teaching swim oh that's great because we got so many kids that can't swim it's in in Los Angeles really my God uh but but I would say that that just literally going around the neighborhoods and particularly to parks on Sundays the the number of children that I see that are under five is hard to

431believe uh so they're there they live they're they're around we just need to get them signed up but this sounds great I'm very happy to see this and uh but let's get free for sure on posters everything should say free okay or put a sticker on it or something because those when I talk to those two principals those were the two things she said she had to explain to people is no you don't need to have documents and it doesn't cost you anything okay ah my kid Dr McKenna yeah um just a couple of suggestions one is in Scott principles we know this is true if you when you talked about uh mailing hard hard copy mailing using U.S mail a lot of those kids don't live where we think it is so you're just

432kind of taking a chance on that probably better to do electronics than cost you anything uh and if you get them you get them another suggestion when you talked about putting a poster on your car and we were talking about board members we have the company car I'm not a tax expert but I used to do taxes and know that you can deduct the use of your car in business if you have a sign on it that says as part of your business so if the teachers anybody just puts it into magnetic you don't have to stay on there how many hours a day and how many hours now do you spend you put that on your time until you tell your CPA or you if you go you go to a your tax preparer

433they can deduct a portion of that just like you know home and Business uh the use of a room in your house you have to know how to do it but you can do it so if you have so many hours a day you drive around you say I'm advertising for the district I'm shopping but I'm also advertising and uh you can deduct that from I know you can do it it's legal most people don't think about that but if you actually are using it to to solicit a business for the district and you can prove you're doing it and you got the you got to imagine take a picture of it this is what I'm doing so everything we can do to get people engaged in this driving around with these signs that don't

434cost a lot to put on and it shouldn't be something you can't take off because you don't have to you know you can't yeah man you can take it off at night you don't have to do it put it leave it on as long as you want to just a thought but thank you thank you guys for the the creativity well I got a lot of ideas some of them are illegal Dr McKenna [Laughter] Dr McKenna very much gentlemen uh and have a good evening what's left of it I'd like to adjourn this meeting in memory of a dedicated educator who's a friend of mine Dr Tony t-o-n-i Humber she and I were friends for over 40 years passed away on May 11th at the age of seven to seven she had been I went

435to her ceremony she had been an educator in La Unified she attended 96th Street Elementary School with Samuel Compass Junior High and graduated from Washington Senior High received a Bachelor of Arts degree in sociology from California State University Masters at Loyola from Loyola Marymount and a doctorate in school social Linguistics from Howard University um she was a she previously taught in the early Unified School District for 18 years and served as an educational advisor for eight years in the Proficiency in English program for the black learner who is culturally and linguistically different and nationally recognized program addressing the cultural linguistic legitimacy and needs of ebonics African-American vernacular English speakers that's one of the programs were first coming out she was a Pioneer in that she was not only focused on the African-American she was very

436interested in the the history of Mexico [Music] so she did she was in a lifelong Adventurer she traveled extensively throughout Africa the Caribbean Brazil Panama and Mexico in 1995 as a Fulbright hey scholar she traveled to South Africa to observe the social and political transition after Nelson Mandela became president um she went to South Africa more than once the African diaspora in Mexico was also developed from her 2003 sabbatical research and subsequent Journeys to Mexico she designed the um it was called the where Black is Brown She Wrote a paper on that to further the understanding of African influence and contributions in the Americas and Foster greater understanding among African-American Chicano Latino latinx and Indigenous communities and their historical connections uh she was honored in many ways by many universities and institutions she passed away

437from from cancer she had been vibrant all her life she was a surfer she was active a fit woman she you never know you know she was old as she was she was so active and our students loved her um let me see a final thing about her personally I knew her the primary word I guess I could say about her she was authentic she didn't tell you his story and pass it off his history she gave you the real stuff that went on in this country in other countries the connection between the brown people the black people white people slavery all of that she traveled all over the world trying to get information and wrote books about it she educated me in ways I didn't think I could be educated because I wasn't that

438interested in it but when you hear us speak she was fascinating she was funny make you laugh keep you interested she was Dynamic sadly she passed away at the age of 77. I was grateful to have known her and I'm grateful that I lived in the time of Tony Humber sounds like a remarkable person really it was there's an article in the last week's edition of The Sentinel if you want to last last week you come out on Thursday and it's the July June 1st and there's a picture over in it and all of that and I I accepted some of the stuff from here and I could talk about it longer but this I just wanted to pay tribute to her because she deserved it and she was one of ours she was at

439a unified educated as a child came back and talked and then went into the university she was a professor at caltac Celtic uh Polytechnic University Cal State Polytechnic thank you very much for bringing that forward thank you okay let's take a look at the time it is 8 12 as we adjourn I want to first thank all of you in the back there for hanging there in there with us all we appreciate it I want to thank everybody behind me for hanging here with all of us and the four of you left out there in the audience thank you as well five excuse me five sorry let me remind everybody that we have an 1140 page meeting next week and so if we end at 8 10 with Ace only eight items on our agenda

440we're going to have to be very well prepared we will start I'm doing this because we are starting the board meeting next week at 11 A.M not 1pm so I wanted to just say that publicly to anybody who might still be tuned in uh because they may think that we're starting at one because there's so much on the agenda we will be starting at 11 A.M thank you very much and churned [Music]