[0:01] (phone beeps)

[0:33] Good evening and welcome

[0:34] to the Board of Education

[0:36] meeting number five

[0:37] on September 8th, 2026.

[0:39] May I please have roll

[0:40] call and call to order?

[0:42] Mr. C.

[0:44] Here.

[0:45] Ms. Parid.

[0:46] Here.

[0:47] Mr. Kukorian.

[0:48] Here.

[0:49] Dr. Jenkins.

[0:49] Here.

[0:50] And Ms. Cross.

[0:52] I am here.

[0:53] And thank you, Mrs. Shitaka.

[0:56] I'd like to mention

[0:56] for everyone here today

[0:57] that for personal reasons,

[0:59] Dr. Darnika Watson is attending this

[1:02] meeting remotely today.

[1:04] Dr. Watson, can you hear us?

[1:06] I can hear you, can you hear me?

[1:08] We can hear you.

[1:10] And we're glad to have you here.

[1:13] And thank you for

[1:14] allowing me this opportunity.

[1:16] Absolutely, okay.

[1:18] Also, before we begin tonight,

[1:20] I wanna take a moment to acknowledge

[1:22] the hateful flyers recently distributed

[1:24] in one of our schools

[1:26] and the impact that they've had on

[1:27] members of our community.

[1:29] To those who have been hurt by this,

[1:31] please know that you are

[1:32] seeing, you are valued,

[1:34] and you are an important part

[1:36] of the diversity, strength, and beauty

[1:38] and the spirit of Glendale Unified.

[1:41] There is absolutely no place for hate

[1:42] or discrimination in our schools.

[1:45] Our campuses should be

[1:45] places where every student,

[1:47] every employee, and

[1:48] family is treated with dignity,

[1:50] feels safe, and knows that they belong.

[1:52] We will continue to

[1:53] stand together against hate

[1:55] while celebrating the

[1:56] cultures, the people,

[1:57] the languages, and the traditions

[1:58] that make Glendale Unified

[2:00] such a special place to be.

[2:03] That is who we are and

[2:05] who we will continue to be.

[2:07] I think that's an

[2:07] important message, thank you.

[2:09] And as we move into the next part,

[2:12] I would like to call Theodore Cooper up

[2:14] for the Pledge of Allegiance.

[2:17] Please join us.

[2:37] We're gonna pause you one second

[2:38] because we're just gonna make sure the

[2:39] mic is all plugged in

[2:41] because we want to hear you.

[2:44] All right, you can go

[2:44] ahead and start again.

[2:46] Good evening, Superintendent Dr. Watson

[2:48] and members of our

[2:49] GOSD Board of Education.

[2:51] My name is Theodore Cooper

[2:52] and I'm a sixth grader at Glen Oaks.

[2:54] Please rise, put your

[2:56] hand over your heart,

[2:57] and remove any hats for

[2:58] the Pledge of Allegiance.

[3:03] Begin.

[3:04] I pledge allegiance to the flag

[3:07] of the United States of America

[3:09] and to the republic for which it stands,

[3:12] one nation, under God, indivisible,

[3:16] with liberty and justice for all.

[3:24] This is my seventh year at Glen Oaks

[3:26] and my family's 10th year at Glen Oaks.

[3:28] I have a brother who is a freshman

[3:30] at Crescent Valley High School.

[3:32] I started Glen Oaks in kindergarten

[3:34] during the pandemic,

[3:35] which means I spent that year on Zoom.

[3:37] And even though it wasn't a normal start

[3:39] to elementary school,

[3:40] I still learned and

[3:41] made a lot of friends.

[3:42] Going to Glen Oaks in

[3:43] person was even better.

[3:44] We have assemblies, science fair,

[3:47] art week, kindness

[3:48] projects, music and dance classes,

[3:50] a wellness room, field

[3:52] trips, and a full library.

[3:54] Since becoming an upper grader,

[3:56] I have participated in student council,

[3:58] the math team, and the

[3:59] school play each year.

[4:02] Our school also has robotics, orchestra,

[4:07] the talent show, stage crew,

[4:09] and lots of other afterschool programs.

[4:12] No matter what someone's interests are,

[4:14] there's something for them.

[4:16] I've had so much fun thanks to the

[4:18] amazing opportunities,

[4:20] experiences, and people at our school.

[4:23] Being involved has

[4:24] helped me to grow as a person

[4:25] and as a leader.

[4:28] But best of all, we have the best

[4:30] teachers who care about us

[4:32] and work hard to bring

[4:33] out the best in each of us.

[4:34] And I am especially

[4:35] happy to have Mr. Hommeau

[4:37] and Ms. Sondgard this

[4:38] year for sixth grade.

[4:39] We also have the best principals

[4:41] who work for what's right for our school.

[4:43] Mr. Dumundo was my first principal

[4:46] and Ms. Arroy is my principal now

[4:47] and works so hard for us.

[4:50] Thank you for your time

[4:51] and for giving me the chance

[4:53] to share some of the

[4:54] things that make Glen Oaks

[4:55] such a great school to be at.

[4:58] Lastly, I'd like to invite you all

[5:01] to our Glen Oaks PTA Fall Howdy Night

[5:03] on Friday, September

[5:05] 25th from five to 8 p.m.

[5:08] It's a great chance to come together,

[5:10] have some fun, and

[5:11] celebrate our Glen Oaks community.

[5:13] I hope to see you all there.

[5:15] (audience applauding)

[5:19] Theodore, thank you.

[5:20] What a great job you just did.

[5:22] That was really wonderful.

[5:23] I see a future student

[5:24] board member in your future.

[5:27] The Glendale Unified School

[5:28] District Board of Education

[5:29] extends its congratulations to you

[5:31] for being selected to

[5:33] represent Glen Oaks Elementary School

[5:35] in leading the Pledge of Allegiance

[5:36] at tonight's Board of Education meeting.

[5:38] The board thanks you for

[5:39] your dedication and commitment

[5:41] and extends its best wishes to you

[5:43] and all of your endeavors.

[5:44] Would you like to

[5:44] come up and take a photo?

[5:45] Sure.

[7:03] To accommodate the requirement of

[7:06] Government Code Section 5495.2

[7:10] in accordance with the

[7:10] Brown Act, revisions,

[7:12] the agenda for the meeting

[7:13] was posted on the bulletin board

[7:15] in the administration center

[7:17] and the Glendale Unified

[7:18] School District website

[7:19] 72 hours before this meeting.

[7:22] May I move for

[7:23] approval of the agenda order?

[7:25] I'll move. Second.

[7:29] Thank you.

[7:30] All right, moving on, we now have reports

[7:33] from our

[7:34] organizational partners and I'm ex--

[7:37] I was just not looking, sorry.

[7:39] Roll call.

[7:40] Oh, can I have roll call, please?

[7:43] Mr. C? Yes.

[7:44] Ms. Farid? Yes.

[7:45] Mr. Kukorian? Yes.

[7:47] Dr. Dinkean? Yes.

[7:49] Ms. Cross? Yes.

[7:51] Thank you. Thank you.

[7:54] And I'm excited to welcome up Glendale

[7:56] Teachers Association.

[8:00] Hello.

[8:03] Okay, on behalf of

[8:04] more than 1,300 educators

[8:07] of the Glendale Unified School District,

[8:09] I appreciate this opportunity

[8:11] to deliver this labor report

[8:13] to update the Board of

[8:14] Education and the GUSD community

[8:16] about issues that are on the

[8:18] minds of classroom teachers,

[8:20] nurses, counselors, service providers,

[8:23] and that have impacts

[8:24] on the students we serve.

[8:27] My name is Sarah Morrison.

[8:28] Since 2004, I have been a

[8:30] devoted math teacher in GUSD

[8:33] and a proud member of the Glendale

[8:34] Teachers Association

[8:36] for which I now serve

[8:38] as an elected member

[8:39] of the Board of Directors

[8:40] and as a CTA State Council representative

[8:44] and appointed chair of

[8:45] the GTA's bargaining team.

[8:47] In addition to all that,

[8:50] like 75% of teachers in

[8:52] California, I am a woman.

[8:55] And like so many women,

[8:57] there was a time, for me,

[8:59] it was in 2012 when I was pregnant.

[9:03] And like so many pregnant

[9:04] teachers, during that time,

[9:06] my doctor ordered that I

[9:07] take pregnancy disability leave,

[9:09] which for me was an

[9:11] unpaid leave of absence.

[9:14] And up until this year,

[9:16] pregnancy disability leave

[9:18] was unpaid for almost

[9:19] all pregnant employees

[9:21] of California public

[9:22] schools, including GUSD.

[9:25] So I am so excited to

[9:27] use this labor report

[9:29] to celebrate a change in legislation

[9:31] that educators have been

[9:33] fighting for for decades.

[9:35] Pregnancy disability leave is now paid.

[9:38] This is because

[9:40] starting in January, 2027,

[9:43] California public school

[9:44] districts are now required,

[9:46] by law, to provide certificated and

[9:49] classified employees

[9:50] up to 14 weeks of leave with full pay

[9:54] when an employee's doctor recommends

[9:56] that they take a leave

[9:57] due to pregnancy-related

[9:58] health issues, including

[9:59] childbirth, miscarriage,

[10:02] termination of pregnancy, or recovery

[10:04] from these conditions.

[10:06] So California educators are celebrating

[10:09] because our state

[10:12] finally did the right thing.

[10:14] And in GUSD, we have even

[10:17] more reasons to celebrate

[10:18] because our district is

[10:20] acting without haste or hesitation

[10:23] and has already begun full implementation

[10:26] of paid pregnancy disability leave

[10:29] at the start of this

[10:30] 26-27 contractual year.

[10:32] Way to go, GUSD, for

[10:34] being the pioneer once again

[10:36] and supporting your female

[10:37] employees and their families

[10:39] to the full extent you can.

[10:42] The members of the

[10:43] Glendale Teachers Association

[10:45] are proud of our state, we

[10:46] are proud of our district,

[10:47] and we are proud of our statewide union,

[10:50] the California Teachers Association,

[10:52] who fought for decades for this to happen

[10:55] and co-sponsored the

[10:56] bill that was ultimately

[10:58] ratified into law.

[10:59] So I wanna share a little

[11:00] bit about this background

[11:02] so we can all appreciate the magnitude

[11:04] of this moment in time.

[11:06] First of all, up until this year,

[11:08] when a teacher needed to

[11:09] take a medical leave of absence

[11:11] due to pregnancy or childbirth,

[11:13] the only way to receive a full paycheck

[11:15] would be to exhaust

[11:17] their available sick days.

[11:19] We receive 10 per year.

[11:21] More often than not, the need for leave

[11:24] would be longer than the accrued leave.

[11:26] So at that point,

[11:27] teachers would have a difficult

[11:29] and potentially dangerous choice to make,

[11:31] weighing the need to

[11:32] recover from childbirth

[11:34] with the need for a full paycheck.

[11:36] Not only were there

[11:38] short-term impacts to returning

[11:40] to work before a full recovery,

[11:42] there are also long-term

[11:44] impacts related to retirement.

[11:47] Using up sick time with each pregnancy

[11:49] results in substantially

[11:51] fewer sick days at retirement

[11:55] that can be converted

[11:56] into service credits,

[11:58] which forces women of retirement age

[12:00] to choose between working longer

[12:03] or earning less in retirement.

[12:05] And on average, female

[12:07] educators receive almost $100,000

[12:11] less in retirement than

[12:12] their male colleagues.

[12:14] Babies are expensive, but the system

[12:17] should not have been

[12:18] designed such that the expense

[12:20] falls more on women than on men.

[12:22] Pregnancy should not come with a penalty.

[12:26] But this has finally changed.

[12:27] Our SUSE school system will never again

[12:30] force women to choose

[12:31] between what their doctor

[12:32] deems best for their bodies

[12:34] and returning to work early

[12:36] so they can meet the

[12:36] financial needs of their families.

[12:38] Last year, CTA ran a

[12:40] campaign asking educators

[12:42] to share stories about

[12:44] the hardships they faced,

[12:46] and over 8,000 educators

[12:48] shared their personal stories

[12:50] on a petition urging

[12:51] legislators to vote yes on this bill.

[12:54] Women shared stories

[12:55] about having to return

[12:56] to the classroom wearing adult diapers

[12:58] due to postpartum bleeding.

[13:00] Or after using all their sick days,

[13:03] returning to work only to catch the flu

[13:05] and not have any sick days left.

[13:07] This wasn't just harmful to the educator.

[13:09] It was harmful to the

[13:10] students in their classrooms.

[13:12] But those days are over,

[13:13] and I have the pleasure

[13:14] of delivering an optimistic labor report

[13:17] about the power that

[13:18] collective bargaining

[13:19] and organized labor has toward

[13:22] affecting change at the state level.

[13:25] This is especially relevant now.

[13:27] As we shift our focus

[13:29] towards Proposition 3

[13:30] on this November's ballot,

[13:32] this is another CTA-sponsored action,

[13:35] and if passed, we'll

[13:37] ensure that state funding

[13:39] amounting to

[13:39] approximately 15% of GUSD's budget,

[13:44] which is about $55

[13:45] million, will not expire.

[13:48] Educators know the value

[13:50] of fully-funded schools,

[13:52] and so we are standing

[13:53] together to encourage voters

[13:55] to vote yes on Prop 3.

[13:57] As a matter of fact,

[13:59] GUSD, GTA, CSEA Chapter 3,

[14:03] and GSMA are all standing

[14:05] together in support of Prop 3

[14:08] as evidenced by Resolution Number 15

[14:10] on today's board agenda.

[14:12] We are happy to partner with

[14:13] our local education partners

[14:15] and GUSD to support Prop

[14:17] 3, and we ask our community

[14:19] to do the same by

[14:20] voting yes this November.

[14:22] For now, we thank you

[14:24] for standing with educators

[14:25] to implement long-overdue

[14:27] paid pregnancy disability leave.

[14:29] We look forward to

[14:30] memorializing this legislation

[14:32] in our contract and moving

[14:34] forward in a more equitable

[14:36] and egalitarian manner.

[14:39] Thank you.

[14:40] (audience applauds)

[14:46] Thank you.

[14:48] And we will now move on to

[14:50] communications from the public.

[14:51] (audience member speaks faintly)

[14:56] Addressing the Board of Education.

[14:59] When you're in person, an individual or

[15:00] group representative

[15:01] may address the Board of

[15:02] Education on any agenda item,

[15:05] no one noticed that, or

[15:06] subject within its jurisdiction.

[15:09] Instructions for public

[15:10] communication are included below.

[15:13] The board will limit the total time

[15:15] for public comment to 60 minutes.

[15:19] No more than three minutes may be

[15:20] allotted to each speaker,

[15:21] and no more than 21

[15:22] minutes per each subject,

[15:24] except by unanimous consent

[15:26] of the Board of Education.

[15:27] A speaker's time, a lot

[15:29] of time cannot be deferred

[15:30] to another speaker, and

[15:32] board members may question

[15:33] the speaker, but there will

[15:34] be no debate or deliberation.

[15:37] And if it's online, an individual or

[15:39] group representative

[15:40] may submit a written

[15:41] public comment via email

[15:43] through the following

[15:44] process by creating an email

[15:46] to publiccommentatgusc.net.

[15:49] In the subject line, type

[15:51] pre-submitted written comment,

[15:53] public comment, and

[15:54] then you can push send.

[15:59] The Board of Education, the public

[16:01] comment must be designated

[16:05] specifically to an upcoming

[16:06] Board of Education meeting,

[16:08] and please specify the meeting date,

[16:10] and in compliance

[16:10] with board by-law, 9323,

[16:13] comments will be

[16:14] limited to 450 words or less.

[16:16] Any words in excess of this

[16:18] limit will not be included

[16:19] in the public record.

[16:20] Thank you, and do we have

[16:22] any more public comment cards,

[16:23] Ms. Ishitsuka?

[16:25] No, we don't.

[16:26] Okay.

[16:28] We will start public comment off tonight

[16:31] with Emma Husapian, and if

[16:35] I said your last name wrong,

[16:36] please help me say it

[16:38] correctly when you come up.

[16:39] Emma Husapian, and will you

[16:41] please come to the podium?

[16:49] Good evening, GSD board members.

[16:52] It is my pleasure to

[16:52] speak with you all tonight.

[16:55] My name is Emma Husapian,

[16:56] and I'm a senior at

[16:57] Crescent Valley High School.

[16:58] Last year, I took AP

[17:00] research and completed research

[17:01] on a topic that not many

[17:02] people acknowledge often.

[17:04] I'm a left-handed writer,

[17:05] and have always found trouble

[17:06] writing on classroom desks.

[17:08] To be truthful, they are

[17:09] uncomfortable and unaccommodating

[17:11] to the bodies of left-handed writers.

[17:13] Most of the classroom

[17:14] desks that I have come across

[17:15] so far within GSD include these,

[17:18] which are built to fit

[17:19] right-dominant students only.

[17:21] This is because the population of

[17:23] left-handed students

[17:24] is such a minority, but we still matter.

[17:26] My research examined

[17:28] whether ambidextrous desks

[17:29] improve the experience of left-handed

[17:31] high school students

[17:32] compared with the

[17:33] standard right-handed desks

[17:34] that are common in classrooms today.

[17:36] I conducted an experiment with seven

[17:38] left-handed students

[17:39] at my high school.

[17:40] Each student

[17:41] completed three writing trials

[17:42] on an ambidextrous desk,

[17:43] and three writing trials

[17:44] on a standard right-handed desk.

[17:46] I measured writing

[17:47] speed, writing accuracy,

[17:49] handwriting legibility,

[17:50] and physical discomfort.

[17:52] The results were

[17:53] especially significant in two areas.

[17:55] First, handwriting legibility was

[17:57] significantly better

[17:58] on the ambidextrous

[17:59] desks in all three trials.

[18:02] Second, and even more importantly,

[18:04] students experienced

[18:05] greater physical discomfort

[18:06] on the standard right-handed desks.

[18:08] Students reported

[18:09] having to excessively contort

[18:11] their bodies when using these desks.

[18:13] The students I interviewed

[18:14] described this firsthand.

[18:16] One student explained that she had to

[18:18] twist her lower back

[18:19] and shift her arm towards the right side

[18:21] because the desk was

[18:21] smaller on the left side.

[18:23] Another said she had to move

[18:24] her entire body to the right

[18:26] and felt as though she was leaning

[18:27] to the student next to her

[18:28] just to have enough writing space.

[18:31] Previous research I reviewed also found

[18:33] increased muscle activation and

[18:34] musculoskeletal discomfort

[18:36] among left-handed students using desks

[18:39] designed for right-handed users.

[18:41] These desks take a

[18:42] serious toll on our bodies.

[18:44] My goal is not to get rid

[18:45] of all the existing desks

[18:46] in classrooms, but to

[18:48] just recognize that students

[18:49] should not have to

[18:50] physically adjust their bodies

[18:51] just to fit the

[18:52] furniture in their classrooms.

[18:54] So I'm kindly asking GUSD

[18:56] to take a practical step

[18:58] toward making our

[18:58] classrooms more inclusive.

[19:00] I believe that all classrooms should

[19:02] gradually transition

[19:03] toward ambidextrous

[19:04] desks which can accommodate

[19:06] both left and right-handed students.

[19:09] Most of the science classes at my school

[19:11] are filled with tables

[19:13] like these that fit two people

[19:15] which are the most

[19:16] comfortable option for everyone.

[19:18] At the very least, every GUSD classroom

[19:21] should have accessible

[19:22] left-handed desk options.

[19:24] I think having a few

[19:25] left-handed desks in each classroom

[19:27] would easily solve

[19:27] the issue of discomfort

[19:29] in left-handed students and

[19:30] would be the most feasible

[19:31] and convenient option.

[19:33] I would love for my fellow lefties and I

[19:35] to see more

[19:36] non-discriminatory classroom furniture

[19:38] across GUSD in the near future.

[19:40] Thank you so much for listening

[19:42] and I hope you take my

[19:43] recommendations into consideration.

[19:46] (audience applauding)

[19:52] The next speaker will be Ray Shelton.

[20:05] You often speak of hate, Cross,

[20:08] but the truth is you are

[20:11] one of the largest purveyors

[20:13] of heart of hate in the city of Glendale.

[20:18] You clearly hate science.

[20:20] Which says there are

[20:21] two and only two genders

[20:23] and that you cannot change gender.

[20:26] You clearly hate grammar

[20:30] and the proper use of pronouns.

[20:36] You also, you and your former colleague,

[20:40] Ingrid, also clearly hate history.

[20:45] Your former

[20:45] colleague, Ingrid, made a error

[20:49] stating that the United States imprisoned

[20:54] Japanese Americans in concentration camps

[20:56] and I remarked on this the last time

[20:59] and I wanted to bring

[21:00] two books to share with you

[21:04] just to show you the sort of propaganda

[21:08] you and Ingrid rely on.

[21:10] Here's a book titled A

[21:11] Child in a Prison Camp

[21:14] written by Takasima.

[21:21] This has to do with the

[21:22] fact that in December of 1941,

[21:25] 22,000 people of Japanese origin

[21:28] were living on Canada's west coast

[21:30] and were required to move away from

[21:32] Canada's west coast.

[21:34] In fact, all the

[21:34] countries and the Americas

[21:36] moved their Japanese populations away

[21:38] from the west coast.

[21:40] On page 46, in her own words, she writes,

[21:44] David, that's her

[21:44] brother, and many other young men

[21:46] in camps in Ontario and

[21:48] other parts of Eastern Canada

[21:49] were allowed to move out of the camps.

[21:51] They were not prisons and they were not

[21:52] concentration camps.

[21:55] And she comments that David sends us

[21:57] a nice presence from

[21:58] Toronto, her brother.

[22:02] There's another book I

[22:02] picked up called Enemy Child,

[22:06] a story of Norman

[22:07] Mineta, a boy imprisoned

[22:09] in a Japanese American internment camp.

[22:11] Now there were internment

[22:12] camps, but those were prisons.

[22:14] Relocation centers were not prisons.

[22:17] And on page one, it

[22:18] actually gives the correct name

[22:20] for the Heart Mountain

[22:21] War Relocation Center.

[22:24] And again, on page 129, he says,

[22:27] Papa was able to teach at

[22:29] the University of Chicago.

[22:30] It was a salaried

[22:31] position and a prestigious one.

[22:33] So they also left, in

[22:35] fact, approximately over 4,000

[22:40] young people went to college.

[22:41] So it is true that some

[22:45] Japanese Americans suffered,

[22:46] but the fault does not

[22:48] lie with the United States.

[22:49] It lies with Imperial

[22:50] Japan that attacked America,

[22:52] attacked Korea, attacked

[22:53] China, attacked the Philippines.

[22:56] Any suffering they experienced

[22:57] was because of Imperial Japan.

[23:02] So I hope that if you have

[23:04] these books in your libraries,

[23:06] you'll take them out because

[23:08] it's clearly you hate America.

[23:10] Thank you.

[23:17] Okay, our next speaker

[23:18] will be Hovinesse Brameon.

[23:21] And again, if I said

[23:22] your last name wrong,

[23:22] please feel free to correct me.

[23:24] I don't mind learning.

[23:33] Thank you, Hovinesse.

[23:37] Hi, thank you.

[23:38] Hi, everyone.

[23:39] My name is Hovinesse Brameon.

[23:41] I am a researcher at a big tech company.

[23:44] I'm also a former instructor at UCLA

[23:46] where I did my PhD studies.

[23:49] But I'm here today

[23:50] speaking to you as a father

[23:51] of a kindergartner at

[23:52] Edison Elementary School.

[23:54] I think it's important to

[23:55] mention my employment in tech,

[23:57] not because I'm

[23:58] representing the views of industry

[24:00] or my employer, because I'm not,

[24:02] but rather because I wanna note

[24:04] I'm not anti-technology

[24:06] in some general sense.

[24:08] I am, however, against

[24:10] the unnecessary suboptimal

[24:12] or harmful use of screen-based technology

[24:14] to replace instruction and supervision

[24:17] traditionally entrusted

[24:18] in our children's teachers.

[24:21] EdTech promises of enhanced learning

[24:23] have been generally oversold.

[24:25] This is known.

[24:26] We are seeing today the negative impacts

[24:28] of over-reliance on

[24:29] screen-based instruction,

[24:30] especially in younger students.

[24:33] Meta-analyses across nearly 90 studies

[24:36] have found consistent association

[24:38] between screen exposure

[24:40] at ages younger than 12

[24:42] with an increased incidence of

[24:43] disruptive behavior problems,

[24:45] including aggression,

[24:47] impulsivity, rule-breaking,

[24:49] and hostility against

[24:50] authority figures and peers.

[24:52] Similarly, there is a

[24:53] robust association with anxiety,

[24:56] depression, and social isolation.

[24:59] These findings are

[25:00] robust to statistical controls

[25:03] and consistent with

[25:04] randomization-based causal studies

[25:06] showing increased risk of childhood ADHD.

[25:10] I am a social scientist.

[25:11] I'm familiar with the

[25:13] way that these studies work

[25:14] and the robust association

[25:16] found here across studies.

[25:18] My ask of the board today is

[25:21] to support strong guidelines

[25:23] for the limited use of such

[25:24] tech in our public schools,

[25:26] especially for younger students.

[25:28] Doing so would align the

[25:30] best interests of students,

[25:32] parents, and very

[25:33] importantly, the teachers of GUSD.

[25:36] Many of us already do

[25:37] what we can at home.

[25:39] We trust our schools to also look out

[25:41] for the best interests of our kids.

[25:44] Please follow the evidence,

[25:45] set a strong policy

[25:46] that sets a very high bar

[25:48] for when our children's

[25:49] instruction is supplemented

[25:51] by these screen-based technologies.

[25:53] Thank you.

[25:54] (audience applauds)

[25:59] Our next speaker will be Lindsay Zwicker,

[26:03] and that is Lindsay Zwicker.

[26:11] Good evening.

[26:12] My name is Lindsay Zwicker,

[26:14] and I am a Glendale

[26:15] resident and a Franklin parent.

[26:18] I'm speaking tonight to advocate for

[26:20] stricter regulations

[26:21] on classroom technology rooted firmly

[26:24] in parents' fundamental

[26:25] rights to make decisions

[26:27] for our children's care.

[26:29] Schools Beyond Screens of Glendale

[26:31] has developed core policies

[26:33] that we hope to see incorporated

[26:34] into district policy.

[26:37] The US and California

[26:39] constitutions recognize

[26:40] that parents have a

[26:41] fundamental interest in the care,

[26:43] custody, and control of our children.

[26:47] Compulsory ed tech

[26:48] pushes past this boundary,

[26:50] forcing families into an unfair catch-22.

[26:53] We must either surrender our children's

[26:56] developmental health

[26:57] and personal data to

[26:58] corporate algorithms,

[27:00] or forfeit their constitutional rights

[27:02] to a public education.

[27:05] Compulsory ed tech

[27:06] impacts parental rights

[27:07] to protect our children in three ways.

[27:10] First, health.

[27:12] Research shows that digital devices

[27:14] compromise deep comprehension,

[27:16] fracture attention spans,

[27:18] and stifle social emotional development.

[27:21] Excessive screen use also has

[27:23] physiological impacts

[27:25] such as eye strain and poor posture.

[27:28] Second, safety.

[27:30] Educational software

[27:31] introduces gamified dopamine loops

[27:34] and behavioral tracking

[27:35] that parents cannot regulate.

[27:38] Third, privacy.

[27:41] Compulsory ed tech subjects our children

[27:44] while data harvesting.

[27:46] Even with statutory

[27:47] protections like COPPA and FERPA,

[27:50] data leaks are always a risk,

[27:52] and parents should

[27:53] have the absolute right

[27:54] to safeguard our children

[27:55] from a permanent digital footprint.

[27:58] Furthermore, compulsory

[28:00] ed tech is an equity issue.

[28:02] While affluent families

[28:03] are increasingly sending

[28:05] their children to

[28:05] private schools with low-tech

[28:07] and human-centered curricula,

[28:09] public school and low-income students

[28:11] are flooded with

[28:12] technology and their proven harms.

[28:14] True equity means

[28:16] prioritizing high-quality,

[28:18] face-to-face instruction.

[28:20] Digital literacy should

[28:21] be a standalone subject,

[28:23] not the delivery

[28:24] infrastructure for core classes.

[28:27] We can teach our students

[28:28] to navigate the digital world

[28:30] without forcing them

[28:31] to absorb math, reading,

[28:33] and history lessons through a screen.

[28:36] Therefore, we urge this board

[28:38] to help us protect our

[28:39] children's well-being

[28:40] by adopting three core mandates.

[28:43] First, enact screen time

[28:44] limits that exceed LAUSD,

[28:46] including a device ban

[28:48] for TK through third grade.

[28:50] Two, establish a true device opt-out.

[28:53] Provide a seamless path

[28:54] to choose paper textbooks

[28:56] and physical materials.

[28:58] And three, implement a

[28:59] student AI moratorium.

[29:01] Ban generative AI

[29:02] tools on district devices

[29:04] aligning GUSD with

[29:05] protections adopted by LAUSD

[29:07] and New York City Public Schools.

[29:09] Please help us parents protect

[29:11] our children's health and safety.

[29:12] (audience applauds)

[29:18] Our next speaker will be Zora.

[29:22] Zohora.

[29:24] Freed.

[29:26] And again, always love

[29:28] learning new names, so.

[29:40] Good evening.

[29:41] My name is Zohora, or Zoe Freed,

[29:44] and I have been a proud

[29:45] Glendale resident for four years.

[29:47] Last month, my

[29:48] daughter started kindergarten

[29:49] at Edison Elementary, and next year,

[29:51] my son will join her there for TK.

[29:54] In our short time at Edison,

[29:55] I have been so impressed by

[29:57] the education she is receiving

[29:58] and the wonderful community there.

[30:00] I'm here tonight to share my concerns

[30:02] about the increasing use

[30:03] of technology for ed tech,

[30:06] especially individual device usage

[30:08] and AI in the

[30:09] classroom and for assessments.

[30:11] I'm asking that device use be aligned

[30:14] with current child

[30:14] development research on screen time,

[30:16] which includes no device

[30:18] use in the younger grades,

[30:19] TK to three, and time

[30:21] limits for older students.

[30:22] I'm also very

[30:23] concerned about the use of AI,

[30:25] and most recently was

[30:26] very concerned to see

[30:27] that a mirror would be

[30:28] used for reading screening

[30:30] for kindergarten through

[30:31] second grade students at Edison,

[30:33] and I know that's district-wide.

[30:35] A mirror records student voices,

[30:37] and I'm very worried

[30:38] about where recordings

[30:39] of our youngest children will go

[30:41] and what they will be used

[30:42] for, as others have referenced.

[30:45] We all know data is not safe.

[30:47] There have been huge data breaks at

[30:49] hospitals, companies,

[30:51] government organizations frequently.

[30:54] I ask that this board

[30:55] recommend disabling student access

[30:57] to any generative AI

[30:58] tools, apps, websites,

[31:00] and software on all

[31:01] school-issued devices.

[31:03] I believe, like New York City did

[31:05] for elementary middle

[31:06] schoolers last week,

[31:07] Glendale should

[31:08] implement an AI moratorium

[31:10] until more is learned

[31:11] about the safety and legality

[31:13] of AI tools like a mirror.

[31:15] I'm concerned that AI will also start

[31:17] to replace human interaction,

[31:18] which especially for

[31:19] our youngest children

[31:21] would have serious negative consequences.

[31:24] I was a high school teacher myself,

[31:25] a proud social studies teacher

[31:27] and union member for many years,

[31:29] and I can appreciate the

[31:31] challenges for teachers

[31:32] in learning and

[31:33] incorporating new technologies

[31:34] into lessons plans and

[31:35] then having to change that.

[31:38] It's incredibly frustrating and

[31:39] incredibly time-consuming,

[31:41] but I do believe that

[31:42] these changes are vital,

[31:43] and I look forward to

[31:44] supporting this board

[31:45] in making thoughtful changes

[31:47] that will protect

[31:48] Glendale Unified students

[31:49] and ensure Glendale schools stay as

[31:51] incredible as they are.

[31:53] Thank you.

[31:53] (audience applauds)

[32:00] Our next speaker is Jonathan Matz.

[32:05] Jonathan Matz.

[32:08] Good evening.

[32:09] As the white shirt may

[32:11] have indicated to all of you,

[32:12] I'm here similarly to

[32:14] speak like my friends,

[32:15] Lindsay and Zahara

[32:17] about edtech in our schools.

[32:20] And in addition to

[32:21] supporting schools beyond screens,

[32:25] core data points,

[32:26] which Lindsay talked about,

[32:27] I also wanted to just give

[32:28] some anecdotal discussions

[32:31] about how already this

[32:32] is impacting our daughter.

[32:34] So our daughter Lila is

[32:36] currently in first grade

[32:37] at Benjamin Franklin.

[32:39] She started last year in kindergarten.

[32:41] And last year towards

[32:43] the end of the year,

[32:44] she came home with what

[32:45] initially to us felt like

[32:46] some funny anecdotes,

[32:48] repeating some taglines from video ads

[32:52] that she had seen in her classroom before

[32:55] that her teacher kind of

[32:57] very hastily moved to skip

[33:00] right before the video that

[33:03] they were supposed to watch

[33:05] came on.

[33:05] And at first we thought

[33:06] this was relatively funny

[33:08] until we realized that

[33:09] essentially our daughter

[33:10] was spending her time

[33:12] in school memorizing ads,

[33:14] in this case for car detailers.

[33:16] We have friends whose

[33:19] children were exposed

[33:21] to considerably more graphic ads

[33:24] before seeing the content

[33:27] that had been prepared for them

[33:29] for their classroom.

[33:30] We're very concerned about

[33:33] their exposure to such content.

[33:38] And beyond that, we're

[33:41] also deeply concerned

[33:43] about our daughter's

[33:45] privacy, as has mentioned before.

[33:48] Amira offers no

[33:49] protection for our children's use

[33:52] of for our children's personal data.

[33:54] And the current lawsuit actually,

[33:55] as they've been indicated

[33:56] that their work is being used

[33:58] to train further development of programs

[34:03] by these large ad tech companies

[34:04] with no compensation or notification

[34:07] that they're

[34:08] literally their eye movements

[34:09] and their touches on

[34:11] screens are being used

[34:12] to further fine tune educational products

[34:16] by companies like iReady.

[34:19] These programs have not been shown

[34:21] to drastically improve

[34:23] any cognitive abilities

[34:25] or scores in math or reading.

[34:30] And we strongly encourage the GUSD

[34:34] to adopt strict content guidelines,

[34:39] and particularly for the youngest members

[34:41] of our student body, but

[34:42] really for all students

[34:43] and to arrest this

[34:47] move towards replacement

[34:49] of in-person instruction

[34:53] with educational tools.

[34:54] Thank you.

[34:57] (audience applauding)

[35:01] We will now have Ben Shiffrin.

[35:14] Hi, good evening, superintendent,

[35:18] sorry, I should start again.

[35:19] Good evening,

[35:19] superintendent and board members.

[35:22] My name's Ben Shiffrin.

[35:23] I have two kids in the district.

[35:25] We started in Keppel and

[35:27] then we moved up to Monte Vista,

[35:28] but I grew up in Ithaca, New York,

[35:32] where my dad was on

[35:33] the board of education.

[35:34] And I hated it.

[35:36] The phone would ring off

[35:38] the hook during dinner,

[35:40] answering machine plane

[35:41] call after call of parents,

[35:42] complaining, I would

[35:43] watch board meetings.

[35:45] And the tone of the speech was always

[35:46] kind of Gettysburg

[35:47] address, but the content was,

[35:50] I want more stuff for my kid.

[35:54] Oh, sorry, okay.

[35:56] My kids would benefit

[35:59] from a tech adjustment,

[36:01] but that's not why I'm speaking.

[36:02] At Monte Vista, the

[36:04] teachers have been pretty flexible,

[36:05] letting my kids read a book

[36:07] instead of doing eye-ready.

[36:08] At home, we have so many little policies

[36:10] to keep screens out of our house.

[36:11] I'm proud that my

[36:12] kids enjoy Legos, books,

[36:14] and complaining that I'm a horrible dad

[36:16] because they can't get Minecraft.

[36:18] But that takes a lot of work.

[36:20] For many Glendale

[36:21] families, the idea of negotiating

[36:22] accommodations with

[36:23] teachers feels impossible.

[36:25] And I know the whole

[36:26] arrangement is not really

[36:27] that much fun for teachers either.

[36:29] When I watch these board meetings,

[36:31] I see the same theme over and over.

[36:33] How do we help our students who are

[36:34] struggling the most?

[36:36] And what concerns me is the answer.

[36:38] We have this new tech

[36:39] solution and just you wait.

[36:42] Right now, that solution is Amira,

[36:44] the AI reading

[36:45] screener, which is also a tutor.

[36:47] GUSD students completed

[36:48] 53,326 tutor stories last year.

[36:53] And I know my kids didn't learn to read

[36:56] talking to a screen.

[36:57] I talked to a Franklin

[36:58] parents whose kid had intervention

[37:00] she wasn't talking to a screen.

[37:02] When the district asked for renewal,

[37:04] they called out,

[37:05] quote, intervention teachers

[37:07] at the disproportionality

[37:08] focus schools, end quote.

[37:10] So maybe at schools like

[37:11] Montevista or Franklin,

[37:13] our kids get a teacher.

[37:14] And at the

[37:15] disproportionality focus schools,

[37:17] sometimes they get a robot.

[37:19] And if equity comes up tonight,

[37:20] I hope that's what we're talking about.

[37:23] So Amira, AI ready,

[37:25] any of these programs,

[37:26] fill in the blank offers

[37:27] this very seductive premise.

[37:29] Standards aligned instruction.

[37:31] And maybe you can hire fewer aides,

[37:34] intervention teachers, maybe class sizes,

[37:36] nudge up just a little.

[37:37] And tonight you'll talk about Link It.

[37:39] And I don't know, maybe

[37:40] that's a great program,

[37:42] or maybe it's the same

[37:43] performance measurements

[37:44] you already have.

[37:45] And it costs as much as

[37:46] one teacher every year.

[37:49] Is an article of

[37:50] faith for me that AI ready

[37:51] is no better at assessing a

[37:52] kid than a trained teacher.

[37:53] And there is no way Amira teaches reading

[37:57] better than an intervention specialist.

[37:59] And tonight I'm asking for real

[38:01] protections for our kids,

[38:02] protections that

[38:03] exceed what we see in LAUSD.

[38:05] And I hope when we set the tech balance

[38:07] in this district right, we can surge

[38:09] trained classroom and

[38:11] intervention teachers

[38:12] to the students who truly need it

[38:13] and close equity gaps in this district.

[38:16] Thank you very much.

[38:20] (audience applauding)

[38:24] Our next speaker will be Malika.

[38:27] (audience applauding)

[38:30] And Malika, I don't know your last name,

[38:32] but if you are here, Malika.

[38:36] Thank you.

[38:39] Oh, we spoke earlier.

[38:40] We did.

[38:40] Hi, good evening.

[38:41] My name is Malika and this

[38:42] is my nine week old Luna.

[38:45] I'm here tonight

[38:46] because I'm concerned about

[38:47] the growing role of technology in our

[38:48] children's classrooms

[38:50] and I'm making the board to

[38:51] think about that trajectory.

[38:53] We hear a lot about technology being the

[38:55] future of education.

[38:56] But before we ask whether it's affordable

[38:58] or whether it's efficient,

[38:59] we have to ask one more basic question.

[39:01] Is it good for kids?

[39:03] The research on child

[39:04] development is clear.

[39:05] Children learn best

[39:06] through direct human interaction

[39:07] with teachers, with each other,

[39:09] and through hands-on experience.

[39:11] Every hour spent on a

[39:12] screen is an hour not spent

[39:13] building the cognitive

[39:14] and social emotional skills

[39:16] that come from real

[39:16] engagement with the world

[39:18] and with other people.

[39:19] Sustained attention,

[39:20] face-to-face communication,

[39:22] reading social cues,

[39:23] working through conflict

[39:24] with a peer instead of a device.

[39:26] Those aren't soft skills.

[39:27] They're the foundation that

[39:28] everything else is built on.

[39:30] This isn't an argument about budgets.

[39:31] Even if tech were free,

[39:32] if this board received

[39:33] a windfall tomorrow, earmarked entirely

[39:35] for classroom technology,

[39:37] our concern wouldn't change.

[39:39] Because the problem

[39:39] was never the price tag.

[39:40] The problem is what

[39:41] excessive screen time does

[39:42] to a developing child,

[39:43] regardless of who is paying for it.

[39:46] We're already seeing the

[39:46] consequences elsewhere.

[39:48] Districts that went all in on screens

[39:49] are now seeing academic

[39:51] performance suffer not improve.

[39:52] Attention spans

[39:53] shrinking, kids more isolated

[39:55] from each other, not less.

[39:56] That's not a

[39:56] hypothetical that's happening now

[39:58] in classrooms that made the same bet

[39:59] we're being asked to make here.

[40:02] I'm not anti-technology in any way.

[40:04] I'm not asking you to throw on every

[40:06] laptop in the building.

[40:07] I'm asking the board to hold the line

[40:08] on a simple principle.

[40:10] Technology should be used as a tool

[40:11] teachers reach for occasionally,

[40:13] not the default way our

[40:14] kids seem to be learning.

[40:16] Every decision about

[40:17] tech in the classrooms

[40:17] should start with a question,

[40:18] is this good for a developing child,

[40:20] not is this efficient, or is this what

[40:22] everyone else is doing?

[40:23] Our kids only get one

[40:24] childhood and one shot

[40:25] at building these foundational skills

[40:27] and I'm asking you to protect that.

[40:29] Thank you so much.

[40:30] (audience applauds)

[40:37] All right, our next

[40:37] speaker will be Violet.

[40:42] Sakhar?

[40:43] Sakray.

[40:46] Thank you.

[40:49] Hi, members of the board.

[40:52] I just want to thank you for

[40:54] listening to us parents today

[40:55] about our concerns about

[40:56] the use of tech in classrooms.

[40:58] My name is Violet.

[41:01] My name is Violet Sakray.

[41:03] I'm a mom to a GSD

[41:04] students and resident of Glendale.

[41:07] First, I want to thank

[41:08] GSD for continuing to invest

[41:10] in our students and

[41:11] want to thank our teachers

[41:12] for their adaptability

[41:13] and bringing some tech

[41:13] into the classroom, which is not easy.

[41:16] I work in tech and in art

[41:18] and I'm not against tech.

[41:19] I am just concerned about

[41:20] an uptick in the use of tech

[41:22] in classrooms since

[41:23] COVID and the over-reliance

[41:25] that some teachers have had

[41:26] on its use in their classrooms.

[41:28] Especially, I am

[41:29] concerned for K to third,

[41:31] but will not deny that

[41:31] I wish for less reliance

[41:33] in middle school and high school as well.

[41:35] My son is in total

[41:36] middle school, eighth grade

[41:37] and he went to Franklin

[41:39] and I have an upcoming kinder as well.

[41:41] I have experienced

[41:41] Franklin pre-during and post-code

[41:43] as well as middle school and GSD.

[41:45] I've seen the results over the years

[41:47] with little, medium and overuse of tech.

[41:49] All varying amounts of

[41:50] tech use in different grades

[41:52] with different teachers.

[41:53] The years where my son learned the most

[41:55] and grasped the most information,

[41:56] I would consider long-lasting knowledge

[41:58] and not just scores for

[42:00] scores or to pass tests,

[42:01] was at the highest during years

[42:03] where his class used less tech

[42:05] and mostly for research and

[42:06] support to support education.

[42:09] And where most students did

[42:11] their writing by hand on paper,

[42:12] especially essays and then

[42:14] math, as well as note-taking.

[42:16] Some concerns I also

[42:17] have is for many teachers,

[42:19] this is also a

[42:20] secondhand job to police tech.

[42:22] One example in total is

[42:24] that despite the AI blockers,

[42:26] they still have access to chat GBT

[42:27] and the teachers have to

[42:28] ask the kids not to use it.

[42:31] Furthermore, some

[42:32] interesting new data about tech

[42:33] in schools reveals test

[42:35] scores across subjects

[42:36] in countries all across

[42:37] the world are going down

[42:38] in correlation with the

[42:39] uptake of tech use in classrooms

[42:41] since COVID in the past 10 years.

[42:43] Writing by hand versus typing in class

[42:46] shows that the act of writing by hand

[42:48] and the process of slowing things down

[42:50] in fact deepens the learning

[42:51] in students across subjects.

[42:53] And the 3D learning that happens

[42:55] when students read and

[42:56] write on paper matters.

[42:58] When we read on screens,

[42:59] we all start skimming

[43:00] very soon into reading.

[43:01] But when we write and read on paper,

[43:03] this leads to long-term learning and

[43:05] grasping of knowledge.

[43:06] When kids rely too much on tech,

[43:08] this also reduces

[43:09] their chances to build grit

[43:10] because they lose

[43:11] micro-obstacles throughout the day.

[43:13] And offloading to-dos

[43:14] and processes of tech

[43:15] not only like lessens their ability

[43:18] to store cognitive load.

[43:21] Anyway, finally, I

[43:23] just wanna thank you all

[43:24] for listening to us tonight

[43:26] and would love for you

[43:26] to consider these concerns

[43:28] and to create more

[43:28] clear and strict guidelines

[43:30] about how tech is used

[43:31] in our classrooms in GSD

[43:33] that will help support teachers by

[43:34] lessening their load

[43:35] and to protect students from

[43:36] over-reliance of tech

[43:38] in school and in their lives

[43:40] because we know that the

[43:41] tech that's used in school

[43:42] is a gateway for how

[43:43] much they use at home

[43:44] and in their lives in the future.

[43:46] So thank you so much

[43:47] for considering this.

[43:49] (audience applauds)

[43:53] And our final speaker tonight will be

[43:55] Benjamin Greenfield.

[43:58] And I see him coming up, thank you.

[44:06] Hello, my name is Benjamin Greenfield.

[44:08] I am a Glendale resident

[44:10] and the father of two kids

[44:12] at Edison Elementary School.

[44:14] I've spent the bulk of my career

[44:16] working in and around technology,

[44:19] including as a software engineer.

[44:20] I have made a living from tech

[44:22] and yet I'm speaking to you tonight

[44:25] because in my

[44:26] experience as a GOSD parent,

[44:28] the time that my kids

[44:29] have spent with computers

[44:31] and technology has

[44:32] often been more detrimental

[44:33] than constructive.

[44:35] In my experience, it

[44:36] hasn't taught them any skills,

[44:38] technical or otherwise.

[44:39] As a first grader, my

[44:41] child was given homework

[44:42] where she was asked to

[44:43] interact for hours a week

[44:45] with programs that were

[44:46] not appropriate to her level,

[44:47] that were glitchy and frankly,

[44:49] where the instruction

[44:50] quality was really subpar.

[44:53] When my wife or I walked

[44:54] her through math problems

[44:55] or read books with her,

[44:56] we would see her grow before our eyes.

[44:58] We'd feel connected to her.

[45:00] We'd feel involved as parents.

[45:02] But when she completed

[45:03] these computer exercises,

[45:04] she learned nothing.

[45:05] She connected with nobody

[45:06] and she was bored out of her mind.

[45:08] So my ask is this,

[45:10] please don't let our young children

[45:11] be taught by a computer program.

[45:13] It's not helping them.

[45:14] And for older grades,

[45:15] I haven't personally gotten

[45:16] there yet with my own kids,

[45:18] but I have worked

[45:19] with so many young adults

[45:20] who have been through

[45:21] tech-related mental health crises

[45:23] or whose brains have been atrophied

[45:25] because they

[45:26] outsourced their thinking to AI.

[45:28] And so my second ask is

[45:30] that we never put any

[45:31] technology in front of students

[45:33] to improve their learning.

[45:35] With all that we know

[45:36] about the positive influences

[45:38] that a good teacher can have

[45:39] and the negative

[45:40] influences that tech can have,

[45:42] we should always err on

[45:43] the side of putting less tech

[45:44] in front of children rather than more.

[45:46] Thank you so much.

[45:48] (audience applauding)

[45:58] And with that, we will

[46:00] go into closed session now

[46:01] and we will not return before 6.30.

[2:50:31] [BLANK_AUDIO]

[2:50:59] Welcome back, Lindale Unified.

[2:51:01] We are back from closed session.

[2:51:03] 6.30 might have turned

[2:51:04] into 7.53, but we are here.

[2:51:06] And we do have two things to

[2:51:09] report out of closed session.

[2:51:11] And do I read the

[2:51:12] entire part right before it?

[2:51:14] Okay, perfect.

[2:51:15] And the board voted to ratify a

[2:51:17] settlement agreement with the plaintiffs.

[2:51:19] The terms of the agreement include a

[2:51:20] release of all claims by plaintiffs and

[2:51:22] a payment of $415,000 to the plaintiffs,

[2:51:25] not to come from the

[2:51:26] district's general fund.

[2:51:28] The vote was as follows.

[2:51:30] Ms. Cross, yes.

[2:51:31] Mr. C, yes.

[2:51:33] Mr. Farid, or Ms. Farid, yes.

[2:51:35] Mr. Korkian, yes.

[2:51:37] Dr. Dingchen, yes.

[2:51:39] And the next one was a

[2:51:40] report out of closed session.

[2:51:44] The board voted to deny the

[2:51:45] government claim dated May 22,

[2:51:48] 2026 and referenced as GHC 0098, 264.

[2:51:54] And the vote was as follows.

[2:51:56] Ms. Cross, yes.

[2:51:58] Mr. C, yes.

[2:52:00] Ms. Farid, yes.

[2:52:01] Mr. Korkian, yes.

[2:52:04] And Dr. Dingchen, yes.

[2:52:08] And with that, we will now move on to our

[2:52:11] informational items.

[2:52:13] And normally we would bounce back and

[2:52:15] forth between myself and Dr. Watson.

[2:52:19] But considering that that

[2:52:20] might be a little bit hard,

[2:52:21] getting everything to flow between the

[2:52:22] two cameras, we don't want

[2:52:23] to make anything too hard.

[2:52:24] So we will kind of just keep going.

[2:52:26] But for the information item and

[2:52:27] educational services,

[2:52:28] we're going to pop over to Kelly King for

[2:52:31] the info item number one.

[2:52:33] Well, if I may.

[2:52:34] Oh, actually.

[2:52:34] I can't.

[2:52:36] (laughs) Oh, she is, okay, perfect.

[2:52:38] Yeah, it's okay.

[2:52:38] I'm able to see you and if it's okay,

[2:52:40] I can jump and give

[2:52:41] context like we've done before.

[2:52:43] And again, sorry about that.

[2:52:45] And I'm sorry, I scared you.

[2:52:46] I do want to say thank you to everyone

[2:52:48] for allowing me this time and space.

[2:52:50] And so, yes, thank you,

[2:52:52] Ms. Cross, President Cross,

[2:52:54] for introducing items

[2:52:55] under educational services,

[2:52:56] where Dr. King will end up

[2:52:58] supporting this division.

[2:52:59] But first that we have to discuss tonight

[2:53:02] is on school safety.

[2:53:03] Student safety and school safety is our

[2:53:05] top priority and it's

[2:53:07] constantly evolving.

[2:53:08] And so tonight's presentation

[2:53:11] encompasses physical safety.

[2:53:13] It also encompasses mental safety.

[2:53:15] Mostly you're here about systems and

[2:53:17] supports tonight in

[2:53:18] terms of the resources

[2:53:19] and things that we do on our campuses and

[2:53:22] in our school communities

[2:53:23] to keep students safe.

[2:53:25] So in tonight's presentation, it'll be

[2:53:26] led by Mr. Yomasecki

[2:53:28] and he's our Director

[2:53:29] of Student Services.

[2:53:30] He'll share information on the various

[2:53:32] resources and protocols,

[2:53:34] which will include the use of technology,

[2:53:36] safe school plans will be

[2:53:37] discussed, safety drills,

[2:53:38] the use of cameras and our partnership

[2:53:41] with local law enforcement,

[2:53:43] as well as discuss behavior data that we

[2:53:46] use throughout our district

[2:53:48] to inform our practice as

[2:53:49] it relates to student safety.

[2:53:51] So Mr. Yomasecki, thank

[2:53:52] you for your presentation,

[2:53:54] your preparation under the

[2:53:55] direction of Dr. Kelly King,

[2:53:57] and for your dedication and commitment to

[2:54:00] this role in the district.

[2:54:01] So with that said, Mr.

[2:54:02] Yomasecki, please present.

[2:54:09] Thank you.

[2:54:10] Good evening, President Cross, board

[2:54:12] members and Dr. Watson.

[2:54:14] This is the yearly

[2:54:15] presentation of school safety.

[2:54:16] Some of the items might be

[2:54:18] similar to previously reported

[2:54:20] but there's some

[2:54:20] updates in various areas.

[2:54:24] The school safety is under the board

[2:54:28] priority number three,

[2:54:29] ensure the health and

[2:54:29] safety of students and employees.

[2:54:32] This is a slide that we've

[2:54:33] seen over and over again.

[2:54:34] This is the, we have to be

[2:54:36] carefully balancing our sites

[2:54:38] to make sure that they're safe

[2:54:39] while also making them a welcome place

[2:54:42] for students and parents.

[2:54:46] The school, in general, the school safety

[2:54:48] measures are on the screen.

[2:54:50] School safety plans, maps,

[2:54:51] which we updated this year

[2:54:53] with the help of the business department,

[2:54:57] assistant superintendent, Mr. Young.

[2:55:00] We do not like to share a

[2:55:01] lot of the details of the maps

[2:55:02] because we like to keep them safe.

[2:55:07] Raptor system, which we talked about,

[2:55:08] cameras on every campus,

[2:55:10] school resource officers,

[2:55:11] security guards, threat

[2:55:12] assessment protocols, drills,

[2:55:15] emergency communication

[2:55:17] protocols using Parent Square,

[2:55:19] the tip line, ALIS

[2:55:20] strategies, PBIS, the surveys

[2:55:24] and city funded crossing

[2:55:25] guards at elementary schools

[2:55:27] and middle schools.

[2:55:27] I will touch on some of

[2:55:28] them with more detail.

[2:55:31] Every year we have to,

[2:55:33] every school has to reevaluate

[2:55:36] their current school safety plan

[2:55:38] and look at what's

[2:55:40] working, what's not working

[2:55:42] and if there are any

[2:55:42] changes that they need to do,

[2:55:44] they will update it and then provide it

[2:55:47] for the following

[2:55:48] school year as an update.

[2:55:50] So currently schools will soon start,

[2:55:52] we start looking at the

[2:55:54] safety plans that they have now

[2:55:56] and by January

[2:55:58] they're supposed to provide

[2:55:59] their updated safety plan for next year.

[2:56:03] Every year that this happens,

[2:56:05] we have to provide the safety plans

[2:56:06] to our school resource officers or deputy

[2:56:10] for them to also take a look at it

[2:56:12] and tell us if anything

[2:56:13] needs to be changed or tweaked.

[2:56:16] So that's kind of the protocol we follow.

[2:56:20] Over the last few years,

[2:56:21] the state of California

[2:56:23] and the CDE has asked to

[2:56:26] include more and more items

[2:56:28] in the school safety plan.

[2:56:31] And I have to say that

[2:56:32] Linda has always been up to date

[2:56:33] with all the plans.

[2:56:35] We get notified in time

[2:56:36] to work on whatever it is

[2:56:38] that we need to work

[2:56:38] on and go through either

[2:56:40] the board approval or

[2:56:42] administrative approval.

[2:56:43] So we have the wildfire emergency plan

[2:56:46] that we were supposed to have in our

[2:56:47] safety plans this year.

[2:56:49] So that's updated.

[2:56:51] We also updated the school

[2:56:53] maps, like I said earlier,

[2:56:55] we have amazing school maps that we use

[2:56:58] for basically emergency reasons.

[2:57:02] And this year there were a

[2:57:03] few things that were added

[2:57:04] on there that weren't there before,

[2:57:06] again, to make sure that in

[2:57:08] case we need to use those maps,

[2:57:09] we have a little bit more information

[2:57:11] on where to find things.

[2:57:13] Also, we, Senate Bill 848 was something

[2:57:18] that we were supposed to add as part

[2:57:20] of our school safety

[2:57:21] plans this year, which we did.

[2:57:23] And I wanna talk a

[2:57:23] little bit more about that.

[2:57:25] So this is something that the state asked

[2:57:28] every school district to

[2:57:29] have in their safety plans.

[2:57:30] It's a comprehensive school safety plan,

[2:57:32] addendum for schools that promote safe

[2:57:35] learning environments

[2:57:35] and addresses the supervision and

[2:57:37] protection of students

[2:57:38] from sexual abuse,

[2:57:39] neglect and misconduct.

[2:57:41] This plan was developed and

[2:57:43] I presented it to the board

[2:57:45] in the June meeting of this

[2:57:46] year and it has been approved.

[2:57:48] So every school has this

[2:57:50] plan in which they have also

[2:57:52] the ability to make it their own by

[2:57:54] adding certain things

[2:57:55] that might be unique for that campus.

[2:57:58] Things that we did

[2:58:00] district-wide for SB 848,

[2:58:02] the annual AB193 training,

[2:58:05] professional boundary training

[2:58:07] for employees, visitor management system,

[2:58:09] which I will talk about a little bit,

[2:58:11] in a little bit more detail later.

[2:58:13] The revised restroom

[2:58:14] and toileting protocols,

[2:58:15] trauma and foreign

[2:58:16] victim response procedures,

[2:58:18] physical environment expectations,

[2:58:20] which we did the safety walks

[2:58:21] on from the district office.

[2:58:25] So all of us picked a

[2:58:26] school or two here and there,

[2:58:28] and we walked around to

[2:58:29] make sure that all the schools

[2:58:31] are up to code when it

[2:58:34] comes to this particular bill.

[2:58:36] And these site visits are gonna continue

[2:58:40] on a more regular basis so that we,

[2:58:43] in case we see things we missed

[2:58:44] or things have been changed back,

[2:58:46] we make sure that we

[2:58:48] tell them to be compliant.

[2:58:55] The RAPNIR technology suit that we have,

[2:58:58] there are three reasons,

[2:59:00] there are three items that we have

[2:59:02] as the visitor manager,

[2:59:05] every site you walk in,

[2:59:06] you have to provide an

[2:59:08] ID or check yourself in.

[2:59:09] And it mainly flags on safe visitors

[2:59:14] who are registered sex offenders.

[2:59:17] And we have had some false positives,

[2:59:19] and we've had one or

[2:59:21] two actual positives,

[2:59:24] and the system alerts the office,

[2:59:26] while the computer in

[2:59:28] front of the person checking in

[2:59:29] glitches, it looks like

[2:59:30] it's not working right,

[2:59:32] and then it sends a

[2:59:33] message to the front office

[2:59:34] who then contact us, me, district office,

[2:59:37] for further clarification or directives.

[2:59:43] We also use RAPNIR for

[2:59:46] emergency management.

[2:59:49] We activate lockdowns and other

[2:59:51] emergencies on campus,

[2:59:52] every person on campus who has the app,

[2:59:55] or they have the option of

[2:59:57] using it on their computer

[2:59:58] if they don't want to

[2:59:59] download the app on their phones

[3:00:00] to notify the entire

[3:00:01] school and put the school

[3:00:03] on a lockdown, and we're

[3:00:04] seeing more and more schools

[3:00:06] using it for their

[3:00:06] drills, just so that it becomes

[3:00:08] a habit of knowing how the app works.

[3:00:11] And every year I've always

[3:00:12] offered myself to go back

[3:00:13] to certain sites and retrain them as

[3:00:15] necessary when needed.

[3:00:18] The app does a lot of amazing things,

[3:00:21] but again, it's all technology based,

[3:00:23] so the schools also

[3:00:24] know that to have their own

[3:00:26] paper and pen plans in place,

[3:00:30] so that in case technology's not working,

[3:00:31] they still can revert back to the way

[3:00:35] that we used to do it.

[3:00:39] One of the things that we

[3:00:41] talk about in emergency response

[3:00:43] is when do we evacuate, for

[3:00:46] what reasons do we evacuate,

[3:00:48] when do we lock down,

[3:00:49] what's the shelter in place,

[3:00:50] and again, the difference is a lockdown

[3:00:53] is when the danger is on campus,

[3:00:54] and we lock down, close all the doors,

[3:00:56] turn off all the lights,

[3:00:57] and take the Alice protocols,

[3:01:00] which is preparing

[3:01:02] yourself for possibly the worst,

[3:01:05] and shelter in place is when

[3:01:08] the school is not in danger,

[3:01:10] but something is happening in the

[3:01:11] perimeter of the campus,

[3:01:13] that either us or the

[3:01:14] school has put the school

[3:01:16] on the shelter in place.

[3:01:18] Again, this is the

[3:01:19] step before you lock down,

[3:01:20] so the classes are operating as normal,

[3:01:24] instruction is

[3:01:25] continuing, but there's no movement

[3:01:27] in and out of the classroom.

[3:01:29] In other words, they're not

[3:01:30] allowed to use the restroom

[3:01:31] to go back and forth

[3:01:32] freely like they would

[3:01:34] if it wasn't a shelter in place,

[3:01:36] that's just because in case

[3:01:39] the issue ends up on campus,

[3:01:42] we can just switch it back to a lockdown

[3:01:44] and proceed with that procedure.

[3:01:47] And the Raptor Emergency Response System

[3:01:52] also has an amazing reunification system

[3:01:54] where we can reunify

[3:01:56] parents with their students,

[3:01:58] knowing exactly who

[3:01:59] we're giving the student to,

[3:02:01] because all that information we have in

[3:02:03] our emergency contacts

[3:02:04] is also in the Raptor, so

[3:02:06] we know who we're talking to.

[3:02:10] Security cameras, all

[3:02:12] our schools have cameras,

[3:02:13] we have about 1100 cameras, however,

[3:02:17] if we add another 1100, I would say

[3:02:19] that would not cover all the blind spots.

[3:02:22] Our elementary schools

[3:02:24] don't have enough cameras,

[3:02:26] our secondary schools

[3:02:28] have enough cameras,

[3:02:29] but we can always need more, use more.

[3:02:32] And I know that business services working

[3:02:34] on securing funding for

[3:02:36] the additional cameras,

[3:02:38] and I know Mr. Young is gonna do

[3:02:41] a much in-depth presentation on this,

[3:02:44] but we have cameras that

[3:02:45] are almost 16 years old,

[3:02:48] their time has run out,

[3:02:50] there's no warranty on them,

[3:02:52] and they need to be replaced.

[3:02:54] As well as our elementary schools,

[3:02:56] some of them have 16 to

[3:02:58] 20 cameras by default,

[3:02:59] because this is how they started,

[3:03:01] and even though we were adding as many

[3:03:03] cameras as we could,

[3:03:05] budget is always an issue.

[3:03:07] You know, cameras are

[3:03:08] expensive, luckily we have

[3:03:10] a couple of people in

[3:03:11] the district who are able

[3:03:12] to install the cameras and

[3:03:14] program them on their own,

[3:03:15] which was a lot of money saving,

[3:03:17] but one person cannot

[3:03:19] literally change about 800 cameras

[3:03:22] that we have to

[3:03:22] change because they're old

[3:03:24] and then add more cameras,

[3:03:25] especially on our elementary campuses.

[3:03:27] And one thing that is

[3:03:28] important to understand

[3:03:29] is that security

[3:03:31] cameras are not necessarily

[3:03:32] to catch people, but it's to

[3:03:34] prevent us from being liable

[3:03:36] for things that we get attacked for.

[3:03:40] There are multiple

[3:03:42] issues that I know personally

[3:03:43] that if we had cameras

[3:03:45] at certain locations,

[3:03:46] we would have, the

[3:03:47] outcome of what happened

[3:03:49] would have been completely different.

[3:03:51] It's important to add more cameras,

[3:03:52] so I urge the board to carefully consider

[3:03:59] the proposal from Mr. Young.

[3:04:04] We have resource officers

[3:04:07] and one resource deputy.

[3:04:08] Resource deputy obviously

[3:04:10] serves the county schools,

[3:04:11] the five of them up in

[3:04:12] the Lockers Center area,

[3:04:14] and we have two SROs from

[3:04:15] the Glendale Police Department.

[3:04:17] One is stationed at Hoover,

[3:04:18] one station's at Glendale High School,

[3:04:21] and each one, even though they support

[3:04:23] each other constantly,

[3:04:24] but each one basically

[3:04:26] deals with the feeder schools

[3:04:28] to those high schools.

[3:04:34] We always collaborate

[3:04:35] with law enforcement

[3:04:36] on various things.

[3:04:37] We recently received a video

[3:04:39] that Glendale Police Department had,

[3:04:42] not a video, but a

[3:04:42] PowerPoint presentation

[3:04:43] that talks about,

[3:04:45] discusses electric bike safety.

[3:04:49] We're in the process of reviewing

[3:04:51] the content of the PowerPoint.

[3:04:54] I personally like it.

[3:04:55] I think it's important for the parents

[3:04:56] to also see the dangers and what happens

[3:04:59] and some of the

[3:05:00] consequences that the parents

[3:05:01] may end up being

[3:05:02] responsible for with the new,

[3:05:05] I think, laws in Glendale.

[3:05:06] I believe that if an e-bike

[3:05:10] student has been pulled over

[3:05:12] the parent has been

[3:05:13] warned once the second time

[3:05:14] the parent will be liable for any damage,

[3:05:18] anything that person has

[3:05:19] done while riding the bike.

[3:05:22] We regularly meet

[3:05:23] with our traffic division

[3:05:24] with Glendale Police Department,

[3:05:25] and once a month there's

[3:05:28] the tri-chamber meeting

[3:05:29] up at the sheriff's station,

[3:05:31] and we talk about traffic

[3:05:32] safety around our schools

[3:05:33] in general and parking,

[3:05:35] and some of the issues

[3:05:39] that are caused by parents

[3:05:41] as they're dropping off

[3:05:42] and picking up their kids.

[3:05:44] Glendale Police

[3:05:45] Department also put together

[3:05:47] a video called Dirty

[3:05:48] Drugs that we have now shared

[3:05:50] with our schools, and it's on YouTube,

[3:05:52] so they're able to show it

[3:05:54] to their students as needed.

[3:05:57] We have security guards.

[3:05:58] We've had security

[3:05:59] guards for a long time.

[3:06:00] Last year was the first year

[3:06:01] that we were able to secure

[3:06:03] one security guard for

[3:06:04] every elementary school,

[3:06:06] so that's 20 additional

[3:06:07] security guards since last year,

[3:06:09] carried over to this year.

[3:06:11] We have a video for

[3:06:12] the dismissal of students

[3:06:13] and after school programs,

[3:06:14] so they're not there from the morning,

[3:06:15] but they start somewhere

[3:06:16] around two o'clock, I think,

[3:06:18] or 10.30 in the morning,

[3:06:20] and they go until dismissal is over.

[3:06:24] But in our middle schools

[3:06:25] we have between two to three,

[3:06:26] depending on the size

[3:06:27] of the middle school,

[3:06:28] and then in our high schools again,

[3:06:30] depending on the size

[3:06:31] we have three, four,

[3:06:33] and most recently in

[3:06:34] Glendale we have five now,

[3:06:36] Glendale High School.

[3:06:39] School drop-off and pickup is a concern.

[3:06:42] Every year we either get complaints

[3:06:44] from our community members,

[3:06:45] neighbors, and or parents.

[3:06:49] My analogy is that when

[3:06:52] a parent is on their way

[3:06:54] to drop off their kid,

[3:06:54] that's the only thing

[3:06:55] they're concerned about,

[3:06:57] and sometimes we have all seen,

[3:06:58] I have seen parents

[3:06:59] make really poor choices

[3:07:01] when they drop off their kids.

[3:07:03] I've seen parents pull

[3:07:04] over on the right side

[3:07:06] of the walk-in gate,

[3:07:07] and the student leaves from

[3:07:08] the back of the driver's side,

[3:07:11] straight into the street

[3:07:11] and crosses the street,

[3:07:13] and other times they park

[3:07:15] in the middle of the street,

[3:07:16] they block driveways,

[3:07:17] and our principals are

[3:07:18] very good at sending messages

[3:07:19] every Sunday night to be

[3:07:21] careful with our neighbors,

[3:07:22] to be courteous with our neighbors,

[3:07:24] but unfortunately it's

[3:07:26] on some of our campuses,

[3:07:28] like for example, the

[3:07:29] Hoover-Kepel toll situation,

[3:07:34] I mean, you have

[3:07:35] about 4,000 plus students

[3:07:37] being dropped off and picked up right

[3:07:39] around the same time.

[3:07:40] It is challenging,

[3:07:41] but it's something that we get

[3:07:45] complaints about all the time.

[3:07:46] We do have crossing guards

[3:07:47] in front of all those

[3:07:48] elementary and middle schools,

[3:07:50] they do the best they can,

[3:07:52] and if we feel that a crossing guard

[3:07:54] is not doing what they're supposed to do,

[3:07:56] we contact the company,

[3:07:58] and we ask them to

[3:07:59] either retrain or switch,

[3:08:01] and the crossing guards

[3:08:02] are paid for by the city,

[3:08:04] not by the district.

[3:08:08] Moving on to school safety data,

[3:08:13] we have different referral types,

[3:08:16] so the majors are like the A1s, A2s,

[3:08:20] like fighting or contraband and or

[3:08:23] bullying, et cetera,

[3:08:25] and the minors would be issues

[3:08:27] that the student was

[3:08:27] disrupting the classroom,

[3:08:30] whatever they did

[3:08:30] that did not necessarily

[3:08:32] result into a suspension.

[3:08:34] If you look at the total numbers

[3:08:35] between last year and this year,

[3:08:37] the total numbers are lower,

[3:08:38] however, you notice that there's an

[3:08:40] increase in the majors,

[3:08:43] and so digging deeper,

[3:08:49] last year, we had 1,033

[3:08:51] from school suspensions,

[3:08:55] and this year, we had 1,195,

[3:08:59] sorry, 2,425, we had 1,033,

[3:09:01] last year, we had 1,195 suspensions.

[3:09:05] You can also see that the

[3:09:06] total number of students

[3:09:08] that were suspended

[3:09:09] was higher than 2,425,

[3:09:12] and this kind of breaks it down into,

[3:09:16] like by grade level, and you can see

[3:09:20] the differences here between the students

[3:09:23] and the suspensions, sorry, this is,

[3:09:26] am I on the wrong slide?

[3:09:28] Yeah, so just wanna talk

[3:09:31] about on this slide a little bit,

[3:09:33] sorry, this one, a little bit more,

[3:09:35] we looked at it in more detail,

[3:09:39] and the areas that we noticed

[3:09:42] that there was an increase in suspensions

[3:09:44] was under Ed code, it's 0.3,

[3:09:49] which is hate violence, participate,

[3:09:52] or attempt to hate violence,

[3:09:54] and force violence onto

[3:09:56] others, which is 48, 982,

[3:09:58] this is an assault on somebody else,

[3:10:01] and the fights themselves,

[3:10:05] this is where the

[3:10:06] biggest percentage of increase

[3:10:08] was last year

[3:10:09] compared to the year before.

[3:10:12] We do the best we can to

[3:10:14] get information from students

[3:10:16] before an incident happens,

[3:10:17] but sometimes if they do happen,

[3:10:19] and Ed code says that

[3:10:21] these types of violations

[3:10:23] of the Ed code are suspendable.

[3:10:25] It doesn't mean it's

[3:10:27] a five day suspension,

[3:10:28] but it just means there's a

[3:10:29] suspension of the student.

[3:10:31] When they return from suspension,

[3:10:33] there's a meeting with the parent,

[3:10:35] and if we're need be, we

[3:10:36] do a restorative meeting

[3:10:38] with whoever was

[3:10:41] involved in the incident,

[3:10:43] and that's what caused the increase

[3:10:46] from last year to the year before.

[3:10:50] And then if we look

[3:10:51] at the sense of safety

[3:10:54] through various surveys,

[3:10:57] students in grades four to five,

[3:10:59] there's a 2% decrease in

[3:11:02] the overall sense of safety.

[3:11:04] In the secondary schools is 1% less,

[3:11:07] employees is increased,

[3:11:09] and parents has decreased a little bit,

[3:11:11] but this is something that

[3:11:12] you see on a yearly basis.

[3:11:14] It sometimes depends

[3:11:15] on where the person went

[3:11:16] and what time the

[3:11:17] person is taking the survey,

[3:11:18] and if it's something that

[3:11:19] did happen very recently,

[3:11:21] they would consider that unsafe.

[3:11:23] You do the same survey months later,

[3:11:25] they may respond otherwise,

[3:11:26] but the numbers

[3:11:27] aren't fluctuating hugely,

[3:11:29] either bad or good.

[3:11:31] They're kind of stable if you look at it

[3:11:32] over the past four

[3:11:33] years of data that we have.

[3:11:37] Any questions?

[3:11:38] (keyboard clicking)

[3:11:46] Thank you so much for the presentation.

[3:11:49] School safety is definitely

[3:11:51] one of our biggest priorities,

[3:11:52] and you talked a lot about the safety

[3:11:58] and the suspensions of

[3:11:59] the students in our schools,

[3:12:02] and to de-escalate any of these issues,

[3:12:06] I've learned that

[3:12:08] there's an equity difference

[3:12:10] between SROs and SRDs training,

[3:12:13] and so the county has a

[3:12:14] more specific lead training,

[3:12:17] like youth de-escalation,

[3:12:18] trauma-informed practices,

[3:12:20] special ed and disability law,

[3:12:22] restorative practices,

[3:12:24] and even 32 hours of

[3:12:26] mental health training

[3:12:26] plus 40 hours of resource

[3:12:28] deputy course assignments,

[3:12:31] but I don't know if

[3:12:31] SROs from the Glendale PD

[3:12:33] have similar trainings.

[3:12:35] Can you speak a little bit more

[3:12:36] about what those trainings look like?

[3:12:40] I can't speak to the trainings,

[3:12:42] because I don't know

[3:12:43] what they do individually

[3:12:44] as a department, but I can

[3:12:46] say that working with them,

[3:12:50] again, I don't know about the trainings,

[3:12:51] but working with the SRD and the SROs,

[3:12:54] I think they do an

[3:12:56] amazing job with our students,

[3:12:58] but not necessarily

[3:13:00] every suspension ends up

[3:13:01] in the hands of an SR or an SRD.

[3:13:03] Right.

[3:13:03] So only if there's a fight,

[3:13:10] or if there's contraband material found,

[3:13:19] and or there's hate violence,

[3:13:23] but other than that, they don't

[3:13:24] necessarily get involved,

[3:13:26] but they do help with, a lot of times,

[3:13:28] they do help with threat assessments,

[3:13:31] and if they themselves can't do it,

[3:13:34] the Glendale Police Department

[3:13:35] has a mental health

[3:13:36] evaluation team that they send over,

[3:13:38] or we call the PMRT

[3:13:39] depending on the situation,

[3:13:42] but for the county

[3:13:43] schools, we always call the PMRT.

[3:13:46] What we can do is we can get information

[3:13:49] about what training our

[3:13:50] Glendale police officers have.

[3:13:53] I think it's also important to note that

[3:13:56] our current school resource officers

[3:13:59] and school resource deputy,

[3:14:01] they're included in

[3:14:02] many of our own training.

[3:14:04] So on threat

[3:14:05] assessments, risk assessments,

[3:14:07] restorative practices, so we want,

[3:14:12] we had a little spill on the dais,

[3:14:17] so if you're seeing

[3:14:18] people going back and forth,

[3:14:19] that's all it is.

[3:14:21] So we will get more information for you

[3:14:24] about the training for

[3:14:26] Glendale Police specifically.

[3:14:28] Our two current school resource officers

[3:14:32] are truly exceptional.

[3:14:33] They've been here multiple years.

[3:14:34] They've been in many

[3:14:35] of our own trainings.

[3:14:37] They know our community

[3:14:38] and they know our process.

[3:14:40] So they're not coming in necessarily

[3:14:43] from a law enforcement perspective.

[3:14:45] They're really coming in

[3:14:46] more for community policing

[3:14:47] and community support perspective.

[3:14:50] So we've been very

[3:14:52] fortunate with the selection

[3:14:54] from Glendale Police as

[3:14:56] well as the deputy assigned

[3:14:58] from CB Sheriffs.

[3:15:00] So again, we are so appreciative

[3:15:04] of all of our law enforcement partners,

[3:15:06] but we have been truly

[3:15:08] fortunate with the ones

[3:15:09] who are assigned as resource officers.

[3:15:12] Okay, thank you.

[3:15:15] All right, thank you.

[3:15:16] And we appreciate that.

[3:15:18] I'm gonna jump actually

[3:15:20] over here now to Mr. C

[3:15:22] then I will go to Mr. Krakorian

[3:15:24] and then we will pop back over.

[3:15:25] So go ahead, Mr. C.

[3:15:27] Great, thank you for the presentation.

[3:15:28] I just have three quick questions.

[3:15:31] The first one is for volunteers,

[3:15:34] I think there's a new

[3:15:34] system this year, right?

[3:15:36] A tier one, tier two background check.

[3:15:38] Just curious on your end

[3:15:39] what the feedback has been

[3:15:42] and what the difference has been like

[3:15:44] from your perspective.

[3:15:46] Unfortunately, I don't have

[3:15:48] anything to do with volunteers.

[3:15:50] They have to get vetted.

[3:15:51] They have to have a background check.

[3:15:53] I believe it's called

[3:15:54] Lifescan to come on campus.

[3:15:57] If you ask me, it's a great

[3:15:59] idea that we're doing this

[3:16:00] because now we know

[3:16:01] exactly who's volunteering

[3:16:02] with our students.

[3:16:04] As far as feedback, I can't tell you

[3:16:08] if that made a difference

[3:16:09] in the number of volunteers

[3:16:10] that used to be able to come in.

[3:16:12] Not because they don't want to volunteer,

[3:16:14] it's because they may not want to go

[3:16:16] through the process.

[3:16:17] Might be time consuming for them.

[3:16:18] I just really have no data on that.

[3:16:21] Great, thank you.

[3:16:22] I'm happy to answer that question.

[3:16:23] Volunteers fall under Human Resources.

[3:16:26] We've had over 1600

[3:16:28] people apply to be volunteers

[3:16:30] since we started this program.

[3:16:32] To put it in context, Human

[3:16:34] Resources had only fingerprinted

[3:16:36] about 400 people over

[3:16:37] the last four years.

[3:16:39] So this is four times

[3:16:40] the number of people

[3:16:41] that are applying to go through this.

[3:16:44] As of today, we have over 500 people

[3:16:46] who have gone through

[3:16:47] all the clearance process

[3:16:48] with another 458 that we're waiting

[3:16:53] to do the mandated reporter training.

[3:16:55] So we have lots of

[3:16:57] people who are moving through.

[3:16:58] We're trying to move

[3:16:59] as quickly as possible.

[3:17:00] Within a couple of

[3:17:01] days of people applying,

[3:17:03] we're trying to get them through.

[3:17:05] Our target time is

[3:17:07] around two weeks at this point

[3:17:08] for us to be able,

[3:17:10] from the time they apply

[3:17:11] to the time they're ready

[3:17:12] to get into a classroom,

[3:17:13] depending on how quickly

[3:17:14] they do the mandated reporter

[3:17:17] to a life scan.

[3:17:19] What we do notice is

[3:17:20] that some of our parents

[3:17:21] are not happy with this.

[3:17:22] They wish that it was easier

[3:17:23] to volunteer in the classroom.

[3:17:26] There are concerns that we are asking

[3:17:27] for a government issued ID to be uploaded

[3:17:30] and doing fingerprints, which makes

[3:17:32] people feel concerned

[3:17:34] about those who may be undocumented

[3:17:35] as far as they're volunteering.

[3:17:37] However, we have gotten even

[3:17:38] handwritten thank you notes

[3:17:40] from people who are very

[3:17:41] happy to see the seriousness

[3:17:43] that we're taking student safety

[3:17:45] and ensuring that

[3:17:46] everyone who is on a campus

[3:17:48] is of high quality as far

[3:17:50] as their criminal background

[3:17:52] and doesn't have any

[3:17:53] known nefarious intent

[3:17:56] with the students.

[3:17:57] So it's a mixed bag at this point.

[3:17:58] I think anytime that you

[3:17:59] do something that's as large

[3:18:01] as this with the change being as it is,

[3:18:03] many people are not

[3:18:04] going to be happy with it.

[3:18:05] And some people are going to be

[3:18:06] incredibly happy with it.

[3:18:07] And that's what we're seeing.

[3:18:08] We are very happy with the parents who

[3:18:10] are pushing forward,

[3:18:11] our school site leaders, PTA leaders

[3:18:14] and the conduits for

[3:18:16] getting the information out.

[3:18:18] And of course our teachers and staff,

[3:18:20] especially our school office staff,

[3:18:22] like our secretaries

[3:18:23] and LVN health clerks

[3:18:25] who are doing the bulk

[3:18:26] of this work with parents.

[3:18:27] So I hope that answers your question.

[3:18:29] Absolutely.

[3:18:30] And I agree with you.

[3:18:31] I've heard friends

[3:18:33] talk about the new system

[3:18:35] and what a process it is.

[3:18:36] And then the question

[3:18:37] I always ask back is,

[3:18:38] well, don't you feel safer?

[3:18:40] And also this is how the

[3:18:41] district is trying to take

[3:18:43] these matters more seriously.

[3:18:45] So thank you for that.

[3:18:47] Just two more questions.

[3:18:48] So you mentioned that the cameras,

[3:18:50] a lot of them needing to be replaced.

[3:18:52] Just curious, does having

[3:18:56] a bond or a bond measure,

[3:18:58] like our cameras, the kind of things

[3:19:00] that bonds can cover?

[3:19:02] I can't speak to what the

[3:19:04] next bond might be or can be,

[3:19:05] but in the previous bond,

[3:19:08] the cameras were a

[3:19:09] part of the bond measure.

[3:19:11] Great, thank you.

[3:19:12] And my last question is

[3:19:13] regarding the percentage,

[3:19:16] the increase in

[3:19:16] percentage of students suspended.

[3:19:18] From what you can tell, is

[3:19:20] the reason for the increase

[3:19:21] more a reflection of increased incidences

[3:19:25] or increased enforcement?

[3:19:27] Thank you.

[3:19:28] It's more of an increased incidence.

[3:19:32] I mean, working on a high school campus

[3:19:34] for the majority of my career,

[3:19:37] if you hear that

[3:19:38] something's going to happen,

[3:19:39] you try to prevent it from happening,

[3:19:41] you find the players, you bring them in,

[3:19:42] you have a conversation.

[3:19:43] But a lot of times, a

[3:19:44] fight can start over nothing.

[3:19:46] And then you have now the

[3:19:49] obligation to investigate,

[3:19:51] make sure you have all the details

[3:19:52] and then hand down suspension.

[3:19:54] So it's just the nature

[3:19:57] of how teenagers can act

[3:19:59] impulsively sometimes.

[3:20:01] I think there is a degree

[3:20:03] of increased enforcement,

[3:20:04] especially at the elementary level,

[3:20:06] for use of hate speech and no tolerance

[3:20:10] for that type of hate

[3:20:12] speech, hate bullying.

[3:20:15] So you will see some

[3:20:17] increases in incidents

[3:20:19] at the elementary,

[3:20:22] because we're drawing

[3:20:23] that very firm line that,

[3:20:26] and that's why we try to

[3:20:27] reach out to the families

[3:20:29] repeatedly that there

[3:20:31] is no place for this.

[3:20:32] We will be reacting

[3:20:33] strongly to this if we hear it.

[3:20:36] And then as soon as

[3:20:38] the student comes back

[3:20:39] to the suspension,

[3:20:40] really working on

[3:20:41] those restorative practices

[3:20:42] so the student

[3:20:43] understands why they were sent home

[3:20:46] to restore both their

[3:20:50] standing in the classrooms,

[3:20:52] their relationship with their peers,

[3:20:54] and really to build that

[3:20:55] empathy and understanding

[3:20:56] for what they did and why it was so

[3:20:59] hurtful and harmful.

[3:21:02] I think the goal that we try to pass on

[3:21:04] to our administrators is that,

[3:21:06] when you're having a meeting with a

[3:21:07] student and their family,

[3:21:08] the student has to leave

[3:21:09] with the understanding that,

[3:21:11] why what they did was wrong,

[3:21:12] what was the alternative

[3:21:13] of solving that problem,

[3:21:15] and hopefully you're

[3:21:17] not going to see a repeat

[3:21:18] of the student doing the same incident,

[3:21:20] getting suspended for it.

[3:21:24] Okay, thank you.

[3:21:25] Mr. Korkian?

[3:21:27] Thank you.

[3:21:28] I will thank you for this presentation.

[3:21:29] Actually, I have several questions.

[3:21:30] One is, safety is

[3:21:31] obviously a critical thing

[3:21:32] for all parents and

[3:21:33] actually teachers too,

[3:21:35] and look at the safety,

[3:21:36] and look at this report

[3:21:37] here, seeing suspensions.

[3:21:39] One thing I've heard along the trail

[3:21:40] is students being entitled in classrooms

[3:21:43] and actually being disrupting classrooms

[3:21:45] to make it difficult for teachers

[3:21:46] to actually teach the class.

[3:21:48] And sometimes teachers are handcuffed

[3:21:50] by actually challenging

[3:21:51] or setting suspensions

[3:21:52] or any expulsions.

[3:21:54] What percentage in here,

[3:21:55] or I'd like to see if

[3:21:56] you don't have it now,

[3:21:57] is see what number of

[3:21:58] suspensions or disciplines

[3:22:00] caused by students creating disruptions

[3:22:02] in the classroom for the teacher

[3:22:04] so he or she could

[3:22:05] effectively do their job.

[3:22:06] And I'm curious about that,

[3:22:07] because I've been hearing it a lot

[3:22:08] from not just in our

[3:22:09] district, other districts,

[3:22:10] from one of the challenges they have

[3:22:12] is sometimes the students

[3:22:13] are forced to feel entitled,

[3:22:15] and the parents are

[3:22:15] actually entitled to them

[3:22:16] to actually conduct

[3:22:19] their will in the classroom

[3:22:20] and make it difficult for

[3:22:21] teachers to do their job.

[3:22:23] So in this area here,

[3:22:24] is there the lineage

[3:22:26] when you say suspensions,

[3:22:27] expulsions, or an area

[3:22:28] where it's broken down

[3:22:29] of what causes, where the causes are,

[3:22:31] and it would be helpful

[3:22:32] seeing some of that too.

[3:22:33] And if I can't have it now

[3:22:34] in the future, having that.

[3:22:36] Absolutely, we can provide the data.

[3:22:39] I hear where you're coming from.

[3:22:42] Yes, sometimes

[3:22:43] students, sometimes parents--

[3:22:45] Yeah, they take

[3:22:47] advantage of the classroom.

[3:22:47] Yes, not entitled.

[3:22:49] If there's any situation in the classroom

[3:22:51] that is classroom disruption,

[3:22:55] defiance of the authority of the teacher,

[3:22:57] unfortunately

[3:22:58] California does not allow us

[3:22:59] to suspend for those reasons.

[3:23:01] Which emboldens the kids to do more,

[3:23:04] and it makes it

[3:23:05] difficult for the teachers

[3:23:06] to do their job and their

[3:23:07] hand cuffed in the classroom,

[3:23:08] because this is just as detrimental as

[3:23:11] bullying or hate crime,

[3:23:12] because this is disrupting class

[3:23:13] and stealing time from only the teachers,

[3:23:15] and they can't do their job,

[3:23:17] because even it affects the principals,

[3:23:19] because don't get extra reported,

[3:23:20] because then you have a parent

[3:23:22] that's defending this

[3:23:24] irresponsible behavior.

[3:23:25] It's a concern of mine in that area.

[3:23:28] And piggybacking on what

[3:23:31] Telly said about the cameras,

[3:23:32] but I'm bringing it

[3:23:33] back in a different context

[3:23:35] about deferred

[3:23:35] maintenance, not just bond measures

[3:23:37] don't solve all of our problems

[3:23:38] financially we have.

[3:23:39] Bond measures is actually the word of it

[3:23:41] is a tax or residence.

[3:23:43] We have funding, we get

[3:23:44] dollars from the state,

[3:23:45] and sometimes we have excess dollars.

[3:23:46] Those dollars could be

[3:23:47] used to upgrade our equipment

[3:23:49] that we have, and it's

[3:23:51] incumbent on us as a district

[3:23:53] to be responsible for

[3:23:54] the dollars we have.

[3:23:55] So when you put that

[3:23:56] request in for our cameras

[3:23:58] to be upgraded or there's a report on it,

[3:24:01] what's the dollar amount with it?

[3:24:02] And as it suggests through bills,

[3:24:04] bill can be doing a

[3:24:05] presentation on the cameras

[3:24:06] where we need this funding,

[3:24:07] and maybe there's extra funds we do have

[3:24:09] that we actually pay

[3:24:10] for this without saying,

[3:24:11] because to be honest, reality,

[3:24:13] even if we were to pass a bond next year,

[3:24:15] we're not getting those dollars for two,

[3:24:16] three years from now

[3:24:17] by the time it even comes.

[3:24:18] So let's get a reality check.

[3:24:20] A bond's not gonna save us

[3:24:21] right now at the present time.

[3:24:22] The present time, the

[3:24:23] current dollars we need

[3:24:24] to get this done now

[3:24:25] to upgrade the cameras,

[3:24:27] we need these dollars now to do it.

[3:24:29] And the point.

[3:24:29] And the point is that

[3:24:31] we keep bringing up this,

[3:24:32] we keep bringing it

[3:24:33] back to a certain thing

[3:24:34] that's gonna solve that problem.

[3:24:37] Dollars now we need now,

[3:24:38] because every year in the

[3:24:39] 20 years I've been here,

[3:24:40] we have deferred maintenance.

[3:24:41] The state gives us money,

[3:24:43] specifically to maintain our facilities,

[3:24:46] maintain our

[3:24:47] specific, our owness is on us.

[3:24:49] We're the stewards of our tax dollars.

[3:24:52] These are dollars,

[3:24:53] we are funded by the state

[3:24:54] of California with the taxes.

[3:24:56] It's not coming from a money tree,

[3:24:57] it's coming from us being

[3:24:58] responsible with these dollars.

[3:24:59] It's a concern of mine that these cameras

[3:25:01] need to be upgraded.

[3:25:03] And to protect our

[3:25:04] teachers, protect our students,

[3:25:06] protect our principals and

[3:25:07] our families and our kids,

[3:25:09] and we're seeing even minor drops

[3:25:11] in confidence in the parents,

[3:25:14] these are our customers, right?

[3:25:15] And if they're not confident us,

[3:25:17] it's gonna impact our

[3:25:18] enrollment and impacts everything.

[3:25:20] So, and the question is really,

[3:25:23] is there a cost, has it been presented,

[3:25:25] and can it be shared with the board,

[3:25:27] and how do we tackle that?

[3:25:28] Yes, the board has already authorized

[3:25:30] the transfer of $6 million

[3:25:32] at the last board meeting

[3:25:33] to support security camera upgrades

[3:25:35] throughout the district.

[3:25:37] At a future board

[3:25:38] meeting, a contract of services

[3:25:41] and camera needs will

[3:25:42] be presented to the board

[3:25:43] for an action item. Perfect.

[3:25:45] $6 million has been set aside

[3:25:47] to support the camera

[3:25:48] upgrade throughout the district.

[3:25:49] So that we'll cover

[3:25:50] the, okay, that's great.

[3:25:53] We'll cover the-- That's great.

[3:25:54] So I just wanna clear the

[3:25:55] terminology with the bond,

[3:25:56] it's not gonna solve that.

[3:25:57] The second thing I wanna talk about

[3:25:58] is October 15th is a critical day.

[3:26:01] We've been talking in California,

[3:26:02] it's been all over the

[3:26:03] news, and the great shakeout.

[3:26:06] An earthquake's gonna eventually hit us.

[3:26:08] And I wanna say for us,

[3:26:09] this is something

[3:26:10] critical that we need to do.

[3:26:11] And in October 15th, the

[3:26:13] whole state of California

[3:26:14] is gonna do a whole

[3:26:15] preparation of the great shakeout.

[3:26:17] And I know we've done

[3:26:17] that before in the past.

[3:26:19] In previous years.

[3:26:20] It's something, safety is a component

[3:26:23] of the earthquake hitting us.

[3:26:24] And we see how the

[3:26:26] school sites are ready.

[3:26:27] You talked about Hoover, Toll and Kepel

[3:26:29] having 4,000 kids be dropped out.

[3:26:31] God forbid something

[3:26:32] happens the afternoon.

[3:26:33] And what we're gonna

[3:26:34] have with communication,

[3:26:35] I remember years ago, we

[3:26:36] had an incident at Rosemont,

[3:26:37] long time ago.

[3:26:38] Remember we had that

[3:26:39] tree and all the students,

[3:26:40] we had them out of the

[3:26:41] classroom, out of the school site.

[3:26:43] And this is about 15

[3:26:44] years ago, we had an incident.

[3:26:45] All the students went on

[3:26:46] their cell phones at one time.

[3:26:48] And what it did was all

[3:26:49] the cell phones went down.

[3:26:52] No one could communicate.

[3:26:53] Cause when you have

[3:26:54] 5,000 kids on the cell phone

[3:26:56] at the same time calling for emergencies,

[3:26:58] the confusion happened with the county

[3:27:00] sending their fire department,

[3:27:01] Glendale sent their fire department,

[3:27:03] and then another fire department,

[3:27:05] communication was all over the place.

[3:27:07] So I think for us, it

[3:27:09] would be good to see

[3:27:10] some type of plan for the great shakeout

[3:27:13] and preparation for a

[3:27:14] major emergency does happen.

[3:27:15] God forbid it does happen.

[3:27:17] And we don't have,

[3:27:18] but an earthquake's

[3:27:19] eventually gonna hit us again,

[3:27:20] unfortunately.

[3:27:21] So for us to be prepped with it,

[3:27:24] I know you're in communication

[3:27:25] with all the county and all that time.

[3:27:27] I'd be curious to see what our plans are

[3:27:30] for the great shakeout.

[3:27:31] And then just in

[3:27:31] general for an earthquake,

[3:27:33] or major things, God forbid it happens,

[3:27:36] but just for our own prep.

[3:27:37] And it's incumbent on us to,

[3:27:40] oh yeah, Bill's gonna say something.

[3:27:42] Yeah, just really quick on that.

[3:27:43] Thank you for calling that out.

[3:27:44] The board last year did

[3:27:46] authorize radio replacements.

[3:27:47] So that is one step that we're taking

[3:27:50] to upgrade also that particular system.

[3:27:53] But that's just one

[3:27:53] element of that preparedness.

[3:27:56] I know each school site has their bin.

[3:27:59] I remember Toll had a bin

[3:28:00] or storage locker outside.

[3:28:02] Right, with supplies even

[3:28:04] for something like this, right?

[3:28:05] They still have that?

[3:28:06] Or is that an emergency?

[3:28:07] Yeah, so every campus

[3:28:08] has an emergency bin

[3:28:09] and it gets updated or things,

[3:28:12] perishables are

[3:28:13] replaced when time is due.

[3:28:16] Because some of them have a

[3:28:17] life of two, three, four years.

[3:28:18] So it's their responsibility

[3:28:20] of every school safety team,

[3:28:23] school site to go in

[3:28:24] and then they let us know

[3:28:27] and the student services then

[3:28:29] purchase the items for them.

[3:28:31] We have been participating

[3:28:32] in the great shakeout drill

[3:28:33] ever since. Ever since, yeah.

[3:28:35] I've been in this district

[3:28:36] and we are

[3:28:37] participating this year as well.

[3:28:39] However, we are given the flexibility

[3:28:42] of if we have

[3:28:43] something that is interfering

[3:28:46] with the actual date that they've picked.

[3:28:48] We do it, we choose another day

[3:28:51] and this year we're doing

[3:28:51] it on the 14th of October.

[3:28:55] But in all the

[3:28:55] schools have been notified.

[3:28:57] They've been notified

[3:28:57] since I believe August

[3:29:00] before even school started.

[3:29:02] And they do the evacuation drill.

[3:29:05] I know you've done this in

[3:29:06] the past too with the PTA,

[3:29:07] the local PTA, the head

[3:29:08] is usually communicate

[3:29:09] with this stuff too

[3:29:10] with the emergency plans

[3:29:12] and with these facilities.

[3:29:14] Because it's important we

[3:29:15] have the mother or father's

[3:29:16] communication with the

[3:29:17] parents in that regard.

[3:29:19] Now I appreciate your support

[3:29:19] and just that was it at this time.

[3:29:21] Thank you, Kat.

[3:29:22] Of course, thank you.

[3:29:24] And we're gonna hop

[3:29:25] over now to Ms. Fried.

[3:29:27] All right, thank you Mr.

[3:29:29] Yumasekian for your presentation.

[3:29:31] I want to apologize for

[3:29:33] unceremoniously spilling my tea

[3:29:35] in the middle of your presentation

[3:29:36] and creating a little

[3:29:37] bit of entertainment

[3:29:38] for everyone in the room.

[3:29:40] But I do appreciate the work

[3:29:42] that went into tonight's presentation.

[3:29:45] I have just a few quick

[3:29:46] questions or comments.

[3:29:49] You mentioned when we

[3:29:50] were talking about SP848

[3:29:53] that you do make a

[3:29:53] point to personally go in,

[3:29:55] offer to train and I

[3:29:58] appreciate the site visits

[3:29:59] to ensure compliance.

[3:30:01] That's a very important piece

[3:30:02] as many of our

[3:30:03] discussions this year have centered

[3:30:06] around the importance

[3:30:07] of always doing better.

[3:30:09] And I know that you take

[3:30:11] the role very seriously

[3:30:13] and I've seen you out and about

[3:30:14] and so I want to thank you for that.

[3:30:16] I also want to just ask a question

[3:30:20] regarding your slide

[3:30:22] on the behavior data.

[3:30:26] Obviously, as you mentioned,

[3:30:27] the uptick in major incidents.

[3:30:31] I do want to ask and

[3:30:35] then the number of fights

[3:30:37] and the violence, what

[3:30:39] percentage would you say

[3:30:41] if you have that information?

[3:30:42] Are repeat offenders?

[3:30:44] I unfortunately don't

[3:30:46] have that information.

[3:30:46] It's easy to get that.

[3:30:49] This was just like an

[3:30:51] umbrella presentation

[3:30:53] of the total numbers.

[3:30:55] And I just want to mention one thing

[3:30:58] that when it says majors,

[3:30:59] you see approximately

[3:31:01] 700 major incidents.

[3:31:05] Just because it's major,

[3:31:06] it doesn't necessarily

[3:31:07] mean there is a suspension.

[3:31:10] Sometimes that particular

[3:31:12] situation can be handled

[3:31:13] through getting the parents

[3:31:15] in, having a conversation.

[3:31:17] It just depends on each situation.

[3:31:19] I just think that

[3:31:21] perhaps if there is overlap,

[3:31:24] if in other words, if it's the repeat

[3:31:27] offender, if you will,

[3:31:29] it's a very different picture

[3:31:32] than if it is that number of students.

[3:31:36] And so if in the future,

[3:31:39] if such a tab could be or an

[3:31:42] asterisk should be included,

[3:31:43] just so we get a sense of

[3:31:44] the number of offenders,

[3:31:46] if you will.

[3:31:48] Generally, in this

[3:31:49] district, it's an unwritten rule,

[3:31:51] but if you get involved into two fights,

[3:31:53] you are involuntarily

[3:31:55] transferred to another school.

[3:31:57] And we do have some students,

[3:31:59] and it's not the

[3:32:00] involuntary transfer is not,

[3:32:02] they see it as a form of punishment.

[3:32:04] We see it as an

[3:32:05] opportunity to start fresh somewhere

[3:32:07] where the same agents

[3:32:10] are the same reasons

[3:32:11] why the students getting

[3:32:12] into a fight are there.

[3:32:14] And for the majority of the part,

[3:32:16] those transfers are successful

[3:32:17] because we see the

[3:32:18] students not wanting to come back

[3:32:19] to their home school.

[3:32:22] But just based on that,

[3:32:26] I don't think the numbers are

[3:32:27] too high of repeat offenders,

[3:32:28] but I can definitely include

[3:32:29] that in the next presentation.

[3:32:30] Thank you.

[3:32:31] We can get that information

[3:32:32] for a future board letter too.

[3:32:34] Thank you.

[3:32:35] And then lastly, because I have you here,

[3:32:38] and you may not be here

[3:32:38] later when I do bring it up

[3:32:40] in my comments, I want to

[3:32:41] thank you and your department,

[3:32:43] Student Support

[3:32:43] Services, for your contributions

[3:32:45] to the wonderful 50-page resource guide

[3:32:48] that came out of the comprehensive manual

[3:32:51] on suicide risk and threat assessment.

[3:32:52] You're credited in that.

[3:32:54] And since I know you won't be here later,

[3:32:56] when I do acknowledge that,

[3:32:57] I want to thank you for your work

[3:32:59] as a partner in that effort.

[3:33:01] So thank you.

[3:33:01] Thank you very much.

[3:33:05] Okay, thank you.

[3:33:06] And I think that wraps up the questions

[3:33:08] that we have for this.

[3:33:09] And I will see if Dr. Niki would like to,

[3:33:11] or Dr. Watson would like to

[3:33:13] move on to the next subject.

[3:33:15] I just want to say

[3:33:16] thank you, Mr. Yomacekian,

[3:33:18] for all your

[3:33:18] contributions and your presentations.

[3:33:20] So yes, I'd like to take

[3:33:21] you to our second item.

[3:33:24] Tonight we have, we'll

[3:33:25] bring forward Dr. Lang-Dee-C.

[3:33:26] He's our Director of Student Intervention

[3:33:28] and Accountability.

[3:33:30] And he'll be speaking on

[3:33:31] the proposed partnership

[3:33:32] for data warehousing

[3:33:33] and analytics with Linkit.

[3:33:37] He wants to bring this

[3:33:39] information to you all,

[3:33:40] share this item, because

[3:33:41] we use multiple systems

[3:33:43] of assessment and to

[3:33:44] monitor our student achievement

[3:33:46] growth and at the state

[3:33:47] and the district level.

[3:33:48] And because we have so

[3:33:50] many levels of assessments

[3:33:51] and multiple platforms for monitoring,

[3:33:54] we want to make sure that

[3:33:55] we provide and access ways

[3:33:57] to make this a lot more streamlined.

[3:34:00] And so Dr. Lang-Dee-C will

[3:34:02] speak to the use of this program

[3:34:05] past and what it can

[3:34:06] mean for implementation

[3:34:08] in our present for improved outcomes.

[3:34:10] So thank you, Dr. Lang-Dee-C,

[3:34:12] for being with us tonight and

[3:34:13] for all the work you're doing.

[3:34:16] I think Dr. Lang-Dee-C is making his way

[3:34:19] up to the board room.

[3:34:21] He's in his office.

[3:34:22] That would make sense,

[3:34:23] as we might've had

[3:34:24] someone at the other door

[3:34:25] right over there, so maybe it was,

[3:34:28] he was trying to get in there.

[3:34:29] So now he's in the room.

[3:34:31] Okay, great, thank you.

[3:34:34] Thank you, Dr. Lang-Dee-C.

[3:34:35] Welcome.

[3:34:36] Thank you.

[3:34:37] President Cross, members

[3:34:38] of the board, Dr. Watson,

[3:34:40] staff, thank you so much for this

[3:34:41] opportunity this evening.

[3:34:44] This info item, I hope

[3:34:45] you've had an opportunity

[3:34:46] to read through it.

[3:34:47] I prepared a very low tech presentation

[3:34:49] for you this evening, so you just get me.

[3:34:52] But my intent this evening,

[3:34:54] because I think

[3:34:54] sometimes information items

[3:34:56] can be misconstrued as a sales pitch.

[3:34:59] This is not a sales pitch.

[3:35:00] The only people I

[3:35:01] work for is Glendale USD.

[3:35:03] And what I wanna share with you tonight

[3:35:05] is my experience of

[3:35:06] being an administrator,

[3:35:08] also a teacher, a student, and now a

[3:35:11] district administrator.

[3:35:12] And the importance of

[3:35:13] using all of the tools

[3:35:15] at our disposal to

[3:35:17] really move schools forward.

[3:35:20] So I hope that will come across

[3:35:21] when I share just some

[3:35:22] thoughts with you tonight.

[3:35:24] I wanna share with you a stat.

[3:35:26] So when we get the

[3:35:28] student data file from ETS,

[3:35:30] the Educational Testing Service,

[3:35:32] that contains all of our

[3:35:33] state testing data for the year,

[3:35:35] the file goes in a

[3:35:37] spreadsheet from column A

[3:35:39] all the way to column NZ.

[3:35:41] If you total that up, that's 390 columns.

[3:35:46] I want you to also think about

[3:35:47] when you take the number

[3:35:48] of rows in that spreadsheet,

[3:35:51] it's 35,014 rows.

[3:35:55] That means that we're talking 13.65

[3:35:58] million cells of data.

[3:36:01] If we are to ask schools to really move

[3:36:03] their schools forward,

[3:36:06] we have to make that data

[3:36:08] presentable and actionable.

[3:36:10] Right now, the state

[3:36:11] releases data in October.

[3:36:14] It used to be November.

[3:36:16] So think about that if you're

[3:36:17] a teacher or a school leader,

[3:36:19] and you're trying to

[3:36:20] move your school forward,

[3:36:21] finding out what

[3:36:22] students need intervention,

[3:36:24] what students have done really well,

[3:36:26] and you wanna learn

[3:36:26] from those experiences,

[3:36:28] that means that you're

[3:36:29] waiting from May, June, July,

[3:36:33] August, September,

[3:36:35] through the middle of October,

[3:36:36] to start taking action.

[3:36:38] The idea of the data

[3:36:39] warehouse is to put all of the data

[3:36:41] sources that we have

[3:36:43] together to make the work actionable

[3:36:46] and timely for our school teams.

[3:36:49] I can tell you that in this role,

[3:36:51] my main priority is to make data literacy

[3:36:56] something that is kind of

[3:36:58] the guiding light in our work.

[3:37:01] If you were to take that

[3:37:02] spreadsheet that I talked about,

[3:37:04] the one with the 13.65 million cells,

[3:37:07] if you were really

[3:37:08] adept as a school leader,

[3:37:10] you would have to take that information,

[3:37:13] work the calculations.

[3:37:15] If you were really, really solid,

[3:37:16] you might create some pivot tables.

[3:37:18] You might be able to pull some

[3:37:19] charts and graphs yourselves.

[3:37:22] But that requires a skill

[3:37:23] set that not everybody has.

[3:37:25] So you're waiting until October.

[3:37:28] I think the idea here is

[3:37:29] that with this kind of system

[3:37:31] that we're looking to put

[3:37:32] into place with partnership

[3:37:34] and link it is really making our data

[3:37:37] something that can be used as a tool.

[3:37:39] For us as a district,

[3:37:40] the priorities for professional

[3:37:42] development this year

[3:37:43] are MTSS, the

[3:37:44] multi-tiered systems of support,

[3:37:46] and also English learners.

[3:37:48] This is something that's

[3:37:49] been hammered home since June,

[3:37:51] and will continue to be

[3:37:52] part of our professional

[3:37:53] development program, not

[3:37:54] only for our principals,

[3:37:55] but for our other school leaders,

[3:37:56] even including our teacher specialists.

[3:37:58] So as we look at using a system that

[3:38:01] takes all of our data

[3:38:02] from disparate sources and

[3:38:04] puts them into one place,

[3:38:06] it's gonna allow our teams

[3:38:07] to be more data literate,

[3:38:08] to be more actionable, to

[3:38:10] really focus on our PD plan.

[3:38:13] And by investing in our staff,

[3:38:15] we hope to build capacity

[3:38:17] so that we can move our schools forward.

[3:38:19] Many of you have mentioned on the dais

[3:38:21] that our results over the past few years

[3:38:24] have remained pretty stagnant.

[3:38:25] Like when we look at

[3:38:26] our state testing results,

[3:38:28] in order to make movement,

[3:38:29] you have to really drill deep.

[3:38:31] And I found that

[3:38:32] working at the school site,

[3:38:33] and my goal now is to really

[3:38:35] scale that up to our 32 sites.

[3:38:38] So as we work on waiting

[3:38:42] for the state test results

[3:38:43] to come in, we have to develop systems

[3:38:46] within our own school

[3:38:48] community to get this information

[3:38:50] in the hands of

[3:38:50] teachers and school leaders

[3:38:52] so that they can start making choices

[3:38:54] about what they will do

[3:38:54] next with their student

[3:38:55] populations to move them forward.

[3:38:58] I'm happy to take any

[3:38:59] questions you have on this topic.

[3:39:02] Thank you so much.

[3:39:03] Does anyone on the

[3:39:04] dais have any questions

[3:39:05] that they would like to ask?

[3:39:07] And if not, I do.

[3:39:10] I do, hi.

[3:39:11] Thank you for that.

[3:39:13] I think Lincoln's great.

[3:39:14] I think that, you

[3:39:15] know, I appreciate the uses

[3:39:18] that we have for it and, you know,

[3:39:19] kind of being able to combine all this

[3:39:21] different information.

[3:39:22] What I'd really love to be

[3:39:23] able to see is Lincoln has

[3:39:25] the ability for us to use

[3:39:29] kind of our own testing,

[3:39:30] and maybe I'd really

[3:39:32] love to explore walking away

[3:39:33] from things like iReady

[3:39:36] towards even in-house,

[3:39:38] even if it's, you know, still,

[3:39:41] it's not about necessarily

[3:39:43] just moving away from tech,

[3:39:44] but moving to a standardized testing

[3:39:46] that we can use for our

[3:39:47] English language learners

[3:39:48] and the

[3:39:48] reclassification, because right now,

[3:39:50] a lot of where we're

[3:39:51] still holding on to iReady

[3:39:52] happens to be within this, like,

[3:39:54] we really do need that

[3:39:56] for reclassification,

[3:39:57] and this is a tool that

[3:39:59] not only will help us with,

[3:40:00] you know, integrating basically all of

[3:40:04] the different testing

[3:40:04] and all of that, but

[3:40:05] being able to perhaps go back

[3:40:06] to where we kind of either

[3:40:07] have our own standardized test

[3:40:09] or, like, creating that,

[3:40:10] and it gives us more flexibility

[3:40:11] with having both digital or paper.

[3:40:14] So I think that that's a really,

[3:40:16] it's got a lot of options for us.

[3:40:17] Yeah, I want to

[3:40:17] mention a couple of comments.

[3:40:19] I remember as a student, benchmarks were

[3:40:21] a huge thing for us.

[3:40:22] I remember our

[3:40:22] teachers leaving us for days

[3:40:26] to go read our work and score it together

[3:40:28] and having really

[3:40:29] professional conversations

[3:40:30] about student work, and

[3:40:32] then coming back to us

[3:40:33] and providing us

[3:40:34] feedback, and also as a teacher,

[3:40:35] I saw that happen with my colleagues.

[3:40:37] So I think what you're saying is the

[3:40:40] direction we want to go

[3:40:41] as we kind of build

[3:40:42] this professional capacity

[3:40:44] with our teachers, being

[3:40:45] able to get data right away

[3:40:47] is very helpful.

[3:40:48] You make a point about

[3:40:50] one of our vendors, iReady.

[3:40:52] It's very easy, I

[3:40:53] think, to use that as a tool

[3:40:55] because the result pops up right away.

[3:40:57] It's very actionable,

[3:40:59] but it also can be

[3:41:00] limited as a teacher, right?

[3:41:01] Because there's so

[3:41:01] many other data sources,

[3:41:03] but in terms of your time and investing

[3:41:04] where you want to go

[3:41:05] and what data source is

[3:41:06] going to be the best for you

[3:41:07] as the teacher, probably

[3:41:09] the one that's most readily

[3:41:10] accessible is right there.

[3:41:11] That login is quick through clever.

[3:41:12] You can get it.

[3:41:14] If this system will

[3:41:15] take all of our sources

[3:41:17] and put it together, that will help us.

[3:41:19] There are so many other vendors

[3:41:20] that are vying for our

[3:41:22] attention that want to do this.

[3:41:25] I think there's an appetite

[3:41:26] out in the education community

[3:41:28] about putting

[3:41:28] information into an actionable way

[3:41:31] with visuals.

[3:41:32] More of us these days

[3:41:34] consume information visually,

[3:41:36] so we want to make

[3:41:36] this doable for our teams,

[3:41:39] but it's also drillable too.

[3:41:41] So if I see a chart, I

[3:41:42] can also drill and see,

[3:41:44] okay, wow, those are the

[3:41:44] kids I really need to work with.

[3:41:46] Earlier today, I was

[3:41:47] on a call with WestEd.

[3:41:49] I'm going to be speaking

[3:41:50] on a webinar with the CDE,

[3:41:52] the Department of Education,

[3:41:53] and the reason why they contacted me is

[3:41:56] that Glendale Unified

[3:41:57] has a high volume of

[3:41:59] interim assessment usage.

[3:42:01] So that's the state test,

[3:42:02] the SBAC, or the CASP test.

[3:42:05] We have been really pushing

[3:42:07] that with all of our school teams

[3:42:08] because it mirrors exactly what the

[3:42:10] summit of assessments

[3:42:11] look like in English language arts,

[3:42:13] mathematics, science,

[3:42:15] and also the LPAC for

[3:42:16] our English learners.

[3:42:17] Because we have such a

[3:42:18] high volume, they asked me,

[3:42:20] they said, well, how

[3:42:20] did you guys get this

[3:42:21] to be such a thing in Glendale?

[3:42:24] And I said, it kind of started as a

[3:42:25] grassroots movement.

[3:42:27] I know what it was like at the site.

[3:42:28] Again, we're scaling

[3:42:29] up across the district.

[3:42:31] So the idea of

[3:42:32] shifting how we assess kids

[3:42:34] may look more like

[3:42:35] that because I have seen

[3:42:37] how the interim

[3:42:37] assessments really mirrored

[3:42:39] that experience of benchmarks.

[3:42:41] I know when I was a

[3:42:42] principal and my school team,

[3:42:44] we would release teachers to

[3:42:46] look at the test questions.

[3:42:47] They would go through, find

[3:42:49] out the ones they wanted to use,

[3:42:50] and those became the benchmark,

[3:42:52] and their inquiry

[3:42:52] cycle was based on that.

[3:42:54] So I think you're right.

[3:42:55] We're in a place where

[3:42:56] we're gonna be able to shift

[3:42:58] once we know the data

[3:42:59] sources we really wanna use.

[3:43:01] And I appreciate that.

[3:43:02] And I wanna be sure that I had,

[3:43:07] with the reclassification

[3:43:08] of English language learners

[3:43:09] that we have kind of

[3:43:11] that going, and so Kelly.

[3:43:12] Yeah, there's another piece

[3:43:13] that's coming with reclassification.

[3:43:14] Do you wanna take that, Dr. King?

[3:43:16] So there's a bill sitting on the

[3:43:19] governor's desk currently.

[3:43:21] It passed both sides of the House and the

[3:43:23] State of California.

[3:43:24] So it's waiting for

[3:43:25] the governor's signature

[3:43:27] to change the reclassification criteria

[3:43:31] to standardize that across the state.

[3:43:34] Right now, the reclassification

[3:43:36] is a pretty complex combination

[3:43:38] of the state LPAC testing

[3:43:40] for our English learners.

[3:43:42] iReady are grades in the classroom,

[3:43:46] the state testing for CASP,

[3:43:49] and each district has the ability

[3:43:52] to fine-tune it their own way.

[3:43:54] So what is on the governor's desk

[3:43:57] is to use the LPAC only,

[3:44:00] so that students who score

[3:44:02] at the highest level of LPAC,

[3:44:03] they get a four, which includes

[3:44:06] listening, speaking,

[3:44:07] reading, and writing,

[3:44:08] that they automatically

[3:44:10] qualify for reclassification.

[3:44:12] So it majorly streamlines the

[3:44:14] reclassification process.

[3:44:16] It gives a very concrete goal

[3:44:18] for our English learners to strive for,

[3:44:23] and it eliminates for

[3:44:26] us that iReady or NWEA,

[3:44:29] that assessment tool

[3:44:31] that we needed to have

[3:44:34] the additional tool that was normative.

[3:44:37] So that will help us

[3:44:39] be able to streamline

[3:44:40] just our assessment loads moving forward.

[3:44:42] So we're anticipating

[3:44:44] that by the end of the month,

[3:44:47] and then we would be moving forward

[3:44:49] with that starting this semester,

[3:44:51] so that students who already have a four

[3:44:54] on their summative from last spring

[3:44:56] would reclassify in time for

[3:44:59] the second semester of school.

[3:45:02] And that advancement also

[3:45:03] presents a conundrum too,

[3:45:05] because if we're looking

[3:45:07] at students who reclassify,

[3:45:08] the question will then be,

[3:45:10] so you have this one test,

[3:45:11] it becomes very high stakes,

[3:45:13] but what other pieces are

[3:45:14] we looking at along the way

[3:45:15] to help support that kid

[3:45:16] to get to that ultimate goal

[3:45:18] of getting the four on the

[3:45:20] LPAC to be able to reclassify?

[3:45:21] So we'll have to, again, be looking

[3:45:23] at all of our assessment systems,

[3:45:25] and what's gonna give us

[3:45:26] the most bang for our buck

[3:45:27] in helping kids get to their goals.

[3:45:30] So we do have more work to do,

[3:45:33] but again, being

[3:45:34] comfortable with ambiguity,

[3:45:35] we have to see what

[3:45:36] happens on next steps.

[3:45:38] No, and some of those

[3:45:39] are definitely outside

[3:45:39] of our hands and all

[3:45:40] of that, so absolutely.

[3:45:42] Do you want to?

[3:45:44] I have two questions.

[3:45:45] So thank you for the presentation.

[3:45:46] I understand that, is this to one,

[3:45:50] to help minimize

[3:45:51] introduction to human error,

[3:45:53] to using Power BI or smart sheets, right?

[3:45:56] And this is to, like you said,

[3:45:58] streamline the numbers

[3:46:00] that we're looking at

[3:46:01] for academic achievement.

[3:46:03] However, I'm just curious to learn more

[3:46:05] about how many third parties

[3:46:07] are we going to be working with

[3:46:08] with this platform and the

[3:46:11] data privacy of students,

[3:46:12] because that's a

[3:46:13] really resounding concern

[3:46:15] that many folks have,

[3:46:16] and I just want to get

[3:46:17] a better understanding of how we're

[3:46:19] protecting student data.

[3:46:20] Sure, I can tell you

[3:46:21] that with the vendors

[3:46:22] that we work with, we

[3:46:24] immediately send out to them

[3:46:26] in our initial contact our

[3:46:28] own GUSD data privacy addendum.

[3:46:31] So before we can move

[3:46:32] forward with anything,

[3:46:33] they have to sign that, and this company,

[3:46:35] within hours of us sending it out,

[3:46:37] they were immediately

[3:46:39] responsive and providing that.

[3:46:40] They have also provided their blanket,

[3:46:43] their piggybackable

[3:46:44] agreement that they've used

[3:46:45] with other districts

[3:46:46] throughout the state,

[3:46:47] so this is not the first district

[3:46:49] they've worked with in California.

[3:46:50] They do work with 700 other districts

[3:46:53] besides those here in California,

[3:46:55] so there is a high degree of confidence

[3:46:58] that I felt working with the company.

[3:47:00] If it makes any difference at all,

[3:47:02] their CFO actually used

[3:47:03] to work here in Glendale.

[3:47:05] He was an employee here

[3:47:06] and has since moved on

[3:47:07] and done other things, so I

[3:47:09] think that's also helpful.

[3:47:10] Knowing who we're

[3:47:11] working with really makes

[3:47:12] a big difference in terms of

[3:47:13] relationships and partnerships.

[3:47:16] It is a one-way system,

[3:47:18] so we send the information

[3:47:20] to the data

[3:47:20] warehousing, they parse it out,

[3:47:23] and they send it back to us.

[3:47:24] Just so you know, too,

[3:47:25] every time we partner

[3:47:26] with any kind of company,

[3:47:28] this is a services agreement

[3:47:31] that we did with them initially.

[3:47:33] We wanted to see what kind of reports

[3:47:35] they would produce for us,

[3:47:35] so this is the second project

[3:47:37] we're working with

[3:47:38] Linkit on, and we ask them,

[3:47:42] even though they never

[3:47:42] set foot on our campuses,

[3:47:44] they don't interact with any human being

[3:47:46] here in Glendale Unified, we told them,

[3:47:49] we said we need your insurance policy,

[3:47:50] and we need a high limit.

[3:47:52] They were able to turn that around

[3:47:54] within less than 24 hours.

[3:47:56] We also came back to them and said,

[3:47:57] we also need your workers comp.

[3:47:59] How do we know that your individuals

[3:48:01] are not gonna fall down

[3:48:02] while they're on the job,

[3:48:03] and then we get

[3:48:03] charged with a bill on that.

[3:48:05] They were immediately responsive.

[3:48:06] So my level of confidence

[3:48:09] in working with this team

[3:48:10] is strong just because their relationship

[3:48:13] has already been built.

[3:48:14] They have offered to

[3:48:15] build everything out for us

[3:48:16] without any kind of signed agreement,

[3:48:17] which I think is really nice.

[3:48:19] They're ready to work with us.

[3:48:20] We've obviously not gone down that road

[3:48:22] because we wanna make sure

[3:48:23] that everyone is on board

[3:48:25] with the purpose of this project is.

[3:48:28] You spoke about capacity.

[3:48:30] There are very few

[3:48:31] people in this building alone

[3:48:33] that can use Power BI

[3:48:34] with any level of confidence.

[3:48:37] So that's a great tool, but I

[3:48:41] spoke about skill set, right?

[3:48:43] Data literacy in

[3:48:44] itself is its own skill set.

[3:48:45] At the school site, I

[3:48:46] could pull my own reports.

[3:48:47] I could prepare my own presentations,

[3:48:49] but we're just not at that place yet

[3:48:51] with all of our team members.

[3:48:53] I think what this allows us to do

[3:48:55] is have a place that's user friendly.

[3:48:57] You noticed in the

[3:48:58] contract that they presented,

[3:48:59] there's a lot of professional development

[3:49:01] that's built in to help

[3:49:02] support our school teams

[3:49:04] really get comfortable with

[3:49:05] looking at numbers and data

[3:49:07] and being able to get

[3:49:09] information about students

[3:49:10] in a quick way so they can

[3:49:11] make truly actionable choices.

[3:49:15] And they don't have to

[3:49:16] wait on the district office

[3:49:18] to provide something.

[3:49:19] They don't have to wait on

[3:49:19] the state to produce a report.

[3:49:21] This would be ready to go

[3:49:23] with their secure login.

[3:49:25] And the way their system works,

[3:49:26] it's all single sign on

[3:49:27] through our own systems

[3:49:28] here in Glendale.

[3:49:29] So if there's no outside source that they

[3:49:31] have to get through,

[3:49:32] it's through our own system.

[3:49:33] So it's authenticated

[3:49:34] through us here in GUSD first.

[3:49:39] Okay.

[3:49:42] Perfect.

[3:49:43] Thank you so much.

[3:49:45] Thank you so much.

[3:49:46] And we are gonna

[3:49:47] bounce back to Dr. Watson.

[3:49:49] If we don't have any

[3:49:50] more questions right here,

[3:49:50] I think we're good.

[3:49:51] Dr. Watson.

[3:49:53] Fantastic.

[3:49:53] Thank you.

[3:49:54] Thank you, Dr. Landisi.

[3:49:56] And the next item that will be presented

[3:49:57] will be by Dr. Ahan Garzadeh.

[3:50:00] He is our senior

[3:50:00] coordinator of visual performing arts.

[3:50:03] Dr. Ahan Garzadeh will

[3:50:04] provide details of this,

[3:50:06] of a report pursuant to education code.

[3:50:09] His report will highlight programs

[3:50:11] supported by the arts

[3:50:12] and music in schools

[3:50:14] around the available funding.

[3:50:16] He'll also discuss expansion of the work

[3:50:18] and its integration

[3:50:19] across other curricular areas.

[3:50:22] And he will also

[3:50:22] introduce you to a discussion

[3:50:24] on five-year strategic

[3:50:25] plans, staffing, lessons,

[3:50:27] and student showcases.

[3:50:28] So Dr. Ahan Garzadeh,

[3:50:30] can you please join us?

[3:50:32] And thank you for taking us

[3:50:33] through this presentation.

[3:50:35] Thank you so much, Dr. Watson.

[3:50:36] Good evening, President

[3:50:37] Cross, esteemed board members,

[3:50:38] members of cabinet, and of course,

[3:50:39] our viewing public at home.

[3:50:41] Thanks for the

[3:50:41] opportunity to come before you

[3:50:43] and present to this

[3:50:44] annual report on the 2526

[3:50:48] arts and music in schools expenditures.

[3:50:50] I'm Dr. Emil Ahan Garzadeh with visual

[3:50:53] and performing arts.

[3:50:54] The report supports several

[3:50:56] of your core board priorities,

[3:50:58] including fostering

[3:50:59] positive learning culture,

[3:51:00] building a thriving workforce,

[3:51:03] and maintaining fiscal responsibility.

[3:51:05] And as Dr. Watson just mentioned,

[3:51:06] this update actually

[3:51:08] fulfills our requirements

[3:51:09] under California Ed Code 8820

[3:51:11] to present an annual report to the board.

[3:51:14] Now, just for the viewing public,

[3:51:16] a quick recap on how Prop 28 works.

[3:51:21] It was a proposition that

[3:51:22] was passed by California voters

[3:51:24] in 2022 to expand VAPA access statewide.

[3:51:28] And that proposition

[3:51:29] created what we refer to now

[3:51:31] as the Arts and Music in School

[3:51:33] Legislation, or AMS.

[3:51:35] The funding, as you can see on the slide,

[3:51:37] is distributed equitably,

[3:51:39] meaning the 70% is

[3:51:40] based on overall enrollment

[3:51:42] and 30% on socioeconomically

[3:51:45] disadvantaged enrollment.

[3:51:47] In addition to that, the

[3:51:48] state's guidelines dictate

[3:51:49] that 80% of allocated

[3:51:51] funds must be for personnel,

[3:51:54] for teachers.

[3:51:55] And 20% can be reserved for

[3:51:57] supplies and external services

[3:51:59] and things like

[3:51:59] professional development, field trips,

[3:52:02] and the such.

[3:52:02] Now, our schools have

[3:52:03] done a remarkable job

[3:52:04] planning these funds out,

[3:52:06] but because life happens and unused

[3:52:09] balances can accumulate,

[3:52:11] the district secured a waiver

[3:52:13] from the California

[3:52:14] Department of Education

[3:52:15] that allows us to waive that 8020 rule,

[3:52:18] allowing us to pivot any

[3:52:20] remaining funds explicitly

[3:52:22] to meet the real-time

[3:52:23] needs of our students

[3:52:24] at our various schools.

[3:52:25] That's all good news.

[3:52:27] Now, the AMS, or Arts and

[3:52:29] Music in School Funding,

[3:52:30] comes with a unique twist.

[3:52:33] Each year's allocation can be spent

[3:52:35] over a three-year rolling window.

[3:52:38] And if you look at our

[3:52:39] active allocations on the screen

[3:52:41] for the past three years,

[3:52:42] you'll see that our overall

[3:52:43] funding trend line is moving up.

[3:52:46] However, as in all

[3:52:47] macro funding formulas,

[3:52:48] when you drill into it,

[3:52:50] you'll see that while 22 of our schools

[3:52:53] saw an increase in funding this year,

[3:52:56] 13 of our sites actually

[3:52:57] saw a decrease in the funding.

[3:53:00] So we do have good news though,

[3:53:02] and that's because thanks

[3:53:03] to our proactive planning

[3:53:04] by our principals and the

[3:53:05] oversight of our school site,

[3:53:07] councils out there,

[3:53:08] this is not going to

[3:53:09] impact our personnel needs,

[3:53:11] that is teachers will still be able

[3:53:13] to work with our students.

[3:53:14] It only means that those 13 sites

[3:53:16] will have to just tighten

[3:53:17] their belt just a little bit

[3:53:18] when it comes to supplies and repairs

[3:53:20] and things of that nature.

[3:53:22] So what did we actually

[3:53:23] build with last year's dollars?

[3:53:27] As usual, it all starts with a plan.

[3:53:29] And you may recall that we overhauled

[3:53:31] our district's five-year visual and

[3:53:33] performing arts plan

[3:53:34] with community input.

[3:53:36] The board approved that roadmap

[3:53:38] and it focuses our work on tighter

[3:53:40] financial infrastructure,

[3:53:42] a robust staff development program,

[3:53:45] and elevated community visibility.

[3:53:48] We also spent some of last year,

[3:53:50] about two or three months of last year,

[3:53:51] and identifying a cost-effective,

[3:53:54] high-quality elementary arts curriculum.

[3:53:57] Two committees unanimously selected

[3:53:59] the AMPED Arts Performing Arts curriculum

[3:54:02] for dance, theater, and music,

[3:54:05] comes before you, in fact, tonight,

[3:54:06] as an action item for adoption.

[3:54:09] What's great about AMPED

[3:54:10] Arts is that it will provide

[3:54:11] all of our elementary school teachers

[3:54:14] with an easy-to-use system to teach

[3:54:16] standard-based performing

[3:54:18] arts skills to their students

[3:54:19] in addition to our amazing

[3:54:21] instrumental music program,

[3:54:23] our VAPA itinerant teacher program.

[3:54:25] We've got some wonderful

[3:54:26] things happening in the arts.

[3:54:28] We also recruited and deployed

[3:54:30] six credentialed VAPA itinerant teachers

[3:54:33] across 12 elementary sites.

[3:54:36] We brought on 66

[3:54:37] classified VAPA assistants

[3:54:40] who provided critical hands-on coaching.

[3:54:42] This was certainly no small task,

[3:54:44] and of course, we're

[3:54:44] grateful for the work

[3:54:45] of our human resources teams

[3:54:47] that had to process all

[3:54:48] of those new employees.

[3:54:50] In addition to that, we

[3:54:52] created a simple new application

[3:54:54] for all elementary teachers to use

[3:54:57] in integrating artistic procedures

[3:54:59] into other subject matter content.

[3:55:02] It was developed alongside

[3:55:04] our 20 arts learning leaders,

[3:55:06] these are 20 teachers representing

[3:55:07] our 20 elementary schools,

[3:55:08] and we're calling it

[3:55:09] VAPA Learning Commons.

[3:55:11] It basically gives

[3:55:12] our teachers ready-made,

[3:55:14] cross-curricular lessons

[3:55:16] that integrate the arts

[3:55:17] right into science

[3:55:18] lessons and math lessons

[3:55:19] and social studies lessons.

[3:55:21] Working very closely

[3:55:22] with many of our departments

[3:55:24] and business services,

[3:55:25] including facilities,

[3:55:26] financial services,

[3:55:28] our ETIS team, of course,

[3:55:30] our contracting and procurement team,

[3:55:32] we undertook a massive

[3:55:33] modernization project

[3:55:35] using last year's funding.

[3:55:37] They actually, we

[3:55:38] actually used the 23-24 funds

[3:55:40] with permission from the California

[3:55:41] Department of Education

[3:55:42] to upgrade 28

[3:55:45] performance and rehearsal spaces

[3:55:47] district-wide that give our students

[3:55:50] some professional

[3:55:51] grade audio work systems

[3:55:53] to work during their

[3:55:54] choral recitals, for example,

[3:55:56] or a new high-powered projection system

[3:55:58] that can be used in some cases

[3:56:00] to create digital backgrounds for

[3:56:02] theatrical productions,

[3:56:03] and also a simplified,

[3:56:05] unified control system

[3:56:07] to standardize the tech

[3:56:09] in performance spaces.

[3:56:10] Now towards the end of last year,

[3:56:12] we secured another waiver

[3:56:14] from the California

[3:56:15] Department of Education.

[3:56:16] This allows us to use

[3:56:17] our remaining 25-26 funds

[3:56:20] more flexibly, so we can bypass that

[3:56:23] 80-20 expenditure rule.

[3:56:25] This particular waiver

[3:56:26] grants us the opportunity

[3:56:28] to modernize our

[3:56:29] rehearsal performance spaces,

[3:56:31] specifically with new lighting systems,

[3:56:33] staging systems like curtains,

[3:56:35] and of course also

[3:56:36] media and video equipment.

[3:56:39] Just a couple more things,

[3:56:40] we expanded our partnerships.

[3:56:42] We are proud to now officially be parting

[3:56:44] with the music

[3:56:45] center, with a noise within.

[3:56:46] We've been working with

[3:56:47] them for quite some time,

[3:56:48] but now we're having

[3:56:50] regular meetings and discussions.

[3:56:51] We're starting out with a noise within,

[3:56:54] many of our students go to a noise within

[3:56:56] to see professional

[3:56:57] theatrical productions,

[3:56:58] and of course the music

[3:56:59] center offers our schools

[3:57:01] a menu of exciting

[3:57:02] cultural arts assemblies

[3:57:04] to engage our students.

[3:57:07] Lots of opportunities for the kids

[3:57:08] to showcase their art as well,

[3:57:10] including the Artistic

[3:57:11] Expressions Showcase,

[3:57:13] where our gifted and

[3:57:14] talented education students

[3:57:15] were able to showcase their 3D sculptures

[3:57:18] at their local schools.

[3:57:19] We also have our ongoing brand library

[3:57:22] and art gallery collaboration.

[3:57:25] This year we did it in neighborhood.

[3:57:27] Ecology was the name of the exhibit.

[3:57:29] I'm excited to see what

[3:57:30] this 26, 27 year we'll bring.

[3:57:32] And lastly, we had our senior showcase

[3:57:35] at the ACE 121 Gallery,

[3:57:36] just kind of corner from the

[3:57:37] administration center.

[3:57:39] I'm most proud of course of our

[3:57:41] Carcena Valley High School in Marcheple,

[3:57:43] because out of the 19 schools statewide

[3:57:47] to receive the prestigious California

[3:57:49] Exemplary Arts Award,

[3:57:51] two of those 19 schools

[3:57:53] were Glendale Unified Schools.

[3:57:54] That's right, CVHS,

[3:57:56] Mark Keppel Elementary School,

[3:57:57] Myel Alma Mater.

[3:57:59] These schools offer some

[3:58:00] of the best VAPA education

[3:58:02] across the Golden State,

[3:58:03] thanks to their of

[3:58:04] course amazing VAPA educators

[3:58:06] and leadership that champions the arts.

[3:58:09] Which brings us back to

[3:58:11] the funds, the numbers.

[3:58:13] Looking at our

[3:58:14] overall allocation in 2526,

[3:58:17] we served over 25,000

[3:58:19] students across 34 sites.

[3:58:21] We hired six full-time itinerant teachers

[3:58:24] and two full-time assistants,

[3:58:27] in addition to 66

[3:58:28] part-time VAPA assistants

[3:58:30] who keep our programs running daily.

[3:58:34] Now furthermore, the

[3:58:35] state intentionally designed

[3:58:37] this three year spending window,

[3:58:39] because as anyone who's trying to hire

[3:58:41] an arts teacher right now knows,

[3:58:43] there's a statewide

[3:58:44] credential teacher shortage.

[3:58:46] And what the three

[3:58:47] years timeline gives us

[3:58:49] is a bit of a runway,

[3:58:50] so that the state can build up a

[3:58:52] sustainable pipeline

[3:58:53] and bring in on more VAPA teachers.

[3:58:56] Now looking ahead, we

[3:58:58] are looking to partner

[3:58:59] with even more organizations,

[3:59:01] including universities and

[3:59:02] colleges as I've mentioned,

[3:59:04] to try to support that

[3:59:05] human resources pipeline,

[3:59:06] get more teachers to come online,

[3:59:09] to teach the arts to our students.

[3:59:11] We're also looking to

[3:59:12] build premiere partnerships

[3:59:13] industry giants like the

[3:59:15] Walt Disney Animation Group

[3:59:17] and of course the Lucas

[3:59:18] Museum of Narrative Art,

[3:59:19] which by the way opens

[3:59:21] up in just a week or so,

[3:59:22] if you haven't got a

[3:59:22] chance to take a look at it,

[3:59:23] I'm very excited about it.

[3:59:25] On the instructional front,

[3:59:27] our expansion will continue this year

[3:59:29] as we systematically review visual

[3:59:32] and media arts curriculum to round out

[3:59:34] the five disciplines for

[3:59:36] our elementary schools.

[3:59:37] And we're also gonna be taking a look

[3:59:38] at curating a flexible menu

[3:59:41] discipline specific course options

[3:59:43] for our secondary schools.

[3:59:45] Our major lift this year

[3:59:46] is gonna be professional development.

[3:59:48] We are very happy to be

[3:59:49] able to invest in our workforce

[3:59:51] through a district wide VAPA

[3:59:52] professional learning series.

[3:59:54] It's gonna be delivered both through

[3:59:56] webinars and seminars

[3:59:58] and it's going to be paired

[3:59:59] with expanded teacher

[4:00:01] collaboration time as well.

[4:00:03] Above all, equity is

[4:00:05] gonna guide our next chapter

[4:00:07] by partnering with our

[4:00:08] special education department

[4:00:10] to build a formal

[4:00:11] adaptive arts education framework

[4:00:13] for neurodiverse learners

[4:00:15] and reinforcing parenting

[4:00:16] community feedback loops.

[4:00:18] The district is ensuring that high

[4:00:20] quality arts education

[4:00:21] remains inclusive, responsive and

[4:00:24] transformative for all,

[4:00:26] including our English learners.

[4:00:29] It's a wonderful way to teach students

[4:00:31] how to embrace English language

[4:00:33] by allowing them to

[4:00:34] play, get up on stage.

[4:00:36] And in fact, that's one of

[4:00:38] the ways I became an actor.

[4:00:40] I was a student here

[4:00:41] at Hoover High School

[4:00:41] and I was cast into

[4:00:43] play as an ESL student.

[4:00:44] And I'm glad to be able to continue

[4:00:46] that tradition moving forward.

[4:00:49] In conclusion, I do wanna just call out,

[4:00:51] I think everybody is

[4:00:52] all aware of this already,

[4:00:53] but the community should know

[4:00:55] that next week is

[4:00:56] National Arts Education Week.

[4:00:58] It's a time for our schools to emphasize

[4:01:00] the importance of VAPA education.

[4:01:02] They're gonna be

[4:01:03] celebrating with student performances

[4:01:04] and showcases and

[4:01:06] activities for our kids.

[4:01:08] It's also a great time

[4:01:09] for parents and families

[4:01:11] to take a special trip

[4:01:12] perhaps to the local museum,

[4:01:14] perhaps the Lucas

[4:01:15] Museum for Narrative Art

[4:01:17] or to see a play at the

[4:01:19] Antaeus Theater Company

[4:01:20] just down the street, Brand and Broadway.

[4:01:23] With that, I'm very happy

[4:01:24] to take on any questions.

[4:01:26] This report incidentally

[4:01:27] is available to the public.

[4:01:29] It's on our website at

[4:01:30] www.gusd.net slash arts.

[4:01:33] And if you have any

[4:01:34] questions, I'm happy to respond.

[4:01:36] Thank you so much for

[4:01:37] that amazing report.

[4:01:39] And thank you for

[4:01:39] highlighting some of the great programs

[4:01:41] and the schools and everything

[4:01:42] that we are accomplishing together.

[4:01:44] And I believe that Ms.

[4:01:46] Fried has a question.

[4:01:48] Hello, Dr. Ahingerza.

[4:01:49] Thank you very much for

[4:01:50] this fantastic presentation.

[4:01:53] Seeing all the amazing

[4:01:54] ways in which you've grown

[4:01:56] our arts programs and

[4:01:57] really helped give shape

[4:01:59] to the vision that so

[4:02:01] many of our staff members

[4:02:03] have had over the years.

[4:02:05] You've just done an amazing job.

[4:02:07] I'm so proud of this report, of the work,

[4:02:11] of the growth that has taken place

[4:02:14] within our VAPA community.

[4:02:17] And I just wanna say you are an

[4:02:20] outstanding advocate

[4:02:21] for the arts, your energy

[4:02:23] and enthusiasm comes through.

[4:02:25] I would like to ask

[4:02:26] that you take some time

[4:02:28] as you are doing site

[4:02:30] visits and coordinating,

[4:02:32] please inform the

[4:02:32] board of some of the events

[4:02:34] that we can come and

[4:02:36] observe this good work,

[4:02:38] whether it's by way of performances

[4:02:40] or just to tour and see some of the work.

[4:02:43] And I am most excited about the work,

[4:02:46] the partnership with special education.

[4:02:48] I know over the years in different hats,

[4:02:51] I've had the opportunity to see,

[4:02:54] the arts are a great equalizer.

[4:02:55] It's a wonderful way to be inclusive.

[4:02:58] And I've seen many of the arts and crafts

[4:03:00] that our students at College View

[4:03:02] and other parts of

[4:03:03] the district have done.

[4:03:05] And so I'm just very excited.

[4:03:06] Please keep me on the very short list.

[4:03:08] I want to see it firsthand

[4:03:10] and I thank you for

[4:03:11] the work you're doing.

[4:03:11] Thank you so much, Ms. Farid.

[4:03:12] I appreciate it.

[4:03:13] Of course, all credit

[4:03:13] goes to our students

[4:03:14] and our amazing teachers.

[4:03:16] But thank you so much for the kind words.

[4:03:18] All right, thank you.

[4:03:19] And Mr. C?

[4:03:21] Yeah, thank you, President Cross.

[4:03:23] And thank you for a

[4:03:23] wonderful presentation.

[4:03:24] Just one quick question

[4:03:25] regarding the AMP arts curriculum.

[4:03:29] And you said that

[4:03:31] regarding the curriculum,

[4:03:32] is that gonna be

[4:03:33] available to classroom teachers

[4:03:34] or is it going to be

[4:03:35] available for the itinerant?

[4:03:37] All classroom teachers.

[4:03:38] And that's the major shift

[4:03:40] that we're not just going

[4:03:41] to be relying on our

[4:03:42] VAP itinerant teachers

[4:03:43] and our instrumental music teachers.

[4:03:45] This curriculum

[4:03:46] allows all of our teachers

[4:03:48] to become performing arts facilitators.

[4:03:50] They don't have to be

[4:03:51] experts in music or dance,

[4:03:53] but the curriculum is

[4:03:54] packaged in such a way

[4:03:55] that it allows for a very, very low lift.

[4:03:57] It lets the teachers work

[4:03:59] with the students directly

[4:04:00] as opposed to having

[4:04:01] to organize curriculum.

[4:04:03] So all the teachers will--

[4:04:04] All elementary school teachers.

[4:04:05] Thank you.

[4:04:08] Okay, do we have any, we have one more.

[4:04:11] We're full of questions today.

[4:04:13] Thank you so much for

[4:04:14] that wonderful presentation.

[4:04:16] Just quickly, I wanted to

[4:04:18] just learn a little bit more of,

[4:04:20] I'm looking at your, the

[4:04:23] VAPA performing arts 2026, 2031.

[4:04:27] And I see beautiful images

[4:04:28] of students working on tech

[4:04:30] and some of those things that are

[4:04:32] incorporated into the arts.

[4:04:34] Can you speak a little

[4:04:35] bit more of the value

[4:04:36] that it does bring into the

[4:04:37] classroom regarding their use

[4:04:39] of organizing in the background

[4:04:41] as they put together

[4:04:42] the performances and yeah.

[4:04:45] I can tell you, I

[4:04:46] started out as an actor,

[4:04:47] as a writer myself,

[4:04:48] and it wasn't until I got

[4:04:50] to Hoover High School

[4:04:50] where I was introduced

[4:04:51] to the technical side of

[4:04:53] the theater that I realized

[4:04:55] how much more is

[4:04:56] involved in expressing an idea,

[4:04:59] especially in a K-12 system.

[4:05:02] But I can tell you that

[4:05:03] a lot of the technology

[4:05:04] that's being used currently is really,

[4:05:09] it's intended to support the actual

[4:05:11] productions themselves.

[4:05:13] It's not about living

[4:05:14] inside of these curricula

[4:05:16] or inside of these programs.

[4:05:18] It's about facilitating

[4:05:19] the student's capacity

[4:05:20] to be able to put on a

[4:05:22] musical or to put on a show.

[4:05:24] There are media arts

[4:05:25] standards in the visual

[4:05:27] and performing arts framework,

[4:05:29] but those are a little

[4:05:30] bit more along the side

[4:05:32] of design thinking.

[4:05:34] They're about making choices much more so

[4:05:36] than they are about

[4:05:37] the technical learning

[4:05:38] of those specific skill sets.

[4:05:39] So the addition of media arts skill sets

[4:05:42] and visual and

[4:05:43] performing arts can really expand

[4:05:45] the audience that our

[4:05:46] students will have an opportunity

[4:05:47] to communicate with in the future.

[4:05:50] There's also a big overlap

[4:05:52] between our career technical programs

[4:05:55] and our visual performing arts.

[4:05:57] So you'll see graphic arts,

[4:05:59] you'll see technology behind the scenes

[4:06:03] for our student productions,

[4:06:07] as well as some of our student newscasts

[4:06:12] and things like that.

[4:06:13] So you'll see technology brought in

[4:06:16] in a lot of different ways.

[4:06:19] I did wanna mention one

[4:06:20] thing to what Mr. Krekorian

[4:06:22] had mentioned earlier about

[4:06:24] leveraging alternative funds

[4:06:27] for facility upgrades.

[4:06:29] The waiver that we received

[4:06:31] on the first year allocation

[4:06:33] really went a long ways

[4:06:35] towards using these funds

[4:06:39] for those upgrades and

[4:06:40] not needing bond money

[4:06:42] or even our maintenance funds for it.

[4:06:46] So it was a very

[4:06:50] opportune way to make sure

[4:06:52] that we are continuing

[4:06:54] to upgrade those spaces

[4:06:56] to make them state of the art,

[4:06:58] as well as leveraging the

[4:07:00] funds that were available.

[4:07:03] The funds that we're

[4:07:04] looking at for last year

[4:07:06] and this year, we are on

[4:07:08] track for meeting the 80-20

[4:07:12] percentages every once in

[4:07:14] a while something happens

[4:07:15] where we don't meet that

[4:07:17] because of different staffing changes.

[4:07:19] But I know that it was

[4:07:20] very important to the board

[4:07:22] and previously that we

[4:07:23] are using those funds

[4:07:25] to hire GUSD employees.

[4:07:27] So the hiring of the itinerant teachers

[4:07:31] and the hiring of GUSD assistance

[4:07:34] either full-time or part-time,

[4:07:37] we really took that to heart

[4:07:38] and thank you to Mr. Hungars today

[4:07:41] and Human Resources to make that happen

[4:07:44] so that we're

[4:07:44] decreasing the contracting out

[4:07:46] of Visual Performing Arts.

[4:07:48] We still have incredible partners

[4:07:50] that we contract out within the 20%,

[4:07:52] but really meeting the goal of that 80%,

[4:07:55] which was the intent of the state money.

[4:08:01] Okay, thank you.

[4:08:02] And yeah, I have

[4:08:03] noticed that in the emails

[4:08:05] that have come around and we've made sure

[4:08:07] to invite our staff to have this

[4:08:10] and make sure our teachers feel involved

[4:08:11] and that there's so

[4:08:12] many opportunities here

[4:08:14] and I appreciate that.

[4:08:15] Thank you so much.

[4:08:15] And we're gonna hop back

[4:08:17] over to Dr. Watson again

[4:08:19] if she is still on that

[4:08:21] screen, which I can't tell.

[4:08:22] Ooh, I think she might be.

[4:08:23] Oh, you can't tell?

[4:08:24] Okay, hello, I am back on the screen

[4:08:27] and President Cross, we'll

[4:08:29] go ahead now and move to,

[4:08:32] I'll thank Dr. Ann Garza again

[4:08:34] and we'll move over to Business Services.

[4:08:36] And so tonight, the first

[4:08:38] thing under Business Services,

[4:08:39] our Assistant

[4:08:40] Superintendent of Business Services,

[4:08:42] Mr. William Young will

[4:08:43] present the summary of revenue

[4:08:45] expenditures for 2025-26,

[4:08:48] on audited actuals and 26-27 budget

[4:08:53] based on some technical corrections.

[4:08:55] And this presentation is

[4:08:56] required by Ed Code 42-100

[4:08:59] and requires a district

[4:09:00] to report all revenues

[4:09:02] and expenditures for

[4:09:03] the preceding fiscal year.

[4:09:05] So he's going, this

[4:09:06] will require the discussion

[4:09:08] of any and all the

[4:09:09] corrections and final tabulations

[4:09:12] that are generally

[4:09:12] done at the end of August,

[4:09:14] even though the

[4:09:14] fiscal year ends June 30th.

[4:09:16] So Mr. Young, thank you,

[4:09:18] you and your fiscal team

[4:09:20] for preparing this

[4:09:21] support and working so hard

[4:09:23] and ensuring that the

[4:09:25] numbers are accurate.

[4:09:26] So I'll turn it over to

[4:09:28] you, Mr. Young, thank you.

[4:09:30] Thank you, Dr. Watson.

[4:09:31] Good evening, President Cross

[4:09:32] and Board of Education

[4:09:34] members presented before you tonight

[4:09:35] is last year's closing of the books,

[4:09:38] 2025-26, Unaudited Aches.

[4:09:41] As Dr. Watson

[4:09:42] mentioned, this is a requirement

[4:09:44] of every school

[4:09:44] district to close the books.

[4:09:48] And as a reminder, the Unaudited Actuals

[4:09:51] represents that

[4:09:52] year-end financial results

[4:09:53] for that particular fiscal year.

[4:09:55] It summarizes the actual

[4:09:57] revenues, expenditures,

[4:09:59] fund balances and

[4:10:00] other financial activity

[4:10:01] in that particular year.

[4:10:03] We do submit this to

[4:10:04] the Los Angeles County

[4:10:06] Office of Education

[4:10:07] and then also in turn,

[4:10:09] it goes to the California

[4:10:10] Department of Education.

[4:10:11] And this is called

[4:10:13] Unaudited Actual Reports

[4:10:14] because it is subject

[4:10:15] to an independent audit

[4:10:17] which the work has already begun

[4:10:19] and the independent audit

[4:10:20] report will be presented

[4:10:21] before the board in December.

[4:10:25] In regards to the budget cycle,

[4:10:29] this is in essence a

[4:10:30] mall map of where we're at

[4:10:32] in the budget cycle

[4:10:33] for this particular year.

[4:10:36] You can see at the top of the clock,

[4:10:38] budget adoption is June.

[4:10:41] That recently occurred

[4:10:42] for the 26-27 budget.

[4:10:44] We are in that green-blue circled item

[4:10:47] and that's the Unaudited Actuals

[4:10:48] and presented before September 15th.

[4:10:52] And this will be a

[4:10:53] reference slide as we move forward

[4:10:55] through other reports

[4:10:56] throughout the year.

[4:10:57] But it's a good guiding

[4:10:58] document to show where we're at

[4:11:00] from presenting reports to

[4:11:02] also even budget development.

[4:11:07] Later on this evening,

[4:11:08] the board will take action

[4:11:10] on the entire report, 139 page report.

[4:11:13] This presentation is a

[4:11:14] summary of just that report.

[4:11:16] In these particular pie charts here,

[4:11:18] you can see the

[4:11:19] comparative total revenues

[4:11:21] comparing on the left

[4:11:22] 2025-26 Unaudited Actuals

[4:11:25] and pardon me that the numbers are small

[4:11:29] in this particular

[4:11:30] graphic but the handouts

[4:11:32] that we have in front of you

[4:11:33] should provide you

[4:11:34] additional viewing opportunity.

[4:11:36] So on the left is 25-26

[4:11:38] compared to 26-27 on the right.

[4:11:43] You can see at the

[4:11:43] bottom in the yellow box,

[4:11:45] between the years we see an increase

[4:11:47] of about $40.66 million in revenue

[4:11:51] between last year and this year.

[4:11:53] And that is due to increase

[4:11:55] in the LCFF funding formula,

[4:11:56] cost of limiting adjustments

[4:11:59] and then one time

[4:12:00] additional block grants.

[4:12:06] And on the next page in

[4:12:08] the pink or dusty rose color,

[4:12:11] you can compare the

[4:12:12] Unaudited Actual expenditures

[4:12:14] on the left side, same

[4:12:15] concept but with expenditures.

[4:12:17] And then on the right side

[4:12:19] is what is currently adopted

[4:12:21] as the budget and you

[4:12:23] can see we see an increase

[4:12:24] of an expenditures of

[4:12:25] about $16.44 million

[4:12:27] there at the bottom and

[4:12:30] that's comparing last year's budget

[4:12:33] to this year's projected budget.

[4:12:41] And then part of closing

[4:12:42] the books is determining

[4:12:44] what does the fund balance look like?

[4:12:47] And so in this particular slide, we are

[4:12:50] particularly looking

[4:12:51] at the unrestricted general fund balance.

[4:12:54] So this table represents

[4:12:56] unrestricted general fund.

[4:12:59] As a reminder to the audience,

[4:13:01] if we talked about

[4:13:02] restricted, restricted has more rules

[4:13:04] for the particular funding.

[4:13:06] In the prior presentation, Prop 28

[4:13:08] is a restricted

[4:13:09] funding source must be used

[4:13:10] on arts education.

[4:13:13] Unrestricted is more general.

[4:13:16] So in June when the

[4:13:17] board adopted the budget,

[4:13:18] the financial services

[4:13:19] team estimated actuals

[4:13:22] at $45 million for the unrestricted

[4:13:24] ending fund balance.

[4:13:26] Between June and

[4:13:28] September, after we have leveraged

[4:13:32] some of the one time restricted funds

[4:13:35] as well as adjusted fund

[4:13:37] balances and accounting,

[4:13:41] we ended up with $20 more million

[4:13:43] and that's a positive place to be

[4:13:45] in the current climate that we're in.

[4:13:48] When we talk about ending fund balance,

[4:13:50] just wanna remind the audience as well

[4:13:52] is that that is one time money.

[4:13:54] It's money that is left

[4:13:55] from that ongoing money

[4:13:56] from year to year.

[4:13:58] Part of the increase is also due to a

[4:14:02] reduced contribution

[4:14:04] to special education

[4:14:05] of about 7.2 million.

[4:14:06] We didn't reduce services, right?

[4:14:09] But the contribution

[4:14:10] need that we forecasted

[4:14:12] was $7.2 million more.

[4:14:14] That was part and due to

[4:14:15] hiring more in-house staff

[4:14:17] versus contracting out.

[4:14:18] So that savings that we've talked about

[4:14:20] over the last couple years, that's

[4:14:22] catching up with us.

[4:14:27] Little bit more detail

[4:14:28] on the ending fund balance

[4:14:30] at $45 million.

[4:14:32] We do have a GASB 87 requirement.

[4:14:34] You may be asking what's GASB 87 about.

[4:14:37] That is a requirement

[4:14:39] because we have real property

[4:14:41] that we lease out.

[4:14:43] So if you recall Prado Apartments,

[4:14:46] while we don't own the apartments,

[4:14:47] the land that it sits

[4:14:49] on is district property.

[4:14:50] So there is a GASB 87 Governmental

[4:14:53] Accounting Standards Board

[4:14:55] Rule 87 requirement in

[4:14:58] consultation with our auditor,

[4:15:00] making sure that we set

[4:15:01] that requirement aside.

[4:15:04] We do have HCM, Human Capital

[4:15:05] Management System with LACO.

[4:15:07] That is about $500,000 to

[4:15:09] cover any training needs,

[4:15:10] tech needs to launch that new system

[4:15:12] that's being implemented countywide.

[4:15:17] Earlier there was a mention of paid

[4:15:18] pregnancy disability leave

[4:15:20] working with HR and planning ahead.

[4:15:21] We're setting aside $2.5 million.

[4:15:23] That was also shared at

[4:15:24] the June budget adoption.

[4:15:26] So these numbers may look familiar

[4:15:30] because it was discussed also in June.

[4:15:32] One of the big items to note here

[4:15:34] is the contribution to fund 40,

[4:15:36] special reserve fund for

[4:15:37] capital outlay projects.

[4:15:38] The recommendation right

[4:15:39] now is about $24 million

[4:15:41] of that ending fund

[4:15:42] balance be shifted to fund 40.

[4:15:44] So at a future board item,

[4:15:46] staff will make a

[4:15:46] recommendation of about that amount.

[4:15:49] 6 million has already been transferred

[4:15:51] at the last board meeting

[4:15:52] to cover security cameras,

[4:15:54] one and a half million

[4:15:55] to cover Senate Bill 848

[4:15:57] facilities adjustments,

[4:15:58] about 1.5 to my recollection

[4:16:01] for additional

[4:16:02] deferred maintenance projects.

[4:16:04] So part of that 24 million

[4:16:06] has already been transferred

[4:16:08] under your direction.

[4:16:10] And then fiscal

[4:16:11] stabilization arrangements

[4:16:12] is set at $12 million.

[4:16:15] And that is to cover for anything

[4:16:16] that 3% reserve doesn't cover.

[4:16:19] Those are the unforeseen conditions

[4:16:21] in state and federal funding.

[4:16:24] And with all of that

[4:16:26] even shared and mentioned,

[4:16:27] we will still meet the

[4:16:28] 10% reserve requirement

[4:16:30] once all those transfers are done.

[4:16:33] And just a side note there,

[4:16:35] come first interim, which will be

[4:16:37] presented in December,

[4:16:38] these amounts may fluctuate

[4:16:39] and it's based upon state or federal

[4:16:41] financial conditions,

[4:16:43] our enrollment and

[4:16:45] shifting of general funds,

[4:16:47] our unrestricted general fund

[4:16:48] to the more restricted side of the house.

[4:16:49] You sum up with that

[4:16:50] one time money up first

[4:16:52] before using unrestricted.

[4:16:57] If we look at all

[4:16:57] funds across the district,

[4:17:00] on the left side, you

[4:17:01] can see the fund number.

[4:17:02] We just talked about the general fund,

[4:17:04] that unrestricted

[4:17:05] general fund at $65 million

[4:17:07] in ending fund balance.

[4:17:08] We do have restricted

[4:17:09] general fund of $61 million.

[4:17:12] And then you can see all the

[4:17:13] different funds that we have,

[4:17:16] student activity special reserve fund,

[4:17:18] that is our ASB funds,

[4:17:19] ASB programs throughout the district.

[4:17:21] There's about $3 million there.

[4:17:25] And I'm not gonna go over all of them,

[4:17:26] child development, about $4 million

[4:17:30] that supports our preschool programs.

[4:17:32] A cafeteria special

[4:17:33] reserve fund, about $25 million,

[4:17:35] sorry, $26 million in balance.

[4:17:38] And so in speaking with

[4:17:40] the department leaders,

[4:17:41] they are aware that they

[4:17:43] need to strategically plan

[4:17:44] to spend these amounts down

[4:17:46] because there are statutory

[4:17:47] caps on some of these funds.

[4:17:50] Our building fund,

[4:17:51] our Measure S bond fund,

[4:17:53] there is about almost $35 million there.

[4:17:55] About $16 million is still set aside

[4:17:58] for our Marshall multi-purpose room.

[4:18:03] So at a future board meeting,

[4:18:05] our facilities planning department

[4:18:07] will bring forward a recommendation

[4:18:08] for the remaining Measure S

[4:18:10] tied to prior discussions

[4:18:12] around Measure S projects.

[4:18:15] And so as you can

[4:18:15] see, across the district,

[4:18:17] we are in a positive

[4:18:19] ending fund balance spot.

[4:18:21] So that's the place we would wanna be.

[4:18:25] Next steps include adjustments

[4:18:27] to the 26-27 working budget.

[4:18:29] We'll continue to conduct the THICMAT,

[4:18:32] Fiscal Health Risk Analysis work

[4:18:34] that has been presented to

[4:18:36] you twice over the past year.

[4:18:38] So that work is in progress.

[4:18:41] As I mentioned, in December,

[4:18:43] December is the time where

[4:18:44] we're gonna actually talk

[4:18:45] about four budgets.

[4:18:47] The independent audit closing out 25-26,

[4:18:49] the current year budget 26-27,

[4:18:51] and then multi-year

[4:18:52] forecasting for the two out years.

[4:18:54] So that particular meeting,

[4:18:56] you're talking about

[4:18:56] four years worth of budgets.

[4:18:59] And then the remaining

[4:19:00] items you can see there

[4:19:01] come January, the governor

[4:19:03] will propose next year's budget.

[4:19:08] Okay. I'm open for questions.

[4:19:12] Thank you so much.

[4:19:15] Do we have questions over here?

[4:19:16] I know I have a couple

[4:19:17] of things I wanted to say.

[4:19:19] Go ahead, Mr. C.

[4:19:22] Thank you for the presentation.

[4:19:23] Not a question, but just a

[4:19:25] statement of appreciation

[4:19:26] for the collective effort it took

[4:19:28] for us to get to this point.

[4:19:30] With the board, I know a few years ago,

[4:19:32] we had to do the FCMAT.

[4:19:34] Certain things had to

[4:19:34] do to steer our district

[4:19:37] into the right direction

[4:19:38] and just think about the work

[4:19:39] that we did then to get to this point.

[4:19:42] With Dr. Bruik and Human Resources,

[4:19:44] the emphasis on reducing outsourcing,

[4:19:48] hiring more in-house,

[4:19:50] which is not just a decision,

[4:19:51] but it means a lot of extra work.

[4:19:53] And so the willingness

[4:19:54] and ability to do all that.

[4:19:56] And of course, the work that you've done

[4:19:57] in your department as

[4:19:58] well since you've been here.

[4:20:00] So just thank you to

[4:20:01] all of you for the work

[4:20:02] to bring us to this point.

[4:20:06] Okay, and do we have any over here?

[4:20:07] Yep.

[4:20:09] Thank you, Mr. Young.

[4:20:10] I echo what Mr. C. just expressed,

[4:20:14] but I do also have a question.

[4:20:16] In thinking about how

[4:20:17] the costs of everything

[4:20:22] across the board have gone up

[4:20:23] and in light of the economy we're in,

[4:20:26] how comfortable are you when

[4:20:28] I get that there is no magic,

[4:20:29] there is no crystal ball, obviously,

[4:20:31] but in general as

[4:20:33] districts are looking at

[4:20:36] assessing future costs.

[4:20:38] And obviously we have limited abilities

[4:20:40] in terms of our

[4:20:41] contingencies and preparing.

[4:20:44] I mean, what we've seen in the last year,

[4:20:46] just as individuals

[4:20:47] going to the grocery store

[4:20:49] where something has

[4:20:50] doubled or tripled in cost,

[4:20:53] goods and services, equipment,

[4:20:55] whether it's

[4:20:56] automobiles, the price of gasoline,

[4:20:58] so the cost of, let's

[4:20:59] say, cooling our facilities,

[4:21:00] so let's say the HVAC is working,

[4:21:02] but the cost of electricity, the cost,

[4:21:04] how do you feel this

[4:21:06] will impact districts

[4:21:07] and more specifically ours, if you could?

[4:21:09] Just a little blurb,

[4:21:11] I mean, not an essay,

[4:21:12] but I don't wanna put you on the spot,

[4:21:13] but it weighs on my mind,

[4:21:15] and so what are your

[4:21:17] thoughts if you wouldn't mind?

[4:21:18] It does weigh on my mind as well.

[4:21:20] It is a moving target right now,

[4:21:22] forecasting out some of the increases.

[4:21:25] Health benefits, for example,

[4:21:28] we've experienced close

[4:21:30] to just over an 8% increase

[4:21:31] from year to year, right, we're

[4:21:32] forecasting that out,

[4:21:33] but it could actually enter double digits

[4:21:36] based on the

[4:21:36] information that we're hearing.

[4:21:38] So fuel costs are costs

[4:21:41] related to JFK transportation.

[4:21:45] Their increase is 3% was to

[4:21:49] absorb some of the fuel costs.

[4:21:50] We are going to see increased refuse

[4:21:54] garbage pickup costs

[4:21:55] as well, and that's

[4:21:57] all tied to fuel costs,

[4:21:59] maintenance costs, staff costs,

[4:22:01] and then also a

[4:22:02] closure of a regional source

[4:22:05] to dump the trash, so

[4:22:07] they have to travel further,

[4:22:08] so they have additional travel costs,

[4:22:10] so we'll likely see increases there.

[4:22:13] So it is definitely a

[4:22:14] moving target as we move forward,

[4:22:16] so the managers and the teams

[4:22:19] are conscious of that as well,

[4:22:21] and careful budget planning and awareness

[4:22:24] is critical as we move forward.

[4:22:26] Well, I thank you and

[4:22:27] the members of your team

[4:22:28] who are also here in

[4:22:29] the audience tonight.

[4:22:30] Thank you very much.

[4:22:33] Dr. Dinkian.

[4:22:34] Thank you so much for the update.

[4:22:37] I'm just thinking

[4:22:37] ahead and planning ahead

[4:22:39] with community school

[4:22:40] grants that will be expiring,

[4:22:42] I believe, in 2028, correct?

[4:22:44] And is there a plan,

[4:22:45] should that not be renewed

[4:22:48] given the climate we

[4:22:49] were just talking about?

[4:22:51] I'm not sure what our contingency plan is

[4:22:54] for community schools.

[4:22:55] Yeah, we actually had a conversation

[4:22:56] earlier today on it.

[4:22:57] I'll have Dr. King expand on it,

[4:22:59] but there is some good

[4:23:00] news around community schools.

[4:23:03] There's some great

[4:23:04] news on community schools

[4:23:05] because now it's moving

[4:23:07] from a competitive grant

[4:23:08] to a allocation for schools that have,

[4:23:15] they reach or surpass that 65% of

[4:23:17] undiplicated students.

[4:23:19] So all of our schools

[4:23:20] that are at the 65% or above

[4:23:24] will be receiving funding,

[4:23:26] and that is secured funding for the next

[4:23:29] seven to eight years.

[4:23:31] All we have to do is do an

[4:23:33] opt-in form by November 1st,

[4:23:36] so we will be doing the opt-in form.

[4:23:40] It does increase the need for our schools

[4:23:44] to really look at

[4:23:45] filling out that educational,

[4:23:50] what are we calling it?

[4:23:51] It's not the free and

[4:23:52] reduced lunch meal survey,

[4:23:54] but as part of the re-enrollment packet,

[4:23:57] there's that one section

[4:23:59] regarding family income

[4:24:01] and family size, and that's really for us

[4:24:04] to help identify all of

[4:24:07] our undiplicated students.

[4:24:09] The largest group of

[4:24:10] our undiplicated students

[4:24:11] are those students who

[4:24:12] qualify for free and reduced lunch,

[4:24:14] and it's really

[4:24:15] important for our families

[4:24:16] to remember that it's not

[4:24:18] just your monthly income,

[4:24:21] it's also your family size.

[4:24:23] So some of our families

[4:24:25] who feel that there's no way

[4:24:26] we would qualify for

[4:24:27] reduced meal, the qualifications,

[4:24:30] but because of family

[4:24:31] size, you actually would.

[4:24:33] So while that positions the

[4:24:35] district for future funding,

[4:24:37] it also is gonna make

[4:24:38] a very big difference

[4:24:40] for schools for

[4:24:42] potential community funding.

[4:24:44] Two schools in

[4:24:44] particular are kind of right on,

[4:24:46] if we looked at last year's numbers,

[4:24:49] that would be Glen Oaks and

[4:24:50] Lockersson Elementary School

[4:24:51] are right on the edge of like 63% or 62%,

[4:24:56] so we're looking to see

[4:24:57] if they might tip over

[4:25:00] to qualify for community schools.

[4:25:02] I know one of our prior

[4:25:05] board members was very passionate

[4:25:07] about daily high school

[4:25:08] being a community school.

[4:25:10] They qualify, so we will be

[4:25:13] sharing a lot more information

[4:25:16] from the state update later in this month

[4:25:18] about what the new

[4:25:19] criteria might or qualifications

[4:25:22] or requirements might

[4:25:23] be for community schools,

[4:25:24] but we are so excited to

[4:25:26] have this as just an allocation

[4:25:29] to those schools for the

[4:25:30] next seven to eight years.

[4:25:34] Wow, that is incredible, actually.

[4:25:36] I'm like, that's happy dance.

[4:25:38] I think that there's

[4:25:41] been a lot of hard decisions

[4:25:42] that the board has had to make and that

[4:25:44] staff has had to do,

[4:25:45] and I wanna acknowledge that the

[4:25:47] incredible hard work

[4:25:48] that went into this with

[4:25:49] your team, with finance,

[4:25:51] with the entire department,

[4:25:53] because this was

[4:25:53] something where for years,

[4:25:56] we've really been

[4:25:56] digging into best practice

[4:25:59] and what has been done and

[4:26:01] just really looking at it

[4:26:03] in the most honest light as

[4:26:04] possible and just being real

[4:26:06] and being like, okay, this isn't working

[4:26:07] or how do we fix this?

[4:26:08] Bringing in the FCMAT was

[4:26:09] a big opportunity for us

[4:26:11] to really drill in on that,

[4:26:14] and then working with our families,

[4:26:18] explaining why we're doing those things,

[4:26:20] why we're filling out those forms,

[4:26:22] ensuring that we can

[4:26:24] get any of those funds

[4:26:25] that we're able to do, but

[4:26:26] then also what your staff

[4:26:27] has been able to do as well

[4:26:28] about looking at things creatively

[4:26:30] and how we can use those funds,

[4:26:32] how we can use Prop 28

[4:26:33] here so that we can enjoy

[4:26:37] expanding the arts,

[4:26:39] but also what the school

[4:26:41] might also need, so I just think that

[4:26:43] it's really important

[4:26:44] that business services knows

[4:26:46] that what they have done is,

[4:26:48] and what you've done

[4:26:49] is incredibly important

[4:26:51] and appreciated and it's

[4:26:52] really, it's hard work,

[4:26:54] and it also is, as we all know,

[4:26:57] there's an ebb and flow to finances,

[4:27:00] so being responsible and looking at that

[4:27:01] and keeping aware, I

[4:27:05] think another thing is,

[4:27:07] we were all shocked when

[4:27:09] special education prices,

[4:27:11] the cost went up so

[4:27:12] high, and one of the things

[4:27:13] that was really important

[4:27:14] to the boards before this

[4:27:18] was ensuring that we had worked on

[4:27:21] closing out all those contracts.

[4:27:22] We found that there was

[4:27:23] just so many contracted workers

[4:27:27] who had not completed their hours

[4:27:29] from back in COVID and all of that,

[4:27:32] and so really helping to clean that up,

[4:27:35] I think that this is one of those things

[4:27:37] where we're doing, I think, a great job,

[4:27:41] but we're doing a great

[4:27:42] job because of the great work

[4:27:42] that's gone into it and the

[4:27:43] great work that came before

[4:27:44] and the great work that

[4:27:45] you guys are continuing to do

[4:27:46] and not backing down, so

[4:27:48] I appreciate that a lot

[4:27:49] and I think it's

[4:27:50] really worth acknowledging,

[4:27:51] so I hope everybody knows that, that

[4:27:53] they're appreciated.

[4:27:55] And from that, I will, I will actually,

[4:27:58] oh great, sorry, I did not

[4:27:59] see that you had a hand up.

[4:28:01] From that, I'm gonna

[4:28:01] throw it over to Greg.

[4:28:04] Now just to reflect on

[4:28:06] his budget in the district,

[4:28:07] obviously I've been looking at the state

[4:28:08] and a lot of school districts are on

[4:28:09] financial challenges

[4:28:11] and I know some of this

[4:28:12] here is one-time grant money

[4:28:13] and I wish it was,

[4:28:15] curious first question,

[4:28:15] what percentage in here is blocked

[4:28:18] on one-time funds that we're getting?

[4:28:20] So when you have it on

[4:28:21] the chart, the pie chart,

[4:28:22] and it shows the percentage in here,

[4:28:24] it says one-time block grants,

[4:28:26] is there a certain

[4:28:27] percentage we're receiving?

[4:28:30] I don't have that

[4:28:30] percentage in front of me,

[4:28:31] I could be happy to get you that.

[4:28:33] It would be helpful.

[4:28:33] Typically the state and federal

[4:28:35] lean more toward one side.

[4:28:37] I understand that's what I was asking,

[4:28:38] because one-time funding

[4:28:39] is just obviously one time,

[4:28:40] doesn't help us with ongoing expenses,

[4:28:42] so we're gonna deal

[4:28:42] with some other challenges.

[4:28:43] And the other

[4:28:44] question I have is regarding,

[4:28:45] basically maybe Kyle

[4:28:46] would have to answer,

[4:28:47] the total amount of employees in our

[4:28:49] district that we have,

[4:28:50] I know we have about 1300,

[4:28:51] it's just indicated, but classified,

[4:28:53] total number of

[4:28:54] employees we have, ballpark?

[4:28:56] Probably around 1400 classified.

[4:28:59] Plus the 1300 and

[4:29:00] teach, so it's about 2700.

[4:29:02] About say even 2700 to

[4:29:05] be safe with the number,

[4:29:06] so just looking at

[4:29:08] potential healthcare increases,

[4:29:10] we're looking close to

[4:29:10] seven million dollars,

[4:29:12] potentially ongoing coming up,

[4:29:14] because even do 8%, even if you,

[4:29:16] because you already said eight or 10%,

[4:29:18] and it's a fact, it's coming.

[4:29:19] I know we have one member in healthcare,

[4:29:21] and I've seen a lot of healthcare,

[4:29:22] and healthcare is going through the roof.

[4:29:24] And just to be realistic with things,

[4:29:25] if we're saying apples to apples,

[4:29:27] and to talk about

[4:29:28] reality we're having here,

[4:29:30] we have potentially a six to eight

[4:29:32] million dollar increase

[4:29:32] to our healthcare plans potentially,

[4:29:34] if you just look at the numbers,

[4:29:35] just adding it up

[4:29:36] because I know our benefits,

[4:29:38] we have one of the best

[4:29:38] benefit plans in the state,

[4:29:40] which we're proud of.

[4:29:41] But looking at this and seeing healthcare

[4:29:43] is going to continue to go up,

[4:29:45] and on top of it, we have

[4:29:46] many employees who we have,

[4:29:47] and classified that work

[4:29:49] a certain amount of time,

[4:29:49] don't get healthcare, they're gonna be

[4:29:51] challenged too lately

[4:29:52] because there's less

[4:29:53] healthcare offered for them,

[4:29:54] because our present

[4:29:55] leadership in the federal government

[4:29:57] has done cuts to a lot

[4:29:58] of healthcare programs,

[4:29:59] which help a lot of our families.

[4:30:01] I know visiting some of

[4:30:02] the schools in the area,

[4:30:04] one of the challenges we're having with

[4:30:05] declining enrollment

[4:30:05] is affordability, housing

[4:30:07] has gone up through the roof.

[4:30:08] At just a little home across from your,

[4:30:11] principal's telling me that

[4:30:12] parents are paying 2700 hours

[4:30:13] for a little two

[4:30:14] bedroom house renting it,

[4:30:16] they can't afford to stay

[4:30:17] here, and they're leaving.

[4:30:18] And you're talking about

[4:30:19] declining enrollment too,

[4:30:20] it's coming, and it's been happening.

[4:30:22] I was in this district, and we had 30

[4:30:24] plus thousand students,

[4:30:25] there's 6000 less

[4:30:26] students here in our district,

[4:30:28] we're year round elementary schools,

[4:30:30] our staff size was a lot

[4:30:32] smaller than it is now,

[4:30:32] but we're maintaining the same budget,

[4:30:34] and I'm just saying for us to be

[4:30:36] financially prudent,

[4:30:37] because at the end of

[4:30:37] the day, we're responsible,

[4:30:39] the last line of responsibility for our

[4:30:42] tax dollars are here,

[4:30:44] and this money has to

[4:30:45] be coming from somewhere,

[4:30:45] and we're seeing that

[4:30:46] there is a potential excess

[4:30:48] with some new tax laws coming up,

[4:30:50] that some of the

[4:30:50] dollars are leaving our state.

[4:30:52] And we talk about rise of cost of living,

[4:30:55] I mean, I've been to the grocery store,

[4:30:57] and we see the cost simple rising,

[4:31:00] so obviously these costs rising

[4:31:01] are impacting our food services too.

[4:31:03] So I'm curious too, it

[4:31:04] would be helpful too,

[4:31:05] to see what impacts,

[4:31:07] because one of the meals

[4:31:08] that we do provide for

[4:31:09] most of our children,

[4:31:10] the best meal they're getting is

[4:31:11] sometimes our schools,

[4:31:12] which we need to provide to our children.

[4:31:15] I'm wondering too,

[4:31:16] what's the impact there,

[4:31:18] just so we could look

[4:31:19] at the full comparative,

[4:31:21] it would be helpful seeing what these

[4:31:23] potential increases,

[4:31:24] we know healthcare, it's

[4:31:25] going up, that's a fact,

[4:31:27] and it's been going up ongoing,

[4:31:30] because I know before the cost

[4:31:32] of health and wealth benefits

[4:31:33] wasn't what it is today,

[4:31:35] what we paid five years ago,

[4:31:38] but as it may, it is

[4:31:41] appreciated for the support,

[4:31:42] I know we always get this point,

[4:31:44] I know January when

[4:31:45] the governor comes out,

[4:31:46] whoever gets elected right at this time,

[4:31:49] that may change too,

[4:31:50] we don't know the way

[4:31:51] of the political climate's gonna happen,

[4:31:53] and who's gonna be the next

[4:31:54] governor, we have no clue,

[4:31:56] we have an idea what the

[4:31:57] percentage of what happens

[4:31:58] in the state, but that

[4:31:59] could impact our budget too

[4:32:00] in many ways, I'm

[4:32:02] more of a, in my nature,

[4:32:05] like being a squirrel

[4:32:07] who saves his acorns

[4:32:08] and being cautious for tomorrow,

[4:32:10] because I'd rather guarantee our staff,

[4:32:11] they're gonna be here for years to come,

[4:32:13] that's one thing we pride

[4:32:14] ourselves in this district,

[4:32:15] is longevity, never having layoffs,

[4:32:17] never having any

[4:32:18] structural financial challenges,

[4:32:19] a lot of districts are

[4:32:21] being taken over by the county,

[4:32:22] and it's been a statewide thing,

[4:32:25] and I appreciate these

[4:32:26] reports, but at the same time,

[4:32:28] I'm just excited but

[4:32:30] cautious too, as one board member,

[4:32:32] to be cautious about this,

[4:32:33] and be cautious in aspect

[4:32:35] of declining enrollment is happening,

[4:32:39] and I'm just curious when

[4:32:41] we're gonna get those numbers

[4:32:42] with our upcoming enrollment numbers,

[4:32:44] when does that come, I know usually,

[4:32:46] is that in October we're gonna find out

[4:32:47] what our numbers are with enrollment?

[4:32:49] First Wednesday in

[4:32:50] October is the census day.

[4:32:52] Across the state, yes.

[4:32:54] Now I recall it's usually

[4:32:55] October, and we see that,

[4:32:56] and I know sometimes I look back,

[4:32:59] and we were declining

[4:33:00] in some of our schools,

[4:33:01] and I'm actually

[4:33:02] Franklin Elementary School,

[4:33:03] back in 2003, 2004, we're

[4:33:05] having challenges there,

[4:33:06] the board at the time,

[4:33:07] we started the Foreign Language Academy,

[4:33:09] we were a board that started,

[4:33:10] and that actually created excitement

[4:33:12] for those families to

[4:33:13] go there out of district,

[4:33:14] and to create revenue,

[4:33:16] because the more kids that we get,

[4:33:18] I like to see our

[4:33:19] opportunities, the programs we have,

[4:33:21] to use as a marketing tool,

[4:33:23] I've seen other private groups advertise

[4:33:26] to our parents here,

[4:33:26] and I've seen our ad,

[4:33:28] I saw our ad recruiting

[4:33:30] students in Burbank's leader,

[4:33:31] in the Burbank

[4:33:32] newspaper, I don't know what kids

[4:33:33] will get from Burbank, unified lists,

[4:33:34] they're having

[4:33:35] challenges there to come to us,

[4:33:37] but I know sometimes we've

[4:33:38] got to market our programs too,

[4:33:39] to attract students too,

[4:33:41] which gives us some

[4:33:42] benefit to enrollment,

[4:33:44] but I know you'll get back

[4:33:47] to one of those questions

[4:33:48] about the block grant,

[4:33:49] and was the other question,

[4:33:50] was the percentage of the healthcare,

[4:33:53] what you talked about?

[4:33:55] Healthcare, and the cost of food.

[4:33:59] Food services.

[4:34:00] So food services I can answer right now,

[4:34:02] as part of the report, it's

[4:34:03] actually page 33 of the document,

[4:34:05] that's in the packet.

[4:34:05] How much is raised on this?

[4:34:07] So last year we spent about

[4:34:08] $9.2 million in food supplies,

[4:34:11] in general supplies to operate

[4:34:13] our nutrition services department,

[4:34:14] this year we budgeted 13 million,

[4:34:17] based upon increasing

[4:34:19] food variety and options,

[4:34:20] but also just general

[4:34:23] consumer price index increases.

[4:34:26] And some of the cost increases too,

[4:34:27] even to the waste management,

[4:34:29] there's a lot more laws on recycling,

[4:34:32] more laws on the drop sites,

[4:34:35] so it's harder on the providers too,

[4:34:36] to maintain their costs,

[4:34:38] because they're getting pressure too,

[4:34:39] it's even anytime there's pressure,

[4:34:41] the dollars has to be covered somewhere,

[4:34:43] I appreciate it Bill, thank you Cap.

[4:34:46] Ms. Cross.

[4:34:47] You are welcome, no problem.

[4:34:49] All right, any more

[4:34:50] questions on this one?

[4:34:52] All right, then we're gonna keep going,

[4:34:55] we'll throw it back to Dr. Watson,

[4:34:57] up there on the computer screen,

[4:35:00] usually it's me up there

[4:35:01] you guys, but it's not today.

[4:35:03] Thank you, so now we

[4:35:05] are in our second item

[4:35:07] under business services,

[4:35:08] and thank you Mr. Young

[4:35:10] for that presentation,

[4:35:11] and thank you board

[4:35:11] members for your feedback.

[4:35:13] Now we'll go on to the proposed

[4:35:15] learner centered technology,

[4:35:17] screen time resolution discussion.

[4:35:19] I first wanna just

[4:35:20] begin by saying thank you

[4:35:22] to all the many

[4:35:22] parents that have emailed me,

[4:35:25] you sent me communications,

[4:35:26] I know you sent them to the

[4:35:28] board as well as our staff,

[4:35:29] thank you for sharing your

[4:35:30] concerns about screen time,

[4:35:32] offering solutions and making a

[4:35:35] collaborative effort,

[4:35:37] to best meet the needs of our learners,

[4:35:39] and so I just wanna just put out there,

[4:35:41] resolution will not be voted on or no

[4:35:45] action this evening,

[4:35:48] we'll just be

[4:35:49] listening to the information

[4:35:50] that's out there around the resolution,

[4:35:52] the resolution truly was the

[4:35:54] district working in advance,

[4:35:56] trying to lay a

[4:35:57] foundation on what needed to come.

[4:35:59] So tonight we want you

[4:36:00] to hear the information,

[4:36:01] hear the background,

[4:36:02] here's some next steps of

[4:36:03] what we as a district need to do

[4:36:05] to ensure that we have the feedback of

[4:36:09] our engaged parents,

[4:36:11] around this issue,

[4:36:12] our students, our staff,

[4:36:13] and any other interested parties,

[4:36:16] so that we could hear your voice,

[4:36:18] Dr. Kelly King, Assistant Super

[4:36:20] Educational Services

[4:36:22] and Mr. Young again, where technology

[4:36:24] rests in his division,

[4:36:25] they'll bring this

[4:36:26] item up for presentation.

[4:36:28] So again, thank you to

[4:36:30] all the community members,

[4:36:32] parents, staff,

[4:36:33] students, sharing on this effort,

[4:36:35] continue to reach out

[4:36:36] to us, thank you so much.

[4:36:41] Okay, good evening once again,

[4:36:42] so thank you Dr. Watson

[4:36:44] for that introduction,

[4:36:45] again for the public,

[4:36:47] this is an information item,

[4:36:48] only not an action

[4:36:49] item and Dr. King and I

[4:36:52] will be presenting information relating

[4:36:54] to a draft resolution that is

[4:36:56] attached to the board agenda,

[4:36:58] and that is built around the Board of

[4:37:01] Education Priorities

[4:37:02] and some foundational documents,

[4:37:05] such as Board Policy 6163.4,

[4:37:09] which is student use of technology,

[4:37:14] or Board Policy 0440 around district

[4:37:17] technology and planning.

[4:37:22] Brief conversation,

[4:37:23] discussion about Board Policy 0441,

[4:37:25] artificial intelligence,

[4:37:26] while the draft resolution

[4:37:29] is not as specific around

[4:37:31] artificial intelligence,

[4:37:32] we believe that part of that discussion

[4:37:34] needs to continue to

[4:37:35] happen before we present

[4:37:36] a final resolution for your consideration

[4:37:38] and approval at a future date.

[4:37:41] So there's also some guiding documents

[4:37:47] or guiding

[4:37:48] expectations at the state level

[4:37:50] that we need to be mindful of,

[4:37:52] the California Standards

[4:37:53] for the Teaching Profession,

[4:37:56] two of the CSTPs specifically speaks

[4:37:59] to the use of

[4:38:01] technology in the classrooms,

[4:38:03] engaging and supporting

[4:38:04] all students in learning,

[4:38:05] so using a variety of

[4:38:06] instructional strategies

[4:38:08] and technologies to

[4:38:09] meet student diverse needs,

[4:38:11] as well as creating, maintaining

[4:38:13] effective environments

[4:38:15] for student learning, creating physical

[4:38:17] or virtual learning environments

[4:38:19] that promote student learning.

[4:38:21] There's also in, we have

[4:38:25] standards for everything

[4:38:26] and frameworks and

[4:38:27] expectations at the state level,

[4:38:30] California Public Schools

[4:38:32] has computer science standards

[4:38:35] and these standards are grouped K2,

[4:38:39] third through fifth

[4:38:40] grade, six through eight

[4:38:41] and nine through 12 and

[4:38:44] provide a vertical alignment

[4:38:47] and progression of

[4:38:48] computer science skills

[4:38:49] from the very earliest grades of how to,

[4:38:52] like what are the pieces of

[4:38:54] a keyboard and a computer,

[4:38:56] to typing and making

[4:38:59] sure that our students

[4:39:00] by third grade are able

[4:39:01] to type small paragraphs

[4:39:04] and small essays all

[4:39:06] the way up to ethical use

[4:39:08] of technology at the

[4:39:11] highest grade levels.

[4:39:12] So there's five core concepts

[4:39:14] in the computer science standards,

[4:39:17] it's computing systems,

[4:39:18] networks and the internet,

[4:39:19] data and analysis,

[4:39:21] algorithms and programming

[4:39:22] and impacts of computing.

[4:39:25] So much of this is

[4:39:26] related to secondary schools

[4:39:29] and students who choose to

[4:39:32] dive deeper into technology,

[4:39:34] our coding schools and

[4:39:36] other specialized programs,

[4:39:38] but specifically we

[4:39:40] still need to be mindful

[4:39:41] as we're creating a resolution or

[4:39:43] discussing screen time

[4:39:45] is our responsibilities at elementary

[4:39:49] to prepare our students

[4:39:50] and kind of backwards map

[4:39:51] for what skills do they

[4:39:53] need at what grade levels

[4:39:55] and how do we responsibly

[4:39:57] and intentionally

[4:39:57] build towards those skills.

[4:40:05] And so as you may see

[4:40:07] throughout the news,

[4:40:08] through

[4:40:09] correspondences, through information,

[4:40:11] there is a trend, a national reset

[4:40:13] back towards intentional technology.

[4:40:15] Across California and the nation,

[4:40:17] districts are reassessing how technology,

[4:40:19] instructional

[4:40:20] technology affects learning,

[4:40:22] wellness and that human connection.

[4:40:25] The emerging direction is purposeful use

[4:40:27] as we talk about a draft resolution.

[4:40:30] We're gonna be talking

[4:40:31] about purposeful use,

[4:40:32] we're gonna be talking about

[4:40:33] developmentally appropriate guardrails,

[4:40:37] transparency and continuous review.

[4:40:41] And it's not about

[4:40:42] technology or no technology,

[4:40:44] it's what is the intent,

[4:40:46] how do we move forward?

[4:40:48] And you may be asking why is the

[4:40:49] assistant superintendent

[4:40:50] of business services

[4:40:51] part of this presentation

[4:40:52] or discussion?

[4:40:53] I am a multiple subjects teacher,

[4:40:55] I'm an elementary teacher,

[4:40:57] actually taught K-5

[4:40:58] computers back in the day,

[4:40:59] I understand it's been a while,

[4:41:01] but technology has been around,

[4:41:02] so when we talk about

[4:41:03] those state standards,

[4:41:04] I was on the front end of that.

[4:41:06] And so working with the team here,

[4:41:09] working with our curriculum team,

[4:41:10] I'm fully aware of some of the concerns

[4:41:13] that arise from technology

[4:41:15] and how we best use it in the classroom.

[4:41:17] On the right hand side,

[4:41:18] you can see LA Unified,

[4:41:20] they have approved a resolution

[4:41:22] to limit student screen

[4:41:24] time, San Diego Unified,

[4:41:26] not too long, not too

[4:41:27] shortly after LA Unified,

[4:41:29] also approved a resolution.

[4:41:31] And so we took language

[4:41:33] from both of those resolutions

[4:41:35] and built a draft that fits Glendale

[4:41:39] at that time in the moment.

[4:41:40] And we also understand

[4:41:41] that this is evolving,

[4:41:42] so you're going to see

[4:41:43] some additional changes

[4:41:44] and additions based upon the feedback

[4:41:45] that we get throughout this process.

[4:41:48] New York City is

[4:41:49] rethinking how AI and classroom

[4:41:51] screen use is being used.

[4:41:53] And then EdSource, a publication,

[4:41:56] parents and educators ask

[4:41:57] what technology improves

[4:41:59] and what it crowds out.

[4:42:01] So as we examine how

[4:42:03] we best move forward,

[4:42:05] we're gonna need to

[4:42:05] get continued feedback.

[4:42:10] So the draft really is just establishing

[4:42:13] a framework similar to

[4:42:15] LA Unified and San Diego.

[4:42:18] It's not a blanket band, a

[4:42:19] blanket band of technology,

[4:42:23] but it's really moving

[4:42:24] towards the core direction

[4:42:26] of a learner-centered

[4:42:28] approach that focuses

[4:42:30] on screen value and digital balance,

[4:42:32] that it's not technology

[4:42:34] for technology purposes.

[4:42:38] It's why are we doing this and be very

[4:42:40] intentional about it.

[4:42:44] Educator-led instruction,

[4:42:45] it should not replace it.

[4:42:47] We know during the years

[4:42:49] of COVID and the pandemic

[4:42:51] that technology replaced instruction,

[4:42:55] necessarily so when we

[4:42:56] were in distance learning,

[4:42:57] but we're not now.

[4:42:59] And we know that it's very

[4:43:01] important for our students

[4:43:02] to have those

[4:43:02] face-to-face human interactions,

[4:43:06] use language, build those social skills,

[4:43:10] build all of the things

[4:43:11] that they need to build,

[4:43:13] and they can only do that by interacting

[4:43:16] with their teachers,

[4:43:17] interacting with instruction.

[4:43:20] But technology is in our students' lives.

[4:43:24] It is what our students

[4:43:25] will be using in the future

[4:43:27] for everything for college and career.

[4:43:30] So how do we, and when do we, and where

[4:43:33] do we integrate that

[4:43:35] to prepare them for what they need to do,

[4:43:39] both for the required state assessments,

[4:43:41] but what do they need to do

[4:43:43] to prepare them for college

[4:43:44] and career after they leave GUSD?

[4:43:48] So the draft includes an

[4:43:50] improvement of a review of software

[4:43:52] for safety, privacy,

[4:43:55] efficacy, and unique learning value.

[4:43:57] It would include the development of

[4:43:59] grade-level subject,

[4:44:00] disability, and

[4:44:01] language-responsive guidance.

[4:44:03] So similar to L-E Unified in San Diego,

[4:44:06] at what grade level is

[4:44:08] technology not in the classrooms,

[4:44:11] potentially, and what grade levels is it,

[4:44:13] and to what extent is it?

[4:44:16] It reduces the passive and

[4:44:18] non-instructional use

[4:44:20] of technology so that if

[4:44:21] we are putting a screen up

[4:44:23] in front of our

[4:44:23] students, there is a educational

[4:44:25] and a sound educational reason for it,

[4:44:28] and then strengthening

[4:44:29] the family tools training

[4:44:30] and public reporting of that,

[4:44:32] so the transparency of

[4:44:34] the use of technology.

[4:44:37] Much of what Dr. King has

[4:44:38] shared is a recalibration

[4:44:40] of policies that already

[4:44:41] exist within the district,

[4:44:44] review, recalibrate, and

[4:44:46] adjust as we move forward.

[4:44:49] When we look at the core direction,

[4:44:51] when we look at high-value uses,

[4:44:53] screen value matters

[4:44:54] more than screen presence.

[4:44:57] So what is the value of

[4:44:59] observing what's on the screen,

[4:45:00] that intentionality?

[4:45:03] What are some

[4:45:04] examples of high-value uses?

[4:45:06] The opportunity to create

[4:45:08] design, code, and solve.

[4:45:10] Definitely the

[4:45:10] opportunities to collaborate

[4:45:11] and communicate using technology,

[4:45:13] and you can see the

[4:45:14] other list of items there.

[4:45:16] One of the other

[4:45:17] high-value uses is being prepared

[4:45:19] for that AI literacy,

[4:45:20] which is very much part

[4:45:21] of today's world, but

[4:45:23] doing it with intentionality,

[4:45:25] grade level specific,

[4:45:27] and some guard rails.

[4:45:29] So build responsible

[4:45:30] digital and AI literacy.

[4:45:33] Uses to reduce or redesign.

[4:45:37] We need to examine passive viewing

[4:45:39] without a clear outcome, right?

[4:45:40] If we're talking about intentionality,

[4:45:41] we should be seeing less

[4:45:42] of that passive viewing.

[4:45:44] Non-instructional gaming and distraction

[4:45:47] that comes with technology.

[4:45:49] We heard it in some of

[4:45:50] the public comments tonight

[4:45:53] around that concern.

[4:45:55] When we talk about intentionality,

[4:45:57] that can actually be reduced.

[4:45:59] And we'll talk about

[4:46:00] some of the strategies

[4:46:01] that the board has

[4:46:02] authorized and implemented

[4:46:03] that we are launching to

[4:46:04] address some of those concerns.

[4:46:07] And then technology, wanna

[4:46:08] stay away from technology

[4:46:10] used mainly as a convenience.

[4:46:12] It is an instructional tool.

[4:46:14] It is part of the curriculum.

[4:46:16] So moving out of that

[4:46:17] convenience aspect of it.

[4:46:20] One thing, one last

[4:46:21] thing on that slide also

[4:46:23] is when are students using technology?

[4:46:26] What is happening during the school day?

[4:46:28] But what are our

[4:46:29] expectations at the home?

[4:46:31] And then if we are providing a device,

[4:46:34] when are we shutting

[4:46:36] off access to the device

[4:46:37] so that our students

[4:46:38] are expected to sleep?

[4:46:39] They're expected to

[4:46:40] interact with their families.

[4:46:42] They're expected to turn off the devices.

[4:46:45] And we have the ability

[4:46:46] with the tools that we have

[4:46:48] to create those blackout periods

[4:46:51] unique to each grade level.

[4:46:53] So as we're talking about screen time

[4:46:56] during the school

[4:46:56] day, we also need to say,

[4:46:59] okay, if we're going to

[4:47:00] put tools in the hands

[4:47:02] of our students that

[4:47:02] are taking them home,

[4:47:04] either opting in or opting out,

[4:47:06] but for those families

[4:47:08] that do have a device at home

[4:47:10] from GUSD, here's the times when you

[4:47:12] cannot use that device.

[4:47:14] And that's different in early elementary

[4:47:18] to our AP students who are

[4:47:20] getting ready for the AP exams.

[4:47:22] So making sure that we're appropriate

[4:47:24] at different grade levels for those

[4:47:26] expectations as well.

[4:47:30] So for, as we mentioned before,

[4:47:33] we do have a district

[4:47:34] policy and standards

[4:47:36] that already require purposeful use,

[4:47:39] but this is really important for us

[4:47:40] as we're developing screen time policies

[4:47:43] and having these discussions

[4:47:45] that we remind our teachers

[4:47:46] and engage with our

[4:47:47] teachers about when is this a tool

[4:47:52] that is really moving

[4:47:53] their instruction forward

[4:47:54] and when do we have

[4:47:55] access to other tools that,

[4:47:58] including a good old textbook and paper

[4:48:02] and reading books and things like that.

[4:48:05] And then being very

[4:48:06] intentional to make sure

[4:48:07] that we do not intentionally shut a door

[4:48:11] if we're still responsible

[4:48:12] for those computer science

[4:48:14] standards at the different grade levels.

[4:48:15] So we want to make sure

[4:48:16] that we see both of those.

[4:48:22] Background noise)

[4:48:24] And then continuing off of that,

[4:48:26] technology is very much integral to GUSD

[4:48:29] programs and access.

[4:48:30] On the left side, you can see

[4:48:31] technology focused choice programs.

[4:48:35] Cerritos Elementary School having

[4:48:36] computer science immersion programs.

[4:48:38] Thomas Edison being an advanced

[4:48:40] technology magnet school.

[4:48:42] Verdugo Academy,

[4:48:44] independent study, fully web based.

[4:48:47] Technology is very

[4:48:48] much part of our programs.

[4:48:49] We have the Academy at Roosevelt Middle

[4:48:51] and then science and technology

[4:48:53] at our Clark Magnet High School.

[4:48:57] When we talk about being integral,

[4:49:00] we need to consider

[4:49:01] access that must be protected.

[4:49:03] We do use technology in special education

[4:49:05] as an educational tool and supports.

[4:49:07] So protecting IEP in section 504 supports

[4:49:11] that require

[4:49:11] technology use or software use.

[4:49:15] Technology can also help with

[4:49:16] multi-language learner tools

[4:49:19] that is being implemented

[4:49:20] today in today's classrooms.

[4:49:23] We are required to provide

[4:49:24] district state assessments

[4:49:26] in a current format, it is web based.

[4:49:30] Intervention and

[4:49:30] progress monitoring, right?

[4:49:32] We talk about computer science,

[4:49:33] we've got robotics

[4:49:34] programs, we've had digital arts

[4:49:36] in our career technology education

[4:49:38] focused around engineering technology.

[4:49:41] We do have reading

[4:49:42] difficulty screening software

[4:49:44] in the district that

[4:49:46] helps support students

[4:49:47] making sure that we can

[4:49:48] differentiate instruction

[4:49:51] and then get assessment also

[4:49:52] done via technology as well.

[4:49:55] One of the biggest things here is that

[4:49:57] as we talk about balance,

[4:49:58] balance must not

[4:49:59] become a new digital divide

[4:50:01] in this conversation.

[4:50:02] We need with that intentionality,

[4:50:05] we need to balance the

[4:50:06] needs of our students,

[4:50:07] our programs, our teachers to make sure

[4:50:10] there is that continued use of technology

[4:50:13] but with increased intentionality.

[4:50:18] So as one of the parents who

[4:50:20] spoke during public comment

[4:50:23] mentioned we need to look at the research

[4:50:27] and this is a evolving field,

[4:50:31] there's not a lot of concrete research

[4:50:35] that's comprehensive at across the board

[4:50:37] but what we are seeing is what's

[4:50:41] reasonably established

[4:50:42] is that heavy or poorly regulated use

[4:50:45] is associated with sleep,

[4:50:46] attention, physical activity

[4:50:48] and mental health and academic concerns.

[4:50:51] So it is important

[4:50:52] that guardrails are put on

[4:50:54] how much use and why

[4:50:56] students are using technology

[4:50:58] to avoid those negative impacts.

[4:51:01] Effects differ by age,

[4:51:02] content, context, social support

[4:51:05] and what use displaces.

[4:51:08] So if they're using technology,

[4:51:09] what are they not doing with that time?

[4:51:12] What are they not doing if

[4:51:14] they're looking at a screen

[4:51:16] or interacting with the

[4:51:17] screen that they could be doing

[4:51:19] and benefiting from otherwise,

[4:51:21] both at school, in the

[4:51:23] classroom, at school, socially

[4:51:25] and at home if we are

[4:51:28] providing devices at home

[4:51:30] and that there is a consistent

[4:51:34] and increasingly

[4:51:35] consistent negative associations

[4:51:37] between entertainment and multitasking

[4:51:42] where you're trying to do homework

[4:51:44] but you also have a device going.

[4:51:46] If you have multiple

[4:51:48] things happening at once,

[4:51:50] it's really decreasing the

[4:51:51] ability to effectively access

[4:51:55] whatever the task is that

[4:51:56] you're trying to accomplish.

[4:51:59] However, as we

[4:52:00] mentioned at the previous slide,

[4:52:02] it's important for us to maintain access

[4:52:04] for our students that have IEPs and 504s

[4:52:07] because for some of them,

[4:52:09] technology is how

[4:52:10] they moderate attention,

[4:52:12] it's how they maintain regulation.

[4:52:15] So this isn't a blanket statement across

[4:52:19] all of our students.

[4:52:20] There's some students where technology

[4:52:22] is how they access learning.

[4:52:24] So we need to make sure

[4:52:26] that we're mindful of that

[4:52:27] but in general, that

[4:52:29] multitasking and distraction

[4:52:31] that technology can cause is something

[4:52:33] that we need to be very mindful of.

[4:52:36] What's uncertain in the research

[4:52:39] and hopefully we see

[4:52:40] studies coming out more and more

[4:52:42] with concrete information.

[4:52:45] Many of the studies are

[4:52:46] observational at this point.

[4:52:48] They're not proof of causation.

[4:52:51] Screen time is very different activities

[4:52:54] in under one measure.

[4:52:56] So if that's screen

[4:52:57] time watching a video,

[4:52:58] is that screen time

[4:52:59] watching the teacher do something,

[4:53:03] demonstrating something on a smart board?

[4:53:07] Is that screen time where the student's

[4:53:09] actually on a device?

[4:53:12] What does screen time mean?

[4:53:13] In screen time right

[4:53:14] now, it's very global.

[4:53:16] It includes many things.

[4:53:18] So we have to really

[4:53:19] define this for GUSD.

[4:53:22] So if we're limiting screen time,

[4:53:25] what is it we're saying

[4:53:26] that we're addressing?

[4:53:28] And then evidence for

[4:53:29] specific minute limits,

[4:53:31] especially for our adolescents

[4:53:33] and instructional use

[4:53:34] is still developing.

[4:53:35] So no matter what we put

[4:53:37] in place at the end of this,

[4:53:40] if it's a resolution, if it's new policy,

[4:53:43] if it's all of those things,

[4:53:45] we're going to have to keep revisiting

[4:53:48] this with our teachers

[4:53:50] based on evolving research,

[4:53:51] based on what's coming out

[4:53:53] so that we stay ahead of

[4:53:55] what's a quickly evolving tool

[4:53:59] with technology.

[4:54:03] And just, I won't spend

[4:54:04] too much time on this one.

[4:54:05] We did call out that

[4:54:06] LA Unified and San Diego

[4:54:08] adopted similar resolutions.

[4:54:10] The model that you're

[4:54:11] seeing before in the draft

[4:54:13] takes some of those

[4:54:14] elements, but also again,

[4:54:16] makes it in

[4:54:18] consideration of our local programs.

[4:54:21] And then some of the early GUSD efforts,

[4:54:23] as I mentioned before, August 12th, 2025,

[4:54:28] the board did adopt a policy

[4:54:29] regarding artificial intelligence.

[4:54:31] And while that may be a short timeframe,

[4:54:34] a lot has changed in regard to the

[4:54:35] conversations around AI.

[4:54:37] So likely a time to tune that up as well.

[4:54:41] Digital citizenship curriculum,

[4:54:43] our ETI's department

[4:54:44] working with our principals,

[4:54:45] launching a digital

[4:54:47] citizenship curriculum.

[4:54:51] Earlier last year, early spring,

[4:54:53] we did have a YouTube

[4:54:55] video approval process

[4:54:56] which required teachers to submit

[4:54:59] intentionality statements

[4:55:01] with particular videos

[4:55:03] that students would watch

[4:55:04] for the curriculum.

[4:55:05] And so that process was launched,

[4:55:07] and then eventually the board authorized

[4:55:10] the subscription service to Lightspeed,

[4:55:12] which is a content filter.

[4:55:13] And just a reminder,

[4:55:15] content filters are not 100%.

[4:55:19] The internet is ever evolving,

[4:55:20] web addresses are ever changing,

[4:55:22] but this particular

[4:55:24] content filter was vetted through

[4:55:26] and received multiple feedback points

[4:55:28] and brought forward

[4:55:29] for your consideration.

[4:55:30] But it does help us block

[4:55:32] and reduce YouTube usage.

[4:55:34] It does have a built-in teacher request

[4:55:36] video process as well.

[4:55:39] It does block social media

[4:55:40] content at all grade levels.

[4:55:42] Gaming sites are blocked and advertising.

[4:55:45] And again, not 100%.

[4:55:48] There are workarounds at times.

[4:55:50] Mr. Schluter and team are

[4:55:52] continuing to conduct audits

[4:55:54] and reviews on this particular software.

[4:55:57] Additional information

[4:55:58] will be brought forward

[4:55:59] at a future board meeting,

[4:56:00] and especially as we talk about this

[4:56:02] particular resolution.

[4:56:04] In addition to that content filter,

[4:56:05] we brought on

[4:56:06] Lightspeed Insight, most in June.

[4:56:09] So we haven't fully launched it yet.

[4:56:12] We are monitoring in the

[4:56:13] first months as we launch school,

[4:56:15] but it does provide the ability to have

[4:56:18] screen time analytics.

[4:56:20] How much screen time is occurring

[4:56:21] at a particular grade

[4:56:22] level, at a particular school,

[4:56:25] during school day, after school day.

[4:56:27] Those analytics can

[4:56:29] help inform our resolution

[4:56:32] or a resolution or a

[4:56:33] policy as we move forward.

[4:56:35] In addition to that screen

[4:56:36] time, we can set usable hours.

[4:56:39] So if there's time

[4:56:41] restrictions for Chromebook usage,

[4:56:42] that can be established

[4:56:43] through these pieces of software.

[4:56:46] And then launching this month,

[4:56:48] there'll be an approved software

[4:56:49] application approval

[4:56:50] and inventory process moving forward.

[4:56:55] One more thing on the mention

[4:56:57] with the Lightspeed Insight.

[4:56:59] If you read through the LA Unified

[4:57:02] and the San Diego Unified

[4:57:04] resolutions that they pass,

[4:57:06] they talk about analytics.

[4:57:08] This is the same thing.

[4:57:10] So that's something that

[4:57:11] we already had in place

[4:57:14] that is similar to what LA

[4:57:17] Unified and San Diego Unified

[4:57:19] are implementing to measure when is

[4:57:22] technology happening.

[4:57:24] And then to also measure after the impact

[4:57:27] of any resolution or

[4:57:28] change in screen time

[4:57:30] or changes in practices, to measure,

[4:57:33] is it continuing to happen?

[4:57:35] Are we seeing consistency

[4:57:36] across schools and grade levels

[4:57:38] and for all of our students?

[4:57:40] So our need, we need to continue to

[4:57:44] engage our teachers,

[4:57:45] administrators, students

[4:57:46] and parents to get feedback

[4:57:48] regarding the effective use of technology

[4:57:52] that's integral to education and

[4:57:54] development of students.

[4:57:55] We need to improve our

[4:57:57] district-wide software

[4:57:58] and application inventory management

[4:58:00] to avoid duplicative applications

[4:58:06] and applications that don't have that

[4:58:09] tight educational payoff.

[4:58:12] So why is it on our system

[4:58:14] or available through Clever

[4:58:16] if we're not seeing a

[4:58:19] benefit to students?

[4:58:20] So really tightening that up.

[4:58:23] And we need to

[4:58:24] establish our technology usage

[4:58:26] reporting processes.

[4:58:28] So not only for us to

[4:58:29] make those decisions

[4:58:30] and our teachers to make those decisions

[4:58:32] and bring that

[4:58:33] information to you, the board,

[4:58:35] on how are we doing with

[4:58:37] tech use and screen time,

[4:58:40] but also to evolve

[4:58:42] into a transparent system

[4:58:44] where the parents can then look and see

[4:58:46] how often their child is on technology

[4:58:51] so that we can look at both ways.

[4:58:56] And part of the next steps,

[4:58:57] continue to engage, refine,

[4:58:59] and return to the

[4:59:00] board with a recommendation

[4:59:02] based upon listening and

[4:59:05] learning on the left there,

[4:59:07] collaborating, refining

[4:59:09] based on those two items,

[4:59:11] and then coming back to the board

[4:59:13] at a future board

[4:59:13] meeting date for consideration,

[4:59:15] either a resolution or a policy

[4:59:17] or other additional next steps.

[4:59:20] We've already begun

[4:59:22] reaching out to our labor partners

[4:59:25] with the initial draft.

[4:59:27] And draft is bold, neon,

[4:59:30] and this is just a place

[4:59:33] to start the conversation.

[4:59:34] It's not a predetermined

[4:59:38] destination of the conversation.

[4:59:40] But we wanted to start

[4:59:42] with something to chew on.

[4:59:46] So we have shared that with

[4:59:49] our labor partners with GTA.

[4:59:51] They have requested to bargain the impact

[4:59:53] on any implementation of this.

[4:59:57] We've shared it with

[4:59:58] CSA and received input.

[5:00:00] We shared it with

[5:00:00] GSMA and received input.

[5:00:03] What we're proposing is a two-step

[5:00:06] process with our parents.

[5:00:09] We want to get a general survey out

[5:00:12] for what are their

[5:00:13] thoughts on technology use,

[5:00:16] what's good, what's not,

[5:00:17] what are their

[5:00:18] suggestions to really cull that.

[5:00:21] It is anonymous because I

[5:00:23] know some of our parents

[5:00:25] very specifically asked me, okay, if

[5:00:28] you're surveying us,

[5:00:29] are they gonna know I'm

[5:00:30] the one who said what I said?

[5:00:32] I'm like, no, it'll be by

[5:00:34] school and by grade level

[5:00:35] so we can kind of calibrate kindergarten

[5:00:38] across the district or

[5:00:40] look at our specific schools.

[5:00:42] But we also want to provide our families

[5:00:44] that degree of anonymity so it's not,

[5:00:48] a teacher doesn't feel like,

[5:00:50] oh, that parent's calling me out.

[5:00:53] We do encourage when we

[5:00:54] do send out that survey

[5:00:56] and we want to send the first survey,

[5:00:58] that more general survey out this week,

[5:01:02] specific examples of what works,

[5:01:05] but specific examples of what they feel

[5:01:08] may be an overuse of technology,

[5:01:11] I think would be really important for us

[5:01:13] to get more concrete, of more

[5:01:15] sense of what they're seeing

[5:01:17] and what the concerns are.

[5:01:19] For example, one of the parents tonight

[5:01:21] was talking to me off camera

[5:01:25] about during the scorcher days

[5:01:28] or rainy days, what we're

[5:01:30] engaging our students in.

[5:01:32] Does that have to be technology

[5:01:33] or can that be play in the classroom

[5:01:35] or some other creative things?

[5:01:38] If we're reading books to our students,

[5:01:40] does that have to be through a video

[5:01:41] or could the teacher be

[5:01:42] reading a book to the students,

[5:01:44] which our teachers do?

[5:01:47] I mean, our teachers are

[5:01:48] really above and beyond

[5:01:50] amazing individuals and professionals,

[5:01:52] but making sure that when

[5:01:54] there is that human connection,

[5:01:57] that we're erring on the

[5:01:58] side of the human connection

[5:01:59] rather than erring on the side of a

[5:02:01] technology connection

[5:02:04] and then coming back once

[5:02:06] we have a more refined draft

[5:02:09] after working with our teachers,

[5:02:12] we're envisioning bringing together

[5:02:14] almost like our curriculum adoption,

[5:02:17] bringing together teachers

[5:02:18] across all of our schools

[5:02:21] as well as GTA

[5:02:22] representation once they see that list

[5:02:25] to really engage in what is kindergarten,

[5:02:28] what is first grade,

[5:02:29] what is second grade,

[5:02:30] what are we saying is

[5:02:33] integral and intentional

[5:02:34] and what are we saying is

[5:02:36] not integral and intentional

[5:02:39] because our teachers

[5:02:39] really are the professionals

[5:02:41] in those classrooms, they

[5:02:42] know what the student needs are

[5:02:45] and they can best inform

[5:02:46] and give us that insight.

[5:02:49] So once we have a more

[5:02:52] thoughtful draft of a resolution

[5:02:55] to put that back out to our parents

[5:02:58] for them to be able to read through it

[5:03:00] and then give a second

[5:03:00] round of input on that

[5:03:03] so that it's not just they're at the

[5:03:06] beginning of the input,

[5:03:07] they're also at the

[5:03:08] further down on the input

[5:03:11] before we bring that to you

[5:03:12] as a board for your discussion

[5:03:15] and then for ultimately

[5:03:17] for your action on it.

[5:03:20] So this is something that

[5:03:22] even if you read through

[5:03:24] Ella Unified and you

[5:03:24] read through San Diego,

[5:03:26] this is something that

[5:03:27] those resolutions talk about

[5:03:29] in a year long process and

[5:03:33] much of this we want to do ahead

[5:03:35] of giving you a resolution

[5:03:38] but then there's still work

[5:03:40] to be done after the resolution.

[5:03:43] So that's where we are with

[5:03:49] any questions that you may have.

[5:03:52] Thank you very much for that.

[5:03:55] And I wanna thank all the parents.

[5:03:56] So I know that I myself

[5:03:58] have gotten a lot of emails

[5:04:00] and while I have tried to

[5:04:01] respond to many of them,

[5:04:03] I have not responded to

[5:04:03] all of them yet, I will.

[5:04:06] And I'm sure that my colleagues have too

[5:04:08] though it's not

[5:04:09] something that we can talk about

[5:04:10] until we're at a public meeting.

[5:04:11] So that's part of where this process

[5:04:13] can feel really slow at times

[5:04:15] but this is where we have the chance

[5:04:17] to talk about these things.

[5:04:18] I also wanna be sure that we are,

[5:04:20] I compliment our teachers in everything

[5:04:22] that I've been doing and continue to do

[5:04:24] because I think that

[5:04:27] there is legitimate fear

[5:04:29] and an important

[5:04:32] conversation to be had here

[5:04:33] but that doesn't mean

[5:04:34] that anyone's necessarily

[5:04:35] doing anything wrong.

[5:04:38] As we move into this

[5:04:39] and have this discussion,

[5:04:40] I think it's very

[5:04:41] important that we're clear

[5:04:43] that we're not LAUSD.

[5:04:46] We're not, where are the other ones?

[5:04:50] New York, San Diego,

[5:04:52] we're also not New York.

[5:04:53] It would get really cold there.

[5:04:56] But we're not, those

[5:04:58] are not us, we're Glendale

[5:04:59] and we have our own unique strengths

[5:05:01] and some of our own challenges

[5:05:03] and we have really

[5:05:05] dedicated people in our classrooms

[5:05:07] and a lot of this is already being done.

[5:05:10] And so with LAUSD's,

[5:05:14] one of the things I hear

[5:05:14] a lot of people saying is the ban.

[5:05:17] And it's not a ban, we

[5:05:19] all need to understand that.

[5:05:20] It is a intentional use.

[5:05:23] They have an intentional use policy

[5:05:25] in which they still have screen exams.

[5:05:29] They still have tech exams.

[5:05:31] They still have assessments

[5:05:32] done on that in kindergarten.

[5:05:35] You know, this isn't something

[5:05:36] that isn't completely being done.

[5:05:38] And so I wanna be clear on those facts

[5:05:41] because I think it's

[5:05:41] important to understand that

[5:05:43] when we're looking and

[5:05:43] having this conversation

[5:05:45] and also understand that

[5:05:49] what works for one family

[5:05:50] might not work for another.

[5:05:51] What works for one child

[5:05:52] might not work for another.

[5:05:55] I personally don't really

[5:05:56] feel that it is our place

[5:05:57] to parent a child when they're home.

[5:06:03] And so this is something

[5:06:04] that we need to be sure

[5:06:05] that we're giving to,

[5:06:06] that we can make a resolution

[5:06:08] that really supports what we can do here

[5:06:10] and what we can educate our

[5:06:12] children and our families on.

[5:06:14] But when they're home,

[5:06:15] you know, blocking a device

[5:06:19] seems to me that we can give parents

[5:06:21] access to that ability.

[5:06:22] But it's not our choice on that.

[5:06:25] Would be kind of where I wanna be sure

[5:06:26] that we don't chase a

[5:06:28] problem that doesn't exist

[5:06:29] or create a problem out

[5:06:30] of the best of intentions.

[5:06:33] Because as parents, they have the right

[5:06:37] to decide zero screens,

[5:06:39] 100% screens in their home.

[5:06:40] It's not our choice.

[5:06:43] And also, you know, I wanna be sure

[5:06:45] that I'm not very

[5:06:45] equitable within the access

[5:06:47] to information that people may,

[5:06:51] that children may use

[5:06:52] on their Chromebooks.

[5:06:53] Whether it's, you know,

[5:06:54] maybe they're listening to music

[5:06:55] and they don't have another

[5:06:55] way to listen to music at home.

[5:06:58] I also think that one of the things

[5:06:59] that a lot of our

[5:07:00] constituents would be really surprised by

[5:07:03] and pleasantly surprised by

[5:07:04] is the lack of use of computers

[5:07:07] in our schools already.

[5:07:10] They are used in some

[5:07:11] places more than others.

[5:07:12] I'm sure some

[5:07:13] classrooms more than others.

[5:07:14] But I think that it's

[5:07:15] really important that

[5:07:19] that we don't kind of chase a problem

[5:07:22] that maybe doesn't exist

[5:07:24] when we're trying to truly,

[5:07:25] what we're trying to

[5:07:26] do is say that this is

[5:07:27] a really important conversation

[5:07:29] and that we don't want

[5:07:30] it to become a problem.

[5:07:31] We don't want it to be an issue.

[5:07:32] So where are there areas that we need to

[5:07:36] either be more clear, bring families in,

[5:07:39] or where are there areas that, you know,

[5:07:42] this conversation is ever gonna change?

[5:07:44] So I'm gonna pass on to,

[5:07:46] do we have anyone over

[5:07:47] here that has comments?

[5:07:48] I don't know.

[5:07:49] I do. You do?

[5:07:50] Okay, go ahead, Dr. Ding-Chien,

[5:07:53] because I don't need to,

[5:07:54] we don't need to hear

[5:07:54] me until 11 o'clock.

[5:07:56] You'll hear me until 11, no, I'm kidding.

[5:07:59] No, thank you.

[5:07:59] I really wanted to

[5:08:00] acknowledge and thank all the parents

[5:08:01] that reached out regarding

[5:08:03] their concerns and thoughts

[5:08:05] about the resolution and

[5:08:07] digital devices in the classrooms

[5:08:09] and especially schools beyond screens.

[5:08:11] Glendale, I do recognize and acknowledge

[5:08:14] the concerns that were raised by parents,

[5:08:16] especially with the younger students

[5:08:18] and even those that are not parents at

[5:08:20] our district as well,

[5:08:22] I do wanna recognize you

[5:08:23] and acknowledge that you,

[5:08:24] you know, there's valid concerns

[5:08:26] because we're hearing a

[5:08:27] lot of things in the media

[5:08:29] and why there are so many

[5:08:31] different implementations

[5:08:31] of policies around school districts

[5:08:33] and our neighboring school districts

[5:08:34] and people are looking now at Glendale,

[5:08:36] wondering what is

[5:08:36] Glendale doing about this?

[5:08:38] And so a couple of thoughts.

[5:08:40] I don't think we're

[5:08:40] wordsmithing this resolution tonight,

[5:08:42] but I do want to just highlight that

[5:08:45] as we go through this

[5:08:46] discussion alongside parents

[5:08:48] that are concerned and

[5:08:49] families and even guardians

[5:08:51] who don't have the mentors and the adults

[5:08:55] that are supporting with

[5:08:56] their academics at home

[5:08:57] to keep in mind the IAP,

[5:08:59] the 504s accommodations

[5:09:01] and linguistic needs that

[5:09:03] digital devices do provide,

[5:09:05] but there's also

[5:09:05] concerns that were raised

[5:09:06] around the personal use of devices

[5:09:09] for those that have access

[5:09:11] versus those that will

[5:09:12] have district issued devices.

[5:09:15] Some kids might be cut

[5:09:16] off within the timeframe

[5:09:18] that, oh, it's, we're done with this,

[5:09:20] but then some kids, you know, students

[5:09:22] can still continue on

[5:09:23] using their personal devices.

[5:09:24] So there's definitely an

[5:09:25] equity concern that I have,

[5:09:28] but also I've also

[5:09:30] looked into AFT's thoughts

[5:09:33] around devices, it's called devices down,

[5:09:35] eyes up, hands on, and

[5:09:37] they definitely have ideas

[5:09:40] around how instructions

[5:09:42] could look like in the future,

[5:09:43] but there's just a mixed bag of feedback

[5:09:46] that I've been receiving personally,

[5:09:48] and it's because we do have

[5:09:50] diverse needs of our district,

[5:09:52] and I think what we have here is,

[5:09:55] and I want to just take

[5:09:57] the time and share that.

[5:09:58] My approach to this really

[5:10:00] is looking at the framework

[5:10:01] from cradle to career.

[5:10:02] What is, what are we, how

[5:10:03] are we getting our students

[5:10:05] from the day they were born,

[5:10:07] and now they're in our school system,

[5:10:09] and how do we prepare

[5:10:10] them for the workforce,

[5:10:11] and depending on the

[5:10:13] pathways they choose to go into?

[5:10:15] And so along those lines,

[5:10:18] I do think that digital

[5:10:19] devices do play a role in academics,

[5:10:23] and it's not a one size

[5:10:25] fit all, unfortunately,

[5:10:26] and it's not a blanket band

[5:10:29] that I see could, you know,

[5:10:30] eliminate technology altogether,

[5:10:32] but I do think

[5:10:33] putting the guardrails with,

[5:10:34] when we get into the

[5:10:35] discussions of AI is critical,

[5:10:39] and I also think that

[5:10:41] with AI being a disruptor

[5:10:43] into our school systems,

[5:10:45] and that's what was described

[5:10:46] when I was reading the AFT documentation,

[5:10:48] that teachers know how to

[5:10:49] deal with disruptions, right?

[5:10:51] And this is one of those things

[5:10:53] that we have to navigate together,

[5:10:55] and the access between TK to five,

[5:11:00] or TK to fifth grade, or

[5:11:02] TK through second grade,

[5:11:04] you know, there's, I do

[5:11:05] think that limitations

[5:11:07] on the screen times that were spelled out

[5:11:08] in the resolution was important,

[5:11:11] but we have to also

[5:11:11] think about some language

[5:11:15] on the supervision, and

[5:11:17] I do wanna add in here,

[5:11:18] not just prohibiting the use of devices,

[5:11:21] like during passing

[5:11:22] lunch, or things like that,

[5:11:24] but it's really

[5:11:25] encouraging more accessibility,

[5:11:27] and giving students agency

[5:11:29] on the use of technology,

[5:11:31] and I don't think that's spoken enough

[5:11:33] and I understand that there's

[5:11:35] developmental delays,

[5:11:36] I get that, there's wellness and concerns

[5:11:38] with screen time that

[5:11:39] causes really concerning

[5:11:41] cognitive issues in the

[5:11:43] brain that could really,

[5:11:45] you know, delay the time that they spend,

[5:11:49] because of the time that

[5:11:49] they're spending in technology.

[5:11:50] However, I do want to make sure

[5:11:54] that we continue to do research and

[5:11:56] evidence-based practices

[5:11:57] and learning from our

[5:11:58] neighboring schools as well,

[5:12:01] on, you know, is limiting

[5:12:05] actually going to help improve,

[5:12:06] or is it really more of

[5:12:08] the work that we are doing

[5:12:09] in addressing the whole child,

[5:12:12] so it's not even just digital devices

[5:12:14] that's causing math scores to go down,

[5:12:16] or reading scores to go down,

[5:12:18] although it could be

[5:12:19] a contributing factor,

[5:12:21] but, you know, we're

[5:12:22] not saying that we need

[5:12:25] to have unrestricted

[5:12:26] use of technology either.

[5:12:28] I do think that, like you

[5:12:29] said, it has to be purposeful,

[5:12:31] it has to be

[5:12:31] controlled, teacher-directed,

[5:12:35] and however we adopt this,

[5:12:37] I like the idea that we are,

[5:12:39] we already are doing as a school board,

[5:12:41] or a school district, asking

[5:12:44] parents to sign an agreement

[5:12:46] on the use of technology

[5:12:48] already in our school district,

[5:12:49] so I do want to, in the future,

[5:12:50] look into our board policies around that.

[5:12:52] Now, in terms of literacy,

[5:12:54] and I think there are

[5:12:55] some parameters here

[5:12:56] that were shared, and I do

[5:12:58] want to share some things

[5:12:59] I read from the schools behind screens,

[5:13:01] because I do want to

[5:13:01] acknowledge some of the areas

[5:13:04] that I think was

[5:13:05] important that was shared.

[5:13:07] You know, I do think about how

[5:13:11] instructions are led,

[5:13:12] whether it's gamifying

[5:13:13] it, I know post-pandemic

[5:13:15] has led to teachers to

[5:13:19] really adopt and adapt

[5:13:21] during times where students are

[5:13:23] readjusting to socialization,

[5:13:25] so I do think that in our resolution,

[5:13:29] we have to focus on

[5:13:31] also embedding wellness

[5:13:35] and supporting for, and support for,

[5:13:41] more of an upstream

[5:13:42] approach to how are we going to

[5:13:46] create this safety, you

[5:13:49] know, safety parameters also

[5:13:50] for the use of technology, so anyhow,

[5:13:52] I'm kind of going on and on,

[5:13:54] but I do want to make sure it is

[5:13:55] continuously focused on,

[5:13:59] it does have a learner-centered approach,

[5:14:01] but there's definitely areas that I think

[5:14:03] we can improve in our

[5:14:03] resolution, so I thank you.

[5:14:06] Thank you, it's totally good,

[5:14:07] we're going to make it to 11,

[5:14:08] I guess we're going to do

[5:14:09] that, anybody else have,

[5:14:12] okay, we're going to go here,

[5:14:13] and then we'll go over

[5:14:13] to Greg and then Telly.

[5:14:16] Okay, I'm going to keep it brief,

[5:14:19] because we have talked about

[5:14:22] a lot of the obvious issues

[5:14:24] and really unpacked a lot

[5:14:27] of what the other policies,

[5:14:29] the neighboring policies

[5:14:31] are, I do want to thank,

[5:14:34] I received emails from 44 people,

[5:14:36] I've responded to 43 of them,

[5:14:38] one came in during the

[5:14:39] meeting, so my apologies.

[5:14:41] I will say that we as a board are reading

[5:14:46] everything that is coming to us,

[5:14:49] we are thinking, we are contemplating,

[5:14:53] we are all parents on this dais,

[5:14:55] I had to think for a minute,

[5:14:57] and have different experiences.

[5:15:01] Just this morning, I got a

[5:15:03] text from a very, very dear

[5:15:05] friend of mine who lives in New Jersey,

[5:15:07] who said that it was the

[5:15:08] first day of no cell phones,

[5:15:11] bell to bell, and was

[5:15:12] sharing a little bit about

[5:15:14] the buzz at drop-off with that.

[5:15:17] I think about one parent in

[5:15:20] particular who wrote and said,

[5:15:23] has the district ever

[5:15:24] considered a magnet program

[5:15:27] that is a low-tech, no-tech magnet

[5:15:30] to see what that would look like?

[5:15:31] And that really got me thinking.

[5:15:33] And I only say this

[5:15:34] because as we're trying to find

[5:15:38] the best solution, and I

[5:15:41] did look at that by the way,

[5:15:42] there is no public school in the United

[5:15:43] States that has that.

[5:15:45] But there are programs that look at

[5:15:49] classical education models, so as Dr.

[5:15:51] King mentioned earlier,

[5:15:53] physical notebooks,

[5:15:54] textbooks, pencil paper.

[5:15:57] I think that it is too

[5:15:59] early to really weigh,

[5:16:02] I think similar to the

[5:16:04] effects of COVID people talk about,

[5:16:06] as a disease, I think

[5:16:09] it is very early still,

[5:16:11] in light of a generation

[5:16:13] that's grown up with technology,

[5:16:15] it is really still early to tell,

[5:16:17] because I might, as one

[5:16:19] individual who came up

[5:16:21] with pen and paper, and

[5:16:23] the advent of the computer,

[5:16:27] my family bought a TRS-80

[5:16:28] that is now in the Smithsonian,

[5:16:30] so I think about that evolution.

[5:16:35] There are so many benefits to technology.

[5:16:39] The ability to have, to

[5:16:41] access the entire Trinity

[5:16:44] library on my phone is amazing,

[5:16:49] but there are

[5:16:50] consequences, and so the ability

[5:16:53] for a young person to

[5:16:54] actually be able to walk

[5:16:55] into a library, or walk

[5:16:57] into a space and problem solve

[5:16:59] if you took it all away, these are things

[5:17:01] that are weighing on

[5:17:02] all of my colleagues,

[5:17:03] and so I just wanted the public to know

[5:17:06] that we take these

[5:17:07] discussions very seriously,

[5:17:09] it is not going to be solved in a day.

[5:17:11] A few parents who I met with said,

[5:17:13] if the board passes a resolution tonight,

[5:17:17] which it is not an action item,

[5:17:18] but if you did, how long

[5:17:21] before it's implemented,

[5:17:23] how long before the

[5:17:24] devices are taken back,

[5:17:25] one person wrote and said that somehow

[5:17:29] a Chromebook remained

[5:17:31] in their home all summer,

[5:17:32] why is it that even when school is out,

[5:17:34] we have your GUSD Chromebook?

[5:17:37] We have to figure it out together,

[5:17:39] and so I asked for a

[5:17:40] little grace from the public,

[5:17:42] staff is working tirelessly to figure out

[5:17:45] what solution works for us.

[5:17:48] We have DLI students, we have a very,

[5:17:51] very diverse district,

[5:17:53] and so it is

[5:17:55] exponentially more complicated,

[5:17:57] and so I just ask that

[5:17:59] the public allow us the time

[5:18:01] to deliberate, to

[5:18:03] study, to hear from staff

[5:18:05] which are experts on the

[5:18:07] matter that are themselves

[5:18:09] consulting with national experts,

[5:18:12] and allow us to bring you

[5:18:14] the very best that we can

[5:18:16] to compare us to districts

[5:18:18] in New York where I'm from,

[5:18:20] or LAUSD, we don't compare

[5:18:24] ourselves to those districts

[5:18:26] with other programs, do we?

[5:18:28] So it's unfair to expect

[5:18:30] us to be compared to LAUSD

[5:18:33] on one thing and not

[5:18:34] on the other 19 things.

[5:18:36] We are Glendale Unified,

[5:18:38] and we will with our teachers

[5:18:41] and our experts come up

[5:18:43] with something that will,

[5:18:45] I believe, be good for all students,

[5:18:48] and those are my

[5:18:49] comments on that, thank you.

[5:18:52] And we're gonna pop over to Greg,

[5:18:53] but I just have to say I had an Apple II,

[5:18:55] so that came out

[5:18:56] within months of the TRS 80.

[5:18:59] Not that we like computers.

[5:19:01] Go on, Greg.

[5:19:03] I'll start off and I'll predicate this.

[5:19:06] Just being open,

[5:19:07] transparent to everyone here,

[5:19:10] I'm the only one at a dais

[5:19:11] with no laptop in front of me,

[5:19:13] so you know where I'm leading with this,

[5:19:14] and I've been like

[5:19:15] that from the beginning.

[5:19:16] I'm an old school board member,

[5:19:18] and my 22 years on the board,

[5:19:20] I've never seen a

[5:19:21] district staff get that far ahead

[5:19:23] of the board before we give input.

[5:19:25] So personally, I'm very

[5:19:26] concerned about the staff,

[5:19:29] what we did and how

[5:19:30] we came to this point.

[5:19:32] I know I was in the

[5:19:33] audience here in April

[5:19:35] when I decided to run,

[5:19:35] come back in the board,

[5:19:36] and look for opportunities

[5:19:37] how to bring back to this board.

[5:19:39] I listed the parents at

[5:19:40] dais speak about this issue.

[5:19:43] Half dozen mothers and

[5:19:45] fathers came and spoke in April

[5:19:46] and concerned about screen time.

[5:19:49] Since then, there

[5:19:50] hasn't been a discussion

[5:19:51] about this at all in the dais.

[5:19:54] In the August 11th meeting,

[5:19:56] I brought up in my board report

[5:19:58] that I would like to see this come back

[5:20:00] as an item as information.

[5:20:03] I brought that up on August 11th here

[5:20:04] during my board report

[5:20:05] saying we need to discuss this.

[5:20:07] I'm curious about hearing from teacher

[5:20:09] input at all levels,

[5:20:10] from middle elementary

[5:20:11] school and high school,

[5:20:12] how do they use

[5:20:13] technology and screen time?

[5:20:15] How does it affect us?

[5:20:18] Then we saw on our

[5:20:19] board letter a resolution.

[5:20:23] Then we saw an email go

[5:20:24] out to the whole community

[5:20:25] of a resolution of a

[5:20:27] screen policy resolution

[5:20:29] without any board input, community input.

[5:20:33] I've never seen that done.

[5:20:34] This is something we need to admit

[5:20:36] and slow down and take a deep breath.

[5:20:41] I think it's incumbent on us to get input

[5:20:44] from the elementary parent groups

[5:20:46] that did reach out to us all this time,

[5:20:47] from the Keppel group,

[5:20:48] from the Monte Vista group,

[5:20:50] the Franklin parents.

[5:20:51] There's a lot of elementary parents

[5:20:52] very concerned about

[5:20:53] this specific issue to them.

[5:20:56] These are our customers, technically.

[5:20:59] These are our client base.

[5:21:03] I challenge to all of us that

[5:21:05] screen time is very difficult

[5:21:07] and it does impact our kids,

[5:21:08] but I know the importance of it in

[5:21:10] certain grade levels.

[5:21:11] There's no question.

[5:21:13] I asked several teachers,

[5:21:15] I even talked to my daughter about it.

[5:21:16] Some of the curriculum is

[5:21:18] defined, it's all digital.

[5:21:19] A lot of the classes are,

[5:21:21] the whole coursework is digitally based.

[5:21:23] So it's difficult to

[5:21:24] look at it in certain,

[5:21:25] that's why I think it

[5:21:26] would be beneficial for us,

[5:21:28] Ms. King and Dr. King,

[5:21:30] and to hear a presentation from teachers

[5:21:32] telling us how they use digital.

[5:21:34] I'm curious to hear from them.

[5:21:35] I'm curious too for district staff

[5:21:37] to meet with these

[5:21:38] parent groups to get insight

[5:21:40] and from us so we could give input

[5:21:42] and we develop a resolution.

[5:21:44] When I hear that we looked at LA Unified

[5:21:46] and based our basis of this resolution

[5:21:50] based on some of these other districts,

[5:21:51] what they've written,

[5:21:53] I attended a Zoom meeting in Virginia,

[5:21:57] that Virginia, Richmond, Virginia,

[5:21:59] and different schools in

[5:22:00] Connecticut and New England

[5:22:01] did these meetings on

[5:22:04] screen time effectiveness.

[5:22:06] How many of our staff actually went

[5:22:07] and observed other workshops like this

[5:22:10] and did these things in this time?

[5:22:13] I'm glad we're at this

[5:22:13] point, we're talking about it.

[5:22:15] Typically it comes as information first

[5:22:17] and we discuss it as a board.

[5:22:19] So the board as elected

[5:22:20] bodies give input on it

[5:22:22] and hear from staff saying, okay,

[5:22:24] they're presenting to us,

[5:22:25] I'm hearing an elementary school teacher,

[5:22:27] I'm hearing a middle school teacher,

[5:22:29] I'm hearing a special ed teacher,

[5:22:31] I'm hearing a high school teacher,

[5:22:32] a gate program, a PEAT

[5:22:34] program, how it's used,

[5:22:35] and how it's affected

[5:22:37] because there's some extreme benefits

[5:22:39] to having this technology.

[5:22:40] I remember we talked before we first,

[5:22:42] Frank, we brought in

[5:22:43] computers with the first measure.

[5:22:45] We developed that program

[5:22:46] because Korea and Japan

[5:22:47] was increasing all programs,

[5:22:49] technology to all their schools.

[5:22:51] And we're in a global economy,

[5:22:52] it's not just Southern California,

[5:22:54] we're in an economy that deals with the

[5:22:56] whole global market.

[5:22:57] Yes, it's critical, we need technology,

[5:23:00] but also we need a balance of things.

[5:23:01] I know balance is a tough word

[5:23:03] because we don't go too much of a balance

[5:23:04] without hurting our kids

[5:23:05] with the tools they need.

[5:23:08] But what concerns me is that,

[5:23:11] and it's a big concern,

[5:23:13] is that this was out to

[5:23:14] the public as a resolution

[5:23:15] before the board even had input.

[5:23:18] And that has to be clear.

[5:23:20] I've never seen that happen

[5:23:21] before as a board and a body

[5:23:23] to decide items that's coming to us.

[5:23:26] And now it's already

[5:23:27] getting tainted out there

[5:23:28] on how we move forward.

[5:23:30] So I'm imploring that district

[5:23:33] gets input from these

[5:23:34] parent groups that came,

[5:23:35] gets input from our

[5:23:36] stakeholders and our labor partners.

[5:23:40] Did we talk before we

[5:23:42] wrote the resolution,

[5:23:42] did we talk to our labor

[5:23:44] partners before this happened,

[5:23:45] did we?

[5:23:49] And did we do these things,

[5:23:50] get input from the parents?

[5:23:52] I mean, the critical thing here is,

[5:23:54] yes, we're here to listen.

[5:23:56] And if we think we're

[5:23:57] gonna come up with a resolution

[5:23:58] in two, three weeks time, I think it's

[5:24:00] gonna be very difficult.

[5:24:02] I'm even opening the fact

[5:24:04] we used to have task force

[5:24:06] on these things.

[5:24:07] And it doesn't behoove

[5:24:08] us to have a task force

[5:24:09] that maybe a board, we

[5:24:10] together launch a task force,

[5:24:12] built the parents from

[5:24:13] elementary, middle and high school

[5:24:15] with teacher support

[5:24:16] and some community support

[5:24:17] and experts in our district

[5:24:18] to come up with a resolution

[5:24:20] to get proposal to us.

[5:24:22] And then we got a

[5:24:23] full gamut of our input,

[5:24:25] of our leadership.

[5:24:26] And then too, we got, then

[5:24:27] it helps buy in at all levels.

[5:24:29] I think for us, I think

[5:24:31] what would help us Kat

[5:24:33] and Telly and Netta and also

[5:24:35] Eileen, I think for us five,

[5:24:37] to have a type of task force like this

[5:24:40] that we have this input, right?

[5:24:42] And then, could we

[5:24:43] have task force before?

[5:24:45] Is there feedback coming?

[5:24:48] Darn it, because Mike might be on

[5:24:49] or there's feedback

[5:24:49] somewhere on a mic in our room.

[5:24:51] I'm not sure.

[5:24:52] Well, finishing my thought,

[5:24:54] we added Foreign Language

[5:24:56] Academies back in early 2000s.

[5:24:57] We're getting pushback.

[5:24:59] And what we did was we

[5:25:00] developed a task force

[5:25:01] and it was consisted of

[5:25:02] parents, faculty members,

[5:25:04] leadership from the district

[5:25:06] and from our labor partners.

[5:25:08] And they came up with a

[5:25:09] plan after several meetings

[5:25:10] and we had a board

[5:25:11] member represent on there,

[5:25:12] one or two of us, and

[5:25:14] helped come up with a plan

[5:25:15] to share buy in together.

[5:25:17] Because it's gonna be

[5:25:18] difficult to come in

[5:25:19] with one resolution that

[5:25:21] everyone's gonna like, right?

[5:25:22] And ultimately, we know it's difficult

[5:25:24] because I remember that

[5:25:25] one movie, "Don't Look Down,"

[5:25:26] where everyone's

[5:25:27] looking down at their phones

[5:25:28] and we're all doing

[5:25:28] that and we're all engaged.

[5:25:31] And our lives go by, but end of the day,

[5:25:34] it's a tough nut to crack.

[5:25:35] But what makes it

[5:25:36] difficult is if we move too fast

[5:25:39] and we're not getting

[5:25:40] input from critical resources

[5:25:41] and also if we're not

[5:25:42] giving input, how is it for us?

[5:25:46] How do we as five

[5:25:46] board members give input

[5:25:47] on a resolution that's already written

[5:25:49] before we give input to it?

[5:25:51] It's a fair question.

[5:25:53] And things like this, we

[5:25:54] need to be focused with this.

[5:25:56] And I think to take a step back,

[5:25:57] my recommendation is that maybe we

[5:25:59] potentially think of,

[5:26:00] and I'm curious about the pleasure

[5:26:02] of my colleagues think about it,

[5:26:04] is maybe have a task

[5:26:05] force specifically on this

[5:26:06] and set a realistic

[5:26:07] time, say maybe by January,

[5:26:09] maybe that task force meets three times

[5:26:11] and they give us input and

[5:26:13] it may be helpful for us.

[5:26:15] Or do we just go with LA

[5:26:16] Unified and San Diego Unified

[5:26:18] and other unified school districts did,

[5:26:20] or do we take a big

[5:26:21] holistic open door policy with this

[5:26:24] and we get feedback

[5:26:25] from our stakeholders?

[5:26:27] It could maybe a

[5:26:27] member from the student body

[5:26:30] from each of the high

[5:26:30] schools have a rep on this.

[5:26:31] Maybe our middle, you

[5:26:32] know what I'm saying?

[5:26:33] There's an idea we could do with this

[5:26:34] that gives us input from everyone,

[5:26:36] gives us a chance to be heard.

[5:26:38] And that's what we're here for.

[5:26:39] We're here to listen and

[5:26:41] then make an educated decision.

[5:26:43] Right now with what we have, I couldn't

[5:26:45] vote on a resolution.

[5:26:47] Yes, there's a lot of

[5:26:48] parents that sent emails.

[5:26:49] I apologize, I've hidden

[5:26:50] email all back to them.

[5:26:52] There'll be an opportunity

[5:26:53] we can engage each other.

[5:26:55] And I'm more than happy to talk about

[5:26:56] this more in detail,

[5:26:57] but my concern is how

[5:26:59] we got to this point.

[5:27:00] I'm glad it's a topic for information,

[5:27:03] but there's so many parents

[5:27:04] I talked over this weekend

[5:27:05] that are worried about

[5:27:06] those action items today.

[5:27:08] Right?

[5:27:08] We're all concerned about that.

[5:27:10] They thought we were

[5:27:10] voting on a resolution today.

[5:27:12] And that's more disturbing to me that

[5:27:15] we're at this point.

[5:27:16] Sorry for being frustrated,

[5:27:18] but I'm not happy with

[5:27:19] how we got to this point.

[5:27:23] Okay, and then we are

[5:27:24] gonna move on to Mr. C.

[5:27:27] And I do wanna say one thing

[5:27:28] just to make sure that things are clear

[5:27:29] is that it is done differently now

[5:27:32] than it may have been done before.

[5:27:34] And there are some

[5:27:35] ways that may be better

[5:27:36] and some ways that may not.

[5:27:38] This was an information item.

[5:27:39] This is not something we're voting on.

[5:27:41] And so I appreciate that that is

[5:27:43] something that we are doing

[5:27:44] and that our staff has for us.

[5:27:46] It's one way to

[5:27:46] introduce the conversation

[5:27:47] and make sure that we can have it.

[5:27:48] Telly, please go ahead.

[5:27:50] Great, thank you, Madam President.

[5:27:52] So I think one thing that I think most

[5:27:56] people would agree on

[5:27:56] is that protections do

[5:27:59] need to be put in place

[5:28:00] and that misuse and abuse of technology

[5:28:06] has a disproportionately

[5:28:08] negative effect on our children.

[5:28:10] I think with that

[5:28:11] being our starting point,

[5:28:13] we can take a look at what

[5:28:15] we wanna do moving forward.

[5:28:16] And so just for the public,

[5:28:19] a resolution, from my perspective,

[5:28:22] a resolution sort of

[5:28:23] sets the district's values.

[5:28:25] Like where is the district's

[5:28:27] position on certain things?

[5:28:29] And then it's from those set of values

[5:28:32] that the district builds policy to

[5:28:34] reflect those values.

[5:28:36] And so this is where

[5:28:38] the district is seeking

[5:28:40] the community's input on

[5:28:42] developing that resolution

[5:28:44] so that we can build

[5:28:44] policy on top of that.

[5:28:47] And the resolution that's put out here,

[5:28:50] this draft is not final, we know this.

[5:28:52] But I think the reason

[5:28:53] why it is put out there

[5:28:55] is because for me and for others,

[5:28:58] it's easier to think about

[5:29:00] what we want a resolution

[5:29:01] to say when we have something to look at

[5:29:05] rather than just

[5:29:06] building it from scratch.

[5:29:07] So I think that's why the

[5:29:10] resolution was put out there.

[5:29:13] Like my board colleagues, I

[5:29:14] received a lot of parent input

[5:29:16] and it is greatly appreciated.

[5:29:19] There's a lot of great information there.

[5:29:21] I think for myself personally,

[5:29:24] several thoughts come to mind.

[5:29:25] One of them is being the equity issue

[5:29:27] because what is the

[5:29:29] reason why districts came up

[5:29:31] with the one-to-one devices

[5:29:33] or each student having devices

[5:29:35] is because of equity concerns.

[5:29:37] That solved one problem.

[5:29:39] Of course, the other

[5:29:39] problem you have then

[5:29:40] is the misuse and

[5:29:43] possible abuse of devices.

[5:29:44] And so how do we deal

[5:29:45] with those situations?

[5:29:47] And at the same time,

[5:29:48] understanding that every

[5:29:49] child has unique needs.

[5:29:51] One of the points in the

[5:29:54] proposal from the parent group,

[5:29:57] schools beyond screens,

[5:30:00] talked about,

[5:30:01] let me pull it up so I don't misread it,

[5:30:09] about eliminating

[5:30:14] device uses with exceptions.

[5:30:17] And I think that that's

[5:30:18] gonna be very important

[5:30:19] is having the exceptions,

[5:30:20] having the flexibilities

[5:30:21] depending on the situation.

[5:30:23] So it could be

[5:30:23] flexibility allowing for more access

[5:30:26] or having flexibility

[5:30:26] for less access, right?

[5:30:28] Having the ability for

[5:30:29] students to turn in homework

[5:30:31] without having to use

[5:30:31] any electronic devices.

[5:30:32] So I think just having the

[5:30:34] flexibility going both ways

[5:30:35] is gonna be super important.

[5:30:37] I think for myself personally,

[5:30:40] the use of artificial intelligence,

[5:30:41] what I have seen as a parent,

[5:30:43] what I've seen as a classroom teacher

[5:30:45] is definitely

[5:30:45] something we should be wary of.

[5:30:47] I know we don't have a

[5:30:48] lot of information right now

[5:30:50] on this relatively new technology,

[5:30:51] but for me personally,

[5:30:53] I don't think I need to

[5:30:55] see more research on this

[5:30:57] or more information on this

[5:30:58] to be able to say that

[5:30:59] we need to be careful.

[5:31:00] I'd rather be too careful on AI than not,

[5:31:04] and then regret what happens from there.

[5:31:07] Mr. Gokorian's idea about

[5:31:08] a task force and committee,

[5:31:09] I like that idea.

[5:31:10] I think that is gonna be important,

[5:31:12] especially if we

[5:31:13] wanna get community buy-in

[5:31:15] the resolution that comes.

[5:31:19] And yes, last thing I'll

[5:31:21] say is to our community,

[5:31:23] you provide a lot of

[5:31:23] feedback, please continue to do so.

[5:31:25] Thank you.

[5:31:27] What you mean by your expert,

[5:31:29] I'm curious about your AI.

[5:31:30] So you saw it in your

[5:31:31] class, is it being abused?

[5:31:33] Is it not your class, we've seen it?

[5:31:35] Because I'm curious to

[5:31:35] hear your opinion about that.

[5:31:38] Sure, so as a special education teacher,

[5:31:40] over the years, one

[5:31:41] of the classes I teach

[5:31:42] is a study skills class.

[5:31:45] Students come in to

[5:31:46] get help with homework

[5:31:48] and assignments from other classes.

[5:31:50] And what I've noticed that in the last

[5:31:52] three to four years,

[5:31:53] the number of students that ask for help

[5:31:55] has gone down to basically zero.

[5:31:57] And the reason I've seen that is because

[5:31:59] of a increased dependency on AI.

[5:32:02] And not even on their phones,

[5:32:03] because they're not

[5:32:04] allowed to have their phones

[5:32:05] in my classroom, it's just

[5:32:06] what is already available

[5:32:07] for them on their

[5:32:08] district provided devices,

[5:32:10] despite all the filters,

[5:32:11] despite all the protections

[5:32:12] that are put out there,

[5:32:13] they're still able to do so.

[5:32:14] So that's what I'm talking about.

[5:32:16] Fair enough, thank you, it helps.

[5:32:17] Can I add to that real

[5:32:19] quick too with the AI,

[5:32:20] because I think it's

[5:32:20] important to also share that

[5:32:22] there's also a form of

[5:32:23] bullying, the use of AI,

[5:32:25] with the use of taking someone's photo,

[5:32:27] whether they're staff teachers,

[5:32:28] and then recreating something which is

[5:32:31] very concerning as well.

[5:32:32] Deep fakes.

[5:32:33] Deep fakes for sure.

[5:32:34] There we go.

[5:32:36] No, I think that this is

[5:32:37] all really good conversation.

[5:32:38] And I also like my

[5:32:40] colleague's idea about the task force.

[5:32:44] I think that the reality

[5:32:45] is, and one of the things

[5:32:46] that I wanna be sure that

[5:32:47] I'm clear in what I have said

[5:32:48] is that this is an ongoing

[5:32:49] conversation, this doesn't end.

[5:32:51] This isn't, we don't

[5:32:53] write the perfect policy

[5:32:54] that makes the perfect movement, that

[5:32:56] makes everything safe,

[5:32:57] and nothing will be a problem ever again.

[5:32:59] The reality is we have to

[5:33:00] keep having this conversation.

[5:33:01] And that technology is going to change.

[5:33:03] And for me, what I

[5:33:04] really wanna see is that

[5:33:05] when we're working with our families,

[5:33:06] that we're listening to

[5:33:07] them, that we are listening

[5:33:11] to our teachers, that

[5:33:12] we're listening to our staff,

[5:33:13] and that we're also understanding that

[5:33:15] this is ever evolving.

[5:33:16] And the best thing that we

[5:33:17] can do is be building this

[5:33:19] in a structure that is flexible,

[5:33:21] because it's going to need to be,

[5:33:23] and it's going to need to be retouched.

[5:33:25] And so really for me, the

[5:33:26] resolution is a commitment.

[5:33:28] It's a commitment to the

[5:33:30] safety of our children,

[5:33:33] moving those benchmarks

[5:33:35] and those kind of goalposts

[5:33:37] as we go, as they

[5:33:38] move, as the needs change.

[5:33:41] And not necessarily like making a policy

[5:33:43] out of a resolution, and making sure

[5:33:45] that we don't solve

[5:33:46] someone else's problem,

[5:33:47] that we work with GUSD,

[5:33:49] we work with what we have.

[5:33:50] And so with that, I

[5:33:52] think that I'm going to back,

[5:33:55] or bounce back to Dr.

[5:33:57] Watson, because we will now

[5:33:59] to the superintendent's office for,

[5:34:04] we're almost out of information items.

[5:34:06] So we might have a

[5:34:09] problem with the speaker.

[5:34:12] And so, and so since I don't think

[5:34:16] that the speaker's working for her.

[5:34:19] I think it is, I just, it

[5:34:20] was, I thought you were in it.

[5:34:22] (indistinct) I'll continue with the superintendent's

[5:34:27] office at this time.

[5:34:28] Can you hear me?

[5:34:39] For those at home, you

[5:34:41] probably heard the echo.

[5:34:42] We're just making sure

[5:34:43] if the echo can go away.

[5:34:48] (indistinct)

[5:34:58] Well, at least you sound cool.

[5:35:00] At least it sounds

[5:35:01] like you are a rock star.

[5:35:02] We've got the echo effect going on.

[5:35:09] If I'm gonna echo and miscross you,

[5:35:12] well, there's such a

[5:35:13] superintendent's office.

[5:35:18] Do you have two devices on perhaps?

[5:35:24] And maybe a phone that's logged in,

[5:35:28] or your computer is not muted.

[5:35:36] I have no extra devices on.

[5:35:38] I've been working on the same one.

[5:35:41] Do you have your

[5:35:41] headphone speakers from earlier?

[5:35:43] Are they in?

[5:35:45] Are they on the, on

[5:35:47] your desk maybe near you

[5:35:48] and actually still

[5:35:49] connected via Bluetooth?

[5:35:51] No.

[5:35:54] That almost sounded correct.

[5:35:57] All right.

[5:36:00] Let's try one more time.

[5:36:02] Okay, can you hear me?

[5:36:04] Is there an echo?

[5:36:06] Yes.

[5:36:08] How about we have you sign

[5:36:10] off, log off and log back in?

[5:36:12] Because if it doesn't work,

[5:36:14] we're just gonna turn it off,

[5:36:15] unplug it and plug it back in, right?

[5:36:18] This is kind of perfect

[5:36:19] timing after our tech conversation.

[5:36:22] So we will keep going.

[5:36:23] Is that, Darren, is that all right?

[5:36:25] Should we keep going or should we wait

[5:36:26] or should I have Dr.

[5:36:28] Bruick or Dr. King keep going?

[5:36:32] We have

[5:36:32] Superintendent's Office A, B and C.

[5:36:36] She's already logged

[5:36:37] off, so we may include her

[5:36:38] and log back in.

[5:36:39] Okay.

[5:36:41] She'll come back on and

[5:36:42] then we can just all look at me

[5:36:43] for the time being.

[5:36:46] Yeah, okay.

[5:36:47] How about we pause for a

[5:36:48] bathroom break really quick?

[5:36:49] Is that okay, Darren?

[5:36:50] Okay.

[5:36:52] We're gonna pause for

[5:36:52] a quick bathroom break

[5:36:53] getting Darren to log back on.

[5:36:55] Yeah, and back on.

[5:36:57] Does it sound better?

[5:36:58] No?

[5:36:59] Okay.

[5:37:01] Could try to a different device perhaps.

[5:37:04] No, I think we're good.

[5:37:05] I think you're good.

[5:37:06] If we have a harder time, do

[5:37:07] you guys can just let me know?

[5:37:13] Okay, she's not echoing anymore.

[5:37:14] Go ahead, Dr. Watson.

[5:37:16] Okay.

[5:37:16] Okay, so I will bring to you three items

[5:37:19] out of the Superintendent's Office.

[5:37:22] Tonight, a proposed

[5:37:24] revision to bylaw 9150

[5:37:25] would speak to the student board member.

[5:37:27] So when a board member makes a request

[5:37:30] to have a discussion or policy

[5:37:31] where I work closely

[5:37:32] with the board president

[5:37:34] to ensure that voice is honored.

[5:37:36] So in this matter, a

[5:37:36] proposed revision has been made

[5:37:38] to have the student

[5:37:39] board member elected annually

[5:37:41] by high school students in the district

[5:37:43] rather than by the

[5:37:44] Student Advisory Council.

[5:37:46] And additionally, the proposed change

[5:37:49] would start July 1st.

[5:37:51] So Mrs. Cartosian, I can't really see,

[5:37:53] and our senior

[5:37:54] director, Dr. Chris Colter,

[5:37:56] executive director, they are the ones

[5:38:00] that oversee the

[5:38:01] Student Advisory Council.

[5:38:02] So they are on hand if

[5:38:04] there is additional insight

[5:38:06] that needs to be offered

[5:38:07] in terms of the process,

[5:38:08] how it evolved over time,

[5:38:10] and how we engage

[5:38:11] student voice in the process

[5:38:13] should the questions arise.

[5:38:14] So at this time, Madam President,

[5:38:16] I will turn it back over to you

[5:38:17] to refer to our board

[5:38:20] member who has made the request.

[5:38:25] All right, so we have a board member

[5:38:27] who's made the request

[5:38:28] and I will pass it over to Mr. C to

[5:38:31] explain his request.

[5:38:33] Thank you.

[5:38:34] So yes, I was the board member

[5:38:35] who proposed that this move forward.

[5:38:39] So like Dr. Watson said, the idea here,

[5:38:42] the major changes from

[5:38:43] what is currently happening

[5:38:45] is that you would have

[5:38:46] a student board member

[5:38:50] be elected by all high school

[5:38:52] students across the district

[5:38:54] and the student board member

[5:38:57] would have to have a majority vote.

[5:39:00] It would also have to be a current member

[5:39:02] of the Student Advisory Council

[5:39:04] and then their term

[5:39:05] would begin on July 1st

[5:39:08] as opposed to after

[5:39:11] the school year begins.

[5:39:12] You'll notice like

[5:39:13] right now, it's September,

[5:39:14] we don't have a student

[5:39:15] board member seated yet, right?

[5:39:17] And so this would be

[5:39:17] something that would change.

[5:39:19] So these would be the major changes.

[5:39:24] Currently, the system is

[5:39:26] that the student board members

[5:39:27] are elected from within

[5:39:29] the Student Advisory Council.

[5:39:30] It's a lot smaller group.

[5:39:32] What I see this doing

[5:39:33] is that it increases

[5:39:35] the democratic process.

[5:39:37] It's consistent with a

[5:39:38] lot of neighboring districts

[5:39:40] and the way they do things.

[5:39:43] And it will also set the timeline

[5:39:45] so that there is more student board

[5:39:47] member participation

[5:39:47] throughout the year.

[5:39:48] There wouldn't be a vacant seat for,

[5:39:51] at any point,

[5:39:52] hopefully with this process.

[5:39:54] So for me as a board member,

[5:39:55] I know that if you

[5:39:56] take a look at the agenda,

[5:39:57] there are some aspects

[5:39:59] regarding the proposed selection process.

[5:40:02] For me personally, I don't see this as,

[5:40:04] I see this as details

[5:40:05] that staff can work on.

[5:40:07] But for me as a board member,

[5:40:09] what I'm looking for here is I wanna see

[5:40:10] the student board member position

[5:40:12] not have a vacancy and also to be elected

[5:40:16] in a more democratic process.

[5:40:17] Thank you.

[5:40:24] Is it me now?

[5:40:27] Yes, I think board president,

[5:40:29] if there's any discussion around this,

[5:40:31] what we would need to do is see

[5:40:32] how you would like us to proceed.

[5:40:34] If this is an item that you

[5:40:35] guys are looking to change

[5:40:36] or make revisions to,

[5:40:38] you'd need to let us know

[5:40:39] so that we can bring it

[5:40:40] back as an information item

[5:40:43] to whether it's to highlight the process,

[5:40:45] to highlight how we get to

[5:40:49] the student advisory council

[5:40:50] and how the board members selected

[5:40:53] or you prefer our process as is.

[5:40:56] So again, if there are any

[5:40:58] questions around the process,

[5:41:00] we have team that's on hand to answer.

[5:41:02] Okay, I guess my one question,

[5:41:04] I wanna be sure like,

[5:41:09] we just reviewed this

[5:41:10] last year, didn't we?

[5:41:13] Okay. Yes, we did.

[5:41:15] Okay, so we are not

[5:41:17] necessarily asking about

[5:41:19] kind of the ideas, do we

[5:41:20] wanna bring up this conversation?

[5:41:21] Do we wanna go anywhere

[5:41:22] with it and possibly edit this

[5:41:23] or do we wanna leave it the way it is?

[5:41:25] Last year, we brought it back to the

[5:41:29] student advisory council

[5:41:30] and please, any staff can

[5:41:31] correct me if I'm wrong,

[5:41:32] but we had brought it back to

[5:41:33] the student advisory council

[5:41:35] and allowed them to kind of review

[5:41:36] and give us the data of the information

[5:41:37] that they wanted us to have

[5:41:39] and if they wanted any changes.

[5:41:40] As far as I

[5:41:41] understand, it's been something

[5:41:42] we've really tried hard to

[5:41:43] like keep in their purview

[5:41:46] and have them tell us.

[5:41:48] As long as we are doing

[5:41:49] things that kind of align with

[5:41:51] keeping it in, ensuring it is equitable.

[5:41:55] And so am I wrong on that?

[5:41:58] And I'm looking at my

[5:41:59] staff just to kind of like

[5:42:00] all the staff around and I'm okay, good.

[5:42:02] So does anyone have any

[5:42:04] questions on what we've done

[5:42:06] or what we're trying to do here?

[5:42:08] I, did you call on me?

[5:42:11] Yes, you did.

[5:42:11] Okay, so I have a preliminary question.

[5:42:16] You know, as someone who has served in

[5:42:18] different capacities

[5:42:19] and have been involved, my

[5:42:21] experience is that in general,

[5:42:23] whether it's students

[5:42:25] or those that essentially

[5:42:26] don't have to participate in anything,

[5:42:28] over the summer, don't.

[5:42:30] And so my question for my colleague is,

[5:42:33] have you considered the

[5:42:37] impact this would have?

[5:42:39] We strategically as a

[5:42:40] board don't plan events

[5:42:43] or certain meetings, we go

[5:42:45] light because people in general

[5:42:47] don't want to show up or don't show up.

[5:42:50] And our students, they

[5:42:52] attend summer programs,

[5:42:53] summer camps, they participate in robust

[5:42:56] extracurricular activities.

[5:42:59] It's in my experience, a

[5:43:02] heavy ask to ask a student

[5:43:03] to participate during the school year

[5:43:06] when they actually are vested, are

[5:43:07] showing up, are in sync.

[5:43:10] Have you considered

[5:43:11] that a summer expectation

[5:43:14] and we have SAC members

[5:43:17] who probably, or students who

[5:43:19] even attending

[5:43:20] regularly their participation

[5:43:23] may be difficult.

[5:43:25] The burden on families not

[5:43:28] to plan the family vacation,

[5:43:29] if you could speak to that,

[5:43:30] that would help, thank you.

[5:43:32] Sure, I think that's a fair question.

[5:43:33] And this is a detail that

[5:43:35] could be sorted out, right?

[5:43:37] Where we can have a student board member

[5:43:39] that is elected or put into

[5:43:40] place at the end of the year

[5:43:42] and then they don't

[5:43:42] have, and they choose to,

[5:43:44] they can be at a

[5:43:47] meeting, whether as an attendee

[5:43:48] or as a participant up

[5:43:50] here during the summer months.

[5:43:51] But in any case, definitely being here

[5:43:55] by the beginning of

[5:43:55] the school year, right?

[5:43:57] I think for me, the

[5:43:57] situation we wanna avoid

[5:43:58] is having multiple

[5:44:00] meetings where there is

[5:44:01] no student

[5:44:02] representative up here in the dyes.

[5:44:04] So summer months can be

[5:44:08] vacant, but by the time

[5:44:10] the school year begins,

[5:44:11] having someone in place.

[5:44:13] And forgive me, I'm

[5:44:14] asking you the questions

[5:44:15] because you presented the item.

[5:44:17] I have a second follow up question.

[5:44:18] So if in the current system that we have,

[5:44:24] if let's say Ms. Courtosian

[5:44:26] and staff were to roll out

[5:44:28] the applications for

[5:44:29] the student board member

[5:44:33] in June before school gets out and say,

[5:44:36] we're gonna put it on the GUSD website

[5:44:39] and even incoming

[5:44:40] freshmen would look at that

[5:44:41] over the summer and say

[5:44:42] the application is due

[5:44:44] instead of August 30th

[5:44:47] or whenever the date was,

[5:44:48] have that application be due July 15th

[5:44:51] so that the selection of the existing

[5:44:56] student advisory council

[5:44:57] and then the subsequent

[5:44:58] board member, student

[5:45:00] board member selection

[5:45:01] were to be done two months earlier

[5:45:04] that would address the concern

[5:45:06] about having a seated

[5:45:08] student board member in August.

[5:45:11] No?

[5:45:13] So for me, I think that

[5:45:16] whatever the timeline is,

[5:45:17] whatever can minimize

[5:45:20] the number of meetings

[5:45:22] in which there is a

[5:45:22] vacancy up here on the dais

[5:45:24] during the school year,

[5:45:25] whatever process can allow that

[5:45:28] to be minimized would

[5:45:30] work for me personally.

[5:45:34] So then may I ask either

[5:45:36] Dr. King or Ms. Courtosian

[5:45:38] who is here with us, would it be possible

[5:45:42] to just move the application,

[5:45:46] the opening of the application

[5:45:48] and the selection to a little bit earlier

[5:45:53] so that in theory rather than seating

[5:45:55] the student board member

[5:45:58] at the first October meeting

[5:46:01] or would that be when we

[5:46:03] would be seating them right now

[5:46:04] in the existing model?

[5:46:05] So rather than seat them in

[5:46:07] the first October meeting,

[5:46:08] they would be seated in September

[5:46:11] within the first 30

[5:46:12] days of the school year

[5:46:13] or some earlier time,

[5:46:15] is that a possibility?

[5:46:17] I think one of the

[5:46:18] considerations would be

[5:46:20] if we do something, it would need to be

[5:46:25] receiving applications

[5:46:27] at the end of the year

[5:46:27] while they're doing finals,

[5:46:28] while they're doing all the

[5:46:30] end of the year activities

[5:46:32] because if we try to launch

[5:46:33] something over the summer,

[5:46:35] then the equity issue of

[5:46:37] do they get the information,

[5:46:39] are they even in town to fill it out,

[5:46:41] do they have access to fill it out?

[5:46:44] I would be concerned about launching it

[5:46:46] during that summer month.

[5:46:48] We have many of our

[5:46:49] students who go out of country,

[5:46:51] we have students who travel

[5:46:53] during that period of time.

[5:46:55] And that would be my

[5:46:56] concern even with a summer seating

[5:46:59] of a board member. It would need to be like

[5:47:00] seating it by June.

[5:47:02] Because the student may want to,

[5:47:05] but inevitably a family may

[5:47:07] make the executive decision

[5:47:09] to go off to a road

[5:47:13] trip to the Grand Canyon

[5:47:14] and then that becomes an

[5:47:16] issue, a student has been selected,

[5:47:18] but I'm done, I just

[5:47:19] wanted to know if it's possible.

[5:47:21] But I'm wondering if

[5:47:21] there's another way of

[5:47:26] maybe brainstorming how to have,

[5:47:28] maybe it's not the

[5:47:30] seated student board member

[5:47:32] during the summer,

[5:47:33] but there's another way

[5:47:34] to have voice during those open months,

[5:47:35] I'm wondering if there's a way to--

[5:47:37] Could the existing

[5:47:38] student board members stay

[5:47:40] into the summer if they so chose to?

[5:47:44] I think we need to look and see,

[5:47:45] and again that would

[5:47:46] depend on that student

[5:47:47] and if they're a senior,

[5:47:49] if they're even around for the summer.

[5:47:53] So as we're looking at

[5:47:54] this, and you have another,

[5:47:55] I would encourage us, at least for now,

[5:47:59] I really want to give

[5:48:01] this to our students

[5:48:02] to decide and to tell us,

[5:48:04] but I think that you

[5:48:05] make a really good point

[5:48:06] and I think that it's important that we,

[5:48:08] at least we brainstorm,

[5:48:12] but we brainstorm with them

[5:48:14] and allow them to say hey,

[5:48:15] this is what we're thinking

[5:48:16] and we would like this,

[5:48:17] and then how do you find

[5:48:18] a solution for that, what

[5:48:19] is it in your guys' world?

[5:48:22] And then I'll throw it over to you.

[5:48:25] So hypothetically, let's

[5:48:26] say that we move the timeline

[5:48:28] to a spring election and a

[5:48:31] student's willing to serve

[5:48:33] on our school board as

[5:48:35] a student board member

[5:48:37] throughout the summer.

[5:48:39] I think there's a two

[5:48:40] part to this, right?

[5:48:41] I think the other

[5:48:41] part is engaging the rest

[5:48:43] of the high school students, is that

[5:48:45] correct, Mr. C, right?

[5:48:46] And I like the idea

[5:48:50] of the civic engagement

[5:48:51] because I do think that maybe

[5:48:54] there are students out there

[5:48:55] that want to engage with the process of

[5:48:57] who's gonna be representing them,

[5:48:59] and I know we have

[5:48:59] SAC that does represent

[5:49:01] the schools that they are involved with,

[5:49:03] but perhaps there are other students

[5:49:06] that want to get

[5:49:07] involved or have thoughts

[5:49:09] around the discussions

[5:49:10] that we're talking about.

[5:49:12] But I mean, I think that's one way

[5:49:15] to really strengthen

[5:49:16] the democratic process

[5:49:17] of producing productive students

[5:49:20] and adults in the future who

[5:49:22] will be part of our community.

[5:49:25] And so I would like to

[5:49:29] hear more about what staff

[5:49:30] might think about, like how we could

[5:49:32] logistically organize

[5:49:35] or work with our SAC council as well

[5:49:37] on how do we continue

[5:49:39] to engage and make sure

[5:49:40] their voices are also represented

[5:49:42] in the selection of our

[5:49:43] student board representative,

[5:49:45] because I'm not sure if I'm

[5:49:47] hearing it's a small group.

[5:49:48] I don't know if that's

[5:49:50] how small this group is

[5:49:51] or if it's really

[5:49:51] representative of the entire school.

[5:49:53] I'm still learning about it.

[5:49:56] I'd like to learn more about

[5:49:57] what that process looks like

[5:49:58] from an equity standpoint.

[5:50:00] Yeah, we have 26 members for this year,

[5:50:06] so there's up to six students

[5:50:08] from every school represented.

[5:50:12] But like Daley High

[5:50:13] School and Verdigo Academy

[5:50:15] didn't have six students apply,

[5:50:18] so we have one member from Daley,

[5:50:20] one from Verdigo Academy.

[5:50:25] I think really putting this back,

[5:50:26] if these are like the

[5:50:28] request of the board to talk,

[5:50:29] how do we have it be a

[5:50:30] more democratic process

[5:50:32] or how do we have it

[5:50:34] cover the summer months,

[5:50:35] I think our SAC students are brilliant

[5:50:37] and have amazing

[5:50:39] ideas to brainstorm that.

[5:50:42] I know the discussion

[5:50:43] previously has come up

[5:50:45] about if it's an open election,

[5:50:48] the different sizes of our high schools

[5:50:51] would be a major concern or question

[5:50:56] that like for Santa Valley High School

[5:51:00] is our largest high school by enrollment.

[5:51:03] So does that mean that any candidate

[5:51:06] from Santa Valley High School would have

[5:51:09] an immediate advantage over a student

[5:51:14] from Daley High School, a

[5:51:15] student from Verdigo Academy,

[5:51:17] a student from Hoover even.

[5:51:19] So I know that that

[5:51:20] has come up as a question

[5:51:22] about a general election

[5:51:24] for the student board member,

[5:51:25] but I think engaging our

[5:51:28] students in this discussion,

[5:51:30] if those are the two

[5:51:30] points in particular,

[5:51:32] and see what they think moving forward,

[5:51:35] because they have been so

[5:51:37] great about being thoughtful

[5:51:40] and intentional about the questions

[5:51:43] that we've brought to them

[5:51:44] about student board members

[5:51:46] and their own SAC membership,

[5:51:50] I think the answers

[5:51:51] might lie with them actually.

[5:51:55] Well, and I wonder about

[5:51:56] the student voice panel

[5:51:57] and even bringing those questions out

[5:52:00] to the greater population of our students

[5:52:01] and having them kind of

[5:52:03] like even maybe being able

[5:52:04] to bring in a bigger weigh-in

[5:52:07] from our students in our community

[5:52:09] that we could then have those discussions

[5:52:11] with lots of different groups.

[5:52:12] And then Mr. Corian and then Mr. C.

[5:52:17] Thank you, Kat.

[5:52:18] And just looking back at this,

[5:52:20] there's several things I wanna,

[5:52:22] there's a couple of topics

[5:52:23] and concerns I have about this.

[5:52:24] I know I'm dating back to

[5:52:27] actually a long time ago

[5:52:28] before I was on the board,

[5:52:31] Christine and I, we moved here from

[5:52:32] Michigan and Connecticut,

[5:52:34] moved here in 1989.

[5:52:35] We chose this area

[5:52:36] because of Glendale Unified.

[5:52:38] We chose to buy a house here,

[5:52:40] and we invested our time

[5:52:42] here in this community.

[5:52:43] And part of the

[5:52:44] investment was because we believed

[5:52:45] in Glendale and Lockwood

[5:52:46] Center Schools that we,

[5:52:48] and actually I looked at my house

[5:52:49] and I have three bond

[5:52:50] measures I'm paying every year for

[5:52:52] that's on my house now,

[5:52:53] but we chose to live here.

[5:52:56] And I think that's

[5:52:56] important too, looking at this as,

[5:52:58] I know we, and I'm curious too on this,

[5:53:00] our proposal what's in here,

[5:53:02] is it stipulating here

[5:53:04] that you need to be a student

[5:53:05] that's not on permit or on,

[5:53:07] or a resident of Glendale Unified?

[5:53:08] Because I look at that here,

[5:53:10] students are taking these spots,

[5:53:12] and it's incumbent upon

[5:53:14] us because we want our kids

[5:53:16] and parents and students use this even

[5:53:17] for college

[5:53:18] applications when they apply it,

[5:53:20] it's a fact, because I've seen every

[5:53:21] student board member

[5:53:22] that's on the wall here has

[5:53:24] used it for college admittance

[5:53:25] and it's an investment that their parents

[5:53:27] and their family made to this community.

[5:53:29] I think it's also

[5:53:30] important as we look at,

[5:53:31] which I think this

[5:53:32] process that is proposed

[5:53:34] would politicize this so much,

[5:53:36] and would change things up

[5:53:38] because who would monitor it?

[5:53:40] We just recently went through election,

[5:53:41] there's a lot of questions on how the

[5:53:42] ballots are counted,

[5:53:43] how things are done,

[5:53:45] and what we had before,

[5:53:46] and I know Kelly, you were

[5:53:48] here with me at the time,

[5:53:48] and Kyle, you were here too at the time,

[5:53:50] ASBs were each school site ASB members,

[5:53:54] and the ASB advisor, part of

[5:53:56] the student advisory committee

[5:53:58] was ASB members, and they were

[5:53:59] elected at their school sites

[5:54:01] because they ran for those offices.

[5:54:03] Somehow, the student

[5:54:04] advisory committee changed

[5:54:05] the past three or four

[5:54:06] years that I was here.

[5:54:08] So we already had

[5:54:09] students that are engaged

[5:54:10] at their school

[5:54:10] sites, they ran for office

[5:54:12] in their local school,

[5:54:13] ran for class president,

[5:54:15] they were getting voted by their

[5:54:16] classmates on campus,

[5:54:18] and those students were the ones that

[5:54:20] eventually went to ASB

[5:54:21] and actually went to the

[5:54:23] student advisory council.

[5:54:24] Somehow, in the past few

[5:54:25] years since I haven't been here,

[5:54:26] it's changed now to a different system,

[5:54:29] which is kind of questions.

[5:54:32] I remember one time we

[5:54:32] had an issue with this,

[5:54:33] I remember Joy McCreary was on,

[5:54:35] and we questioned even term limits

[5:54:37] when they served two terms on

[5:54:39] the student advisory committee

[5:54:41] because kids try to apply for,

[5:54:42] students try to apply

[5:54:43] for this one beyond their,

[5:54:45] I would be at Travis DC

[5:54:46] and someone taking a place

[5:54:48] continuously from a

[5:54:49] kid that wants to apply,

[5:54:51] and I know so many parents

[5:54:52] have reached out to me too

[5:54:53] on this issue here

[5:54:54] that they want their kid

[5:54:55] to have a chance one time to be on here,

[5:54:58] and I said, I don't know,

[5:54:59] look at this policy now,

[5:55:01] and I'm saying, who's to say

[5:55:02] that if club doesn't sponsor

[5:55:04] or endorse a kid?

[5:55:05] This thing here opens up a lot of

[5:55:07] challenges politically,

[5:55:09] which I don't want,

[5:55:10] last thing we wanna do

[5:55:10] is politicize this position.

[5:55:12] This is basically on

[5:55:13] the will of the board

[5:55:14] to have a student board member seat here,

[5:55:16] and it's great to have the kids,

[5:55:18] students give their

[5:55:19] input on some of the issues.

[5:55:20] Obviously, it's a non-voting seat,

[5:55:22] but here are the issues and input on it.

[5:55:24] The last thing we wanna

[5:55:25] do is politicize this,

[5:55:26] and I think that would

[5:55:27] be a big mistake by us

[5:55:29] to politicize this seat, and two,

[5:55:31] with a cat, you talked about equity,

[5:55:34] or mentioned about

[5:55:35] equity with the schools

[5:55:35] and the size of schools

[5:55:37] mentioning, I agree with that.

[5:55:38] I mean, one thing we

[5:55:39] wanted, and I know one,

[5:55:41] I think, Phyllis, I think

[5:55:43] I'm correct if I'm right,

[5:55:44] we had a few years,

[5:55:45] we had a daily student

[5:55:47] as a student board

[5:55:48] member, and that was awesome,

[5:55:50] and I think it's awesome to have,

[5:55:52] and we used to have a rotation between,

[5:55:53] we wanted a rotation

[5:55:54] between the five high schools,

[5:55:55] try to have a rotation like that,

[5:55:57] but before, our policy used to be was,

[5:56:00] it was from ASB students that ran already

[5:56:03] for their school sites,

[5:56:04] so they're already engaged

[5:56:05] in student government

[5:56:06] and their school sites.

[5:56:08] This proposal, in my

[5:56:10] opinion, would politicize it,

[5:56:13] and it's almost impossible to track,

[5:56:15] I don't know how many

[5:56:16] thousands of high school students

[5:56:17] we have, if we add them all

[5:56:18] up, it's about 6,000, 7,000,

[5:56:21] so it's about the right, say,

[5:56:23] so I'm just giving a

[5:56:23] rough guess of what we have,

[5:56:25] and just to count

[5:56:26] those ballots and do that,

[5:56:27] you're just opening up

[5:56:28] a whole can of worms,

[5:56:29] and who's to say that

[5:56:30] one of the committees,

[5:56:31] or clubs from one particular high school,

[5:56:34] decides to sponsor or

[5:56:36] prep buttons for a kid,

[5:56:37] or do something, once you

[5:56:39] start getting involved that,

[5:56:40] you're getting a whole new can of worms

[5:56:42] that could make things difficult,

[5:56:43] or even an outside group says,

[5:56:46] they wanna endorse this student,

[5:56:47] who monitors the statements

[5:56:49] and the fundraising for these kids?

[5:56:51] This creates so many

[5:56:54] challenging questions for me,

[5:56:56] so I'm not comfortable

[5:56:57] with the change at this time,

[5:56:58] that's my personal opinion,

[5:57:00] but if there's anything we do add to it,

[5:57:02] I think it's incumbent on us,

[5:57:05] that I think there would

[5:57:06] be a priority for students

[5:57:07] that are residents and not on permit,

[5:57:10] and secondly, I think it's also,

[5:57:11] I think it'd be

[5:57:12] incumbent on us to have in terms,

[5:57:14] I mean, I think two terms is great,

[5:57:16] but serving more than two terms on

[5:57:18] something like this,

[5:57:19] taking a spot of another

[5:57:20] student to have this chance,

[5:57:22] I don't know, Leonard Kritoszentier,

[5:57:24] I mean, I know some kids

[5:57:25] haven't been able to make this,

[5:57:27] committee of students

[5:57:28] to be able to make it,

[5:57:29] I don't know if kids have

[5:57:31] applied two or three times

[5:57:32] that missed this opportunity,

[5:57:33] that didn't have that spot,

[5:57:35] I'm curious if there was one, you know,

[5:57:37] and I'm not talking about

[5:57:38] being a student board member,

[5:57:39] I'm talking about being on a

[5:57:40] student advisory committee,

[5:57:41] and having that opportunity,

[5:57:43] but my main thing, Ms. Cross,

[5:57:44] is not to politicize this,

[5:57:46] and two, that I'm used to the old way

[5:57:49] when it was ASB members

[5:57:50] who were already elected

[5:57:51] by their student body.

[5:57:57] That's what I'm talking about, I'm sorry.

[5:57:58] Thank you.

[5:57:59] Thank you, yeah, so just to

[5:58:01] address some of the points

[5:58:02] that have been brought up,

[5:58:02] so the point about one

[5:58:04] high school being a lot bigger

[5:58:08] than the others, which is

[5:58:09] why what is being proposed here

[5:58:10] would be based on majority, right?

[5:58:13] Because even though

[5:58:14] there's one high school

[5:58:14] that has a lot more

[5:58:15] students than the others,

[5:58:16] it doesn't have a, it by

[5:58:17] itself does not constitute

[5:58:19] the majority of high

[5:58:20] school students in the district,

[5:58:21] so I think that there is

[5:58:22] a protective layer there.

[5:58:24] It was also brought up about, you know,

[5:58:25] continue to get the input,

[5:58:27] and valuing the input of

[5:58:28] the student advisory council,

[5:58:30] and I agree that the student

[5:58:31] advisory council is made up,

[5:58:33] you know, over the years, we've seen,

[5:58:35] through the student

[5:58:35] voice panel and other events,

[5:58:38] that it is made up of

[5:58:39] some of our most amazing,

[5:58:42] and eloquent, and intelligent,

[5:58:45] and just wonderful students, right?

[5:58:48] But this is not a referendum on their

[5:58:50] decision-making process,

[5:58:51] or their prudence, right?

[5:58:53] This is about democracy, right?

[5:58:55] This is about taking the direction

[5:58:57] that allows the

[5:58:58] greatest number of people,

[5:58:59] greatest number of students,

[5:59:00] to have the greatest amount of impact,

[5:59:02] and so that's what it comes down to.

[5:59:04] So while it may be

[5:59:05] important to get their input,

[5:59:07] I think it is also

[5:59:08] important to just think about,

[5:59:09] you know, what we can do as a district

[5:59:13] to make this process more democratic.

[5:59:15] Mr. Corcoran brought up

[5:59:16] some very legitimate concerns

[5:59:18] regarding, you know, the politicization,

[5:59:22] and, you know, just

[5:59:23] the influence of voters.

[5:59:26] I would say that, you know,

[5:59:27] if we limit the decision-making

[5:59:31] of who becomes a student

[5:59:32] board member to 26 people,

[5:59:35] it would be a lot easier to

[5:59:37] influence that small group

[5:59:39] to influence 7,000

[5:59:41] students across the district.

[5:59:42] So I feel like, you know,

[5:59:44] whatever concerns we have

[5:59:46] about the, you know,

[5:59:48] about the election process

[5:59:51] would already be there

[5:59:52] in its current state.

[5:59:53] Now, the last thing I'll

[5:59:54] say regarding the timeline,

[5:59:55] and again, you know, for me,

[5:59:57] this should be a detail

[5:59:59] that staff will deal with,

[6:00:01] but just one suggestion

[6:00:02] that I see that can work

[6:00:02] is that you have the election, the

[6:00:04] application process,

[6:00:06] the campaigning process

[6:00:07] for a student board member

[6:00:08] to happen, you know, in April,

[6:00:10] so that there's time for

[6:00:12] the elected person to prepare

[6:00:13] and to take their seat in August.

[6:00:14] So I feel like that

[6:00:16] part is a minor detail

[6:00:17] that could be addressed by staff,

[6:00:19] but the most important thing,

[6:00:21] the most important reason

[6:00:22] why this is being brought up

[6:00:24] right now is to allow the

[6:00:26] process to be more democratic.

[6:00:28] Thank you.

[6:00:31] Oh, you have one more thing to say,

[6:00:33] and really we can decide on here

[6:00:35] whether we're gonna

[6:00:36] go down this path more

[6:00:37] if we're gonna leave it

[6:00:38] for staff to work with, Zach.

[6:00:42] Yeah, no, I definitely respect that.

[6:00:44] I just think, I just want

[6:00:45] a point of clarification

[6:00:46] because you said we

[6:00:47] used to have an election

[6:00:49] where the representative

[6:00:51] is seated to Zach, right,

[6:00:54] the Student Advisory Council.

[6:00:56] Is that not the process?

[6:00:57] Is it like application-based?

[6:00:59] Like how are students now seated

[6:01:01] into our Student Advisory Council?

[6:01:04] Is it they apply to be a representative

[6:01:06] or are students elected to be seated

[6:01:09] so that way they're represented?

[6:01:10] Dr. King or Ms. Kudrashian?

[6:01:14] It's open to all high school students

[6:01:15] to apply as Ms. Kudrashian comes up

[6:01:18] to please add to what I'm saying.

[6:01:20] So it's open to all of

[6:01:21] the high school students.

[6:01:22] They have to fill out an application,

[6:01:24] they have letter of recommendation,

[6:01:25] they have to have up their packet.

[6:01:28] So it's open to all.

[6:01:32] Depending on the number of applicants

[6:01:34] for a school, six are chosen.

[6:01:36] We're looking at making

[6:01:38] sure we have diversity across

[6:01:40] and that's the reason

[6:01:41] why it was increased

[6:01:42] to six members for each of the schools

[6:01:46] to really increase

[6:01:48] their diversity of voices

[6:01:50] on the Student Advisory.

[6:01:52] And then from the Student

[6:01:53] Advisory, from the 26 students,

[6:01:56] and it could be more but

[6:01:57] daily, as I mentioned, daily

[6:01:59] and Verdugo Academy only have one each,

[6:02:02] then those students are eligible

[6:02:04] to then run within SAC to

[6:02:06] be the student board member

[6:02:08] and they vote within the Student Advisory

[6:02:12] for the student board member.

[6:02:14] That's correct.

[6:02:19] I do, thank you.

[6:02:20] Good evening board members.

[6:02:22] That is correct the

[6:02:23] way Dr. King explained.

[6:02:26] That's the current 2023 and on.

[6:02:30] We changed the policy.

[6:02:31] Mr. Krikorian is correct as well.

[6:02:35] In the past, it was the ASB advisors

[6:02:39] who chose the students to be part of SAC.

[6:02:43] However, the voting

[6:02:45] process for student board member

[6:02:48] was not, for example,

[6:02:51] one school had four members

[6:02:53] that they can be voting members.

[6:02:55] One school had three

[6:02:57] members based on the enrollment

[6:03:01] of the schools.

[6:03:03] And we had so many

[6:03:05] complaints that we sat down

[6:03:08] and we put our heads together

[6:03:10] and that's why we revised the policy.

[6:03:13] The policy that we revised,

[6:03:15] it is exactly what Dr. King explained,

[6:03:19] that we open up the

[6:03:22] application process in August,

[6:03:25] one week prior, the start of the school.

[6:03:29] So everybody will be in town.

[6:03:31] So we will be, everybody

[6:03:34] will have an equal opportunity

[6:03:36] to apply if they're interested.

[6:03:39] Then we added one more layer.

[6:03:43] We do a parent night

[6:03:45] student information session

[6:03:48] to explain what SAC is,

[6:03:51] what are the responsibilities.

[6:03:53] And for the last four years

[6:03:56] that I've been the advisor,

[6:03:58] the SAC students take very seriously

[6:04:02] when they elect the

[6:04:04] student board members.

[6:04:06] And they, because the

[6:04:08] whole process itself,

[6:04:10] it's confidential.

[6:04:13] The students, what the way it is,

[6:04:16] is that during our first meeting,

[6:04:20] we go through the

[6:04:21] process and then the students

[6:04:26] will be student board members.

[6:04:28] They, we have a deadline,

[6:04:30] they need to let us know,

[6:04:34] they need to send us their resume

[6:04:36] and their letter of

[6:04:38] recommendation if they're interested.

[6:04:41] After that, the day that we're gonna be,

[6:04:46] the SAC students will be selecting

[6:04:48] the student board members.

[6:04:50] They have a maximum of

[6:04:52] five minutes to give a speech.

[6:04:55] And SAC students really listen carefully.

[6:04:59] They look for their leadership skills.

[6:05:01] They look their communication skills,

[6:05:05] their professionalism, the

[6:05:07] way they express themselves

[6:05:09] because it's the entire district

[6:05:11] that the student board member

[6:05:13] is gonna be representing for.

[6:05:15] And they, like I said,

[6:05:18] they take it very seriously.

[6:05:20] And then we will do a confidential ballot

[6:05:26] and then they,

[6:05:28] everybody vote, not everybody,

[6:05:30] three students from each high school

[6:05:33] will be the voting members and they vote.

[6:05:37] Last year, we added the runoff part

[6:05:43] of the voting as well.

[6:05:47] If the students were very close

[6:05:49] and did not have more

[6:05:50] than 50% of the votes,

[6:05:52] there was a runoff, what, second vote.

[6:05:55] So to ensure that

[6:05:57] whoever they're selecting

[6:05:59] or they're electing,

[6:06:00] it's the right person

[6:06:01] to be the student board member.

[6:06:07] Okay, perfect, thank you.

[6:06:08] Does anyone else have any

[6:06:09] more questions for right now?

[6:06:12] Then, Darren, am I

[6:06:15] correct in understanding

[6:06:16] that what I'm doing now is just taking

[6:06:19] a roll call of if people would like to,

[6:06:21] one, either bring these comments,

[6:06:24] like questions to the

[6:06:25] student advisory council

[6:06:26] or two, bring the board

[6:06:28] policy back to be altered

[6:06:30] or like adjusted by the board.

[6:06:32] And also, I have one more question.

[6:06:33] Staff needs board direction as to whether

[6:06:36] there's gonna be any change.

[6:06:38] And if so, whether or not

[6:06:42] it's to be initiated by staff

[6:06:45] based on the

[6:06:46] recommendation from the board member

[6:06:48] some other forms, which is going to SAC.

[6:06:53] Is it feasible for us

[6:06:54] to bring this question up

[6:06:56] for our student, like for

[6:07:00] the student board meeting,

[6:07:01] like when we're having that discussion,

[6:07:04] is it one of the

[6:07:04] questions that's in there?

[6:07:05] Is it, you know, I don't know if it's

[6:07:07] already been decided

[6:07:07] what all those questions are,

[6:07:09] if there's something we want a bigger

[6:07:10] reflection on or not.

[6:07:13] I would just like to propose that maybe

[6:07:15] since we already have,

[6:07:17] the student advisory council

[6:07:19] has been selected already, correct?

[6:07:20] Correct. Okay.

[6:07:21] So we have a student

[6:07:22] advisory council that's selected.

[6:07:24] Typically by way of

[6:07:26] either the student voice panel

[6:07:28] or other meetings that they have,

[6:07:31] we have opportunities to hear from them

[6:07:34] and see how they feel.

[6:07:36] Maybe this could be a

[6:07:37] conversation that they,

[6:07:39] a project that they work on to determine

[6:07:43] if this process in

[6:07:44] their view is equitable

[6:07:46] or if there are any

[6:07:47] recommendations they can make.

[6:07:48] And then that can be a set of questions

[6:07:51] at the student advisory

[6:07:52] panel somewhere in the year,

[6:07:53] one of the few student

[6:07:55] advisory panels that we have

[6:07:56] rather than us retrying events.

[6:08:00] The wheel, leave it to the people

[6:08:02] who are directly impacted just to hear

[6:08:06] if they felt their

[6:08:07] experience was a good one,

[6:08:08] if they felt that they

[6:08:09] had a fair shot at it.

[6:08:11] Well, why if they can't edit the policy,

[6:08:14] they can recommend to us ways

[6:08:15] in which maybe we could edit the policy.

[6:08:17] Right, so then-- And so it would be

[6:08:18] very collaborative. Yes.

[6:08:21] Look at us.

[6:08:23] Board President, if

[6:08:25] it's the will of the board,

[6:08:26] because this is not an action item,

[6:08:29] if it's the general

[6:08:31] direction from the board,

[6:08:33] staff can present

[6:08:35] this to SAC in the manner

[6:08:37] that you've just

[6:08:38] described and get their input.

[6:08:40] So I guess let's find the

[6:08:42] kind of the will of the board

[6:08:43] with that then.

[6:08:44] I know, I think that that

[6:08:45] would be more where I would lean

[6:08:46] because I really wanna

[6:08:48] embrace the student voice.

[6:08:50] And I would, if we change the policy,

[6:08:53] I wanna do it with them.

[6:08:55] So I think that

[6:08:56] that's where I would lean.

[6:08:58] Netta, would you like to

[6:08:58] say where you would lean?

[6:09:00] No, I mean, I

[6:09:00] absolutely think the whole point

[6:09:03] of whether it's seating

[6:09:04] a student board member

[6:09:05] or having a student advisory council

[6:09:08] is to hear from the students.

[6:09:10] And so what better project than have them

[6:09:12] work on their own processes,

[6:09:15] the way that would be

[6:09:17] similar to us doing our own policy.

[6:09:19] So I'm in support of

[6:09:20] having them work on it.

[6:09:25] Yeah, definitely I do want to engage

[6:09:27] our student advisory

[6:09:28] council in the process

[6:09:29] that is important for them to say

[6:09:33] how they wanna be

[6:09:34] represented and how the process is.

[6:09:36] But I do think there is still that gap

[6:09:37] with seating someone here that's not here

[6:09:41] while we're sitting on

[6:09:43] the dais in September.

[6:09:45] So I-- That should be

[6:09:46] one of the questions.

[6:09:46] Yeah, so that's, what do I need?

[6:09:51] (laughing)

[6:09:52] Do you want us to guide

[6:09:55] staff to change the policy

[6:09:57] or do you wanna have us guide staff

[6:09:59] to work with the

[6:10:00] students to change the policy

[6:10:01] and bring that change to us?

[6:10:02] The latter, let's do that.

[6:10:04] Okay, and then, I don't

[6:10:06] know why I turned off my mic,

[6:10:07] but going down to Mr. Connery.

[6:10:09] I don't know about

[6:10:10] students change policy,

[6:10:11] they give us input because we set policy.

[6:10:12] They would give us

[6:10:13] input. We would give us input.

[6:10:14] Yes, they could give us input on it.

[6:10:15] I firmly believe we talk about this.

[6:10:17] We started the

[6:10:18] performing arts magnet at Kepel.

[6:10:20] We actually set

[6:10:21] parameters too for parents

[6:10:23] that lived in the Kepel area

[6:10:25] that were in that

[6:10:25] within a one mile radius.

[6:10:29] Dr. King, right, we

[6:10:29] did, and that's a fact.

[6:10:31] So we create a magnet

[6:10:32] program for students

[6:10:33] who invested and families invested

[6:10:35] homes by the Kepel school had priority

[6:10:38] be on that Kepel campus and

[6:10:40] it's a point I'm leading to.

[6:10:41] I don't know who's on this committee.

[6:10:43] I don't know who the 26, whatever X

[6:10:45] amount of students are,

[6:10:46] but it's my purview

[6:10:47] that they're not on permit,

[6:10:49] they're a student that's a

[6:10:50] resident of this community.

[6:10:51] Also, I would also embark

[6:10:53] on the thing of term limits.

[6:10:54] I don't know how many

[6:10:55] terms these students have,

[6:10:56] I've been out for four

[6:10:57] years, I haven't seen it.

[6:10:58] I know the past has

[6:10:59] been pretty strict before,

[6:11:00] only once or twice I saw a

[6:11:02] student twice due two years.

[6:11:05] So I'm curious if we're

[6:11:05] gonna be doing these things.

[6:11:06] It has to be fair and equitable.

[6:11:08] Those are two concrete things I would,

[6:11:10] as our voters in this community,

[6:11:12] and homeowners in

[6:11:14] Glendale and Lockrissett

[6:11:15] own homes here and

[6:11:16] actually have the right,

[6:11:17] those students, I wouldn't want a student

[6:11:19] that taking a spot of another child

[6:11:22] that actually the parents are here.

[6:11:23] So it's balancing it,

[6:11:25] but there's so many

[6:11:26] things here politically.

[6:11:27] There's too many red flags for me

[6:11:29] of opening up and having it voted

[6:11:33] whole student wide.

[6:11:35] Who's gonna manage it?

[6:11:36] Who's gonna market all those?

[6:11:37] You're talking 7,000 ballots possibly,

[6:11:41] and who's gonna, it's too

[6:11:43] much of a difficult process,

[6:11:45] I think, at this point.

[6:11:47] So I have very mixed emotions about it.

[6:11:50] I do love the fact of

[6:11:51] having a student board member

[6:11:53] and a student council,

[6:11:54] I think that's awesome,

[6:11:55] getting student input from our students.

[6:11:57] And missing a month or

[6:11:59] two is not a big deal

[6:12:00] for them not being here to die.

[6:12:02] I think them losing

[6:12:04] family time during the summer

[6:12:05] is more detrimental

[6:12:06] than having them here.

[6:12:08] I mean, our kids grow up so fast,

[6:12:11] and now we want them here earlier.

[6:12:13] That's not what I would wish.

[6:12:15] I mean, the month or

[6:12:16] two without them here,

[6:12:18] I don't see that as a negative.

[6:12:21] Them starting when they

[6:12:22] traditionally started,

[6:12:23] they've always started in October.

[6:12:24] It's been like that for, I

[6:12:25] don't know how many years now.

[6:12:26] I think Armand Pinocchio was

[6:12:28] our very first student board

[6:12:29] member followed by John Nahas.

[6:12:31] I remember every kid

[6:12:32] that I had that was with us.

[6:12:34] And each one has really

[6:12:35] embodied that position

[6:12:37] and I'm proud of all of them.

[6:12:39] And I'm proud of all

[6:12:39] the students that came

[6:12:40] and applied to be on

[6:12:42] student advisory committee.

[6:12:44] But I think

[6:12:44] politicizing it and turning it

[6:12:46] into something like

[6:12:47] this and not having things

[6:12:49] is, I'm not really crazy about it.

[6:12:52] I'm curious about getting input,

[6:12:54] but not the student setting policy.

[6:12:57] That helps, Kat.

[6:13:00] That was a lot, I don't know if that,

[6:13:02] I don't know what you really said,

[6:13:03] but we'll keep going.

[6:13:05] Telly.

[6:13:09] Thank you.

[6:13:13] I'm in support of getting feedback

[6:13:16] from our student advisory council,

[6:13:19] but I will just emphasize again, I mean,

[6:13:21] this is in part, not because it's meant

[6:13:24] to reflect negatively

[6:13:26] on anything they've done in the past.

[6:13:27] I mean, this is theoretically asking them

[6:13:30] to give up a little bit of their

[6:13:32] decision-making process.

[6:13:34] And so when that happens,

[6:13:36] whatever feedback they give,

[6:13:38] that's something we have to keep in mind.

[6:13:39] Obviously, we believe

[6:13:41] and we hope that they will

[6:13:42] give feedback that is

[6:13:45] objective and makes sense to them,

[6:13:47] but that's just something

[6:13:48] we have to keep in mind.

[6:13:49] So ultimately, the

[6:13:51] motivation behind all this

[6:13:52] is what makes this the

[6:13:54] most democratic process

[6:13:55] for the majority of our students.

[6:13:57] And hopefully, as a board, that's

[6:13:59] something we keep in mind

[6:14:00] when we revisit this as a

[6:14:03] national item in the future.

[6:14:05] And then the second part

[6:14:06] of it, again, the timeline.

[6:14:08] Summer months, I think we've

[6:14:10] talked about this as a board.

[6:14:11] I think we're good with

[6:14:13] them not being in the summer,

[6:14:15] but I think looking at

[6:14:17] ways in which we can minimize

[6:14:19] the times in which

[6:14:22] there's a vacancy here,

[6:14:23] including this meeting

[6:14:24] in which we're talking

[6:14:25] about the position,

[6:14:26] anything we can do to minimize,

[6:14:27] we should try to do as well.

[6:14:28] Thank you.

[6:14:31] Okay, does staff feel like

[6:14:32] you have kind of the guideline

[6:14:34] and, because I could use more words

[6:14:37] and not understand myself either.

[6:14:38] Yeah, so let me just make

[6:14:39] sure we're really clear.

[6:14:41] Staff is gonna work with

[6:14:43] SAC to see if the policy

[6:14:46] should change based on the

[6:14:47] criteria that were described

[6:14:49] by board members tonight,

[6:14:51] any one of them or all of them,

[6:14:53] and then if so, how

[6:14:55] they would recommend it

[6:14:56] to bring that back to the board.

[6:14:58] Yeah, and I think that

[6:14:59] we can discuss with staff

[6:15:00] on whether or not we

[6:15:01] wanna do this as a part

[6:15:02] of the student voice panel

[6:15:03] about having that be questions

[6:15:05] and having to be something

[6:15:05] where they look at our policy

[6:15:07] and they look at what this all is

[6:15:09] and how they might wanna change it.

[6:15:11] We did something earlier

[6:15:12] with a group called YPlans

[6:15:14] and they have this

[6:15:15] really specific structure

[6:15:17] on how they helped

[6:15:17] students kind of take a policy,

[6:15:20] pick it apart, see what was

[6:15:21] working, what wasn't working,

[6:15:22] find the solution and then present it.

[6:15:25] And so something along

[6:15:26] those lines could work.

[6:15:28] I don't think that we need

[6:15:28] to micromanage the decision

[6:15:29] on that part if you

[6:15:30] don't, it's more just like,

[6:15:31] let's let them come to us with kind of,

[6:15:35] let's bring them these questions

[6:15:37] and then offer even some

[6:15:39] solutions or some ideas

[6:15:40] and then they can bring it back.

[6:15:42] That's understood and we'll work to see

[6:15:45] if that can be part of

[6:15:46] the student voice panel.

[6:15:47] I wanna make sure that it's--

[6:15:49] And it might not be able to be,

[6:15:51] I get like it could be too soon.

[6:15:52] Sure, I wanna make sure that it,

[6:15:56] sort of along the lines

[6:15:57] of what Mr. C was saying,

[6:15:59] the board's policy is a

[6:16:01] policy that through the board's

[6:16:03] actions and discretion allows

[6:16:05] for certain things to happen,

[6:16:08] serving the interests of

[6:16:08] the board and the student.

[6:16:11] I don't know if SAC will be looking at it

[6:16:13] from the board's perspective

[6:16:15] and so it's important to make sure that--

[6:16:16] No, I totally agree.

[6:16:17] This wouldn't be something that in which,

[6:16:19] at least I hope I was clear in the like,

[6:16:20] this wouldn't be something that they

[6:16:21] would be rewriting it

[6:16:22] as much as they can give us

[6:16:23] input from their perspective.

[6:16:25] But on the issues that we've described

[6:16:27] versus a blue sky approach to just--

[6:16:29] Oh, to all of it?

[6:16:30] Yeah.

[6:16:30] I mean, maybe they have one,

[6:16:32] something that I don't even know

[6:16:33] that could be really interesting

[6:16:34] and I don't wanna limit their creativity

[6:16:37] as much as like they have

[6:16:39] staff, they have guidance,

[6:16:40] this is, it's something

[6:16:41] but it's not necessarily

[6:16:43] about rewriting our

[6:16:43] policy as much as it is,

[6:16:45] making sure that they

[6:16:45] feel supported in it.

[6:16:47] No, I think, I mean, I think

[6:16:48] we can ask guiding questions

[6:16:49] or ask those questions

[6:16:52] to SAC for their input

[6:16:54] but just as they're not

[6:16:56] a decision-making body,

[6:16:59] you are, regardless

[6:17:01] of what their input is,

[6:17:02] we can bring that

[6:17:03] information for your consideration

[6:17:06] and then at that

[6:17:07] point, you can say either

[6:17:08] we're gonna take this information,

[6:17:10] this input to modify the policy

[6:17:14] or not modify the policy

[6:17:17] or thank you for your input

[6:17:19] but we are gonna go a completely

[6:17:21] different direction.

[6:17:22] I mean, I think it's important to hear

[6:17:24] from the stakeholder,

[6:17:25] from the student

[6:17:25] themselves but ultimately,

[6:17:28] what you do with that

[6:17:29] or don't do with that

[6:17:31] is your decision is the five.

[6:17:38] Oh, absolutely, please.

[6:17:40] So I just wanna ask, would

[6:17:44] it be possible to perhaps,

[6:17:46] again, there are

[6:17:47] themed student voice panels,

[6:17:50] would it be possible

[6:17:51] to just have some type

[6:17:52] of engagement panel where

[6:17:54] one of those three modules

[6:17:56] or the way you divide it

[6:17:57] up could be, for example,

[6:18:01] the process of us

[6:18:04] becoming a student board member

[6:18:05] so that it's very clear

[6:18:07] that, A, the board could listen,

[6:18:09] the board could ask questions

[6:18:10] but that it is an advisory role

[6:18:13] rather than turning it into a mandate

[6:18:19] to come up with a change in policy

[6:18:21] but more so so that we

[6:18:22] as a board could listen

[6:18:24] and see what it is that

[6:18:27] they may feel needs tweaking

[6:18:29] that would allow them

[6:18:30] to feel better heard

[6:18:31] and better represented.

[6:18:33] I mean, it could even be as simple as,

[6:18:35] do people like summer

[6:18:36] involvement, do they not?

[6:18:38] We can wish for someone at the dais

[6:18:40] but if the will is to have a summer off

[6:18:43] or to do something else, then

[6:18:45] that also should be respected

[6:18:46] and so I would like

[6:18:48] to hear from students.

[6:18:50] The good news is that on September 29th,

[6:18:53] you're gonna have a student board member

[6:18:55] sitting at the dais.

[6:18:57] Can I say a quick,

[6:18:59] Ellie, do we still have ASBs

[6:19:01] at each school site?

[6:19:02] Yes. Are they still existing?

[6:19:03] Yes. So we're still an ASB

[6:19:04] advisor at each school, right?

[6:19:06] Each of those students run for off

[6:19:08] or get involved in their

[6:19:09] government at the school site

[6:19:11] from an ASB still. Yes, I mean,

[6:19:13] they all have active ASBHS. Active, okay.

[6:19:15] So I mean, that's insight already.

[6:19:18] You have students already

[6:19:19] engaged in their school sites

[6:19:20] who are involved in the

[6:19:22] structure of the schools

[6:19:23] they actually care, it's not

[6:19:24] just going involved in that

[6:19:25] and that's a big resource there.

[6:19:27] I don't know if we're using them

[6:19:28] or communicating with them

[6:19:30] or hopefully that's the

[6:19:31] standpoint, I appreciate that.

[6:19:32] And many of our student advisory members

[6:19:36] are in ASB, but some are not

[6:19:39] and some really great students

[6:19:41] because of their limited electives

[6:19:43] and everything else have

[6:19:45] chosen a different path

[6:19:46] but are still very

[6:19:47] interested in being involved.

[6:19:48] It's the same ASB advisors basically,

[6:19:50] like Mr. Stepany and I

[6:19:51] remember from Hoover.

[6:19:52] No, there's some

[6:19:52] changes. New chain, new people.

[6:19:54] There's some new advisors.

[6:19:55] At each of the schools, okay, great.

[6:19:56] So in order for this high school,

[6:20:00] former high school

[6:20:01] principal, they go through the ASB,

[6:20:03] you know, elections already.

[6:20:07] So if we're gonna take this to the sites,

[6:20:10] again, it will be similar

[6:20:12] as like a duplicate of ASB,

[6:20:18] you know, students

[6:20:19] that they get elected to.

[6:20:23] Oh my gosh, we're

[6:20:24] gonna keep going right now?

[6:20:25] Okay girl.

[6:20:26] So it's related but I don't think it's,

[6:20:29] we didn't bring it up

[6:20:30] but my understanding

[6:20:31] for our student board members

[6:20:33] is also that they stayed the entire,

[6:20:34] or at least try to stay as

[6:20:35] long as our meetings, right?

[6:20:38] Because, right, or do

[6:20:39] they leave right after?

[6:20:42] No, it's usually they would leave after,

[6:20:44] they could leave during

[6:20:45] like a closed session.

[6:20:46] They could leave at closed session.

[6:20:47] They can. But they can stay.

[6:20:48] Some that stayed.

[6:20:49] Yeah, so they're

[6:20:50] wanting to make sure, yeah.

[6:20:52] (mumbles)

[6:20:53] (laughs)

[6:20:55] They leave by curfew, okay.

[6:20:56] Well, we don't have to

[6:20:57] stay this late, you guys.

[6:21:00] All right, so for right now,

[6:21:01] I think staff has some direction

[6:21:02] and I appreciate the lively conversation

[6:21:05] because I think it's really important.

[6:21:08] And yeah, I'm gonna

[6:21:13] throw it back to Dr. Watson.

[6:21:16] In the next item,

[6:21:18] talking about proposed

[6:21:19] revisions to board bylaw 9220,

[6:21:22] this is the bylaw that's being updated

[6:21:24] by California School Board Association

[6:21:26] to include that a person duly

[6:21:28] elected to the governing board

[6:21:30] who holds an incompatible office

[6:21:31] at the time of the board,

[6:21:33] at the time the board member is sworn in,

[6:21:35] may not continue in

[6:21:36] the incompatible office

[6:21:38] and to reference the new

[6:21:39] attorney general opinion.

[6:21:40] So we have previously

[6:21:42] shared this with you.

[6:21:43] If you have seen the changes already

[6:21:46] and agree with the changes,

[6:21:48] we could bring this back to

[6:21:49] consent at the next meeting.

[6:21:52] So please advise.

[6:21:56] All right, does anyone

[6:21:57] have any comments on that?

[6:21:59] Nope, all right.

[6:22:00] We can bring it back to the

[6:22:01] next board meeting and next.

[6:22:04] Thank you, the last proposed revisions

[6:22:06] are to bylaw 9240 and this

[6:22:08] is regarding board training,

[6:22:10] again, by California

[6:22:11] School Board Association's

[6:22:13] recommendation to bring it up to date

[6:22:15] to comply with Ed code

[6:22:17] and federal state laws.

[6:22:18] So this one is requiring

[6:22:20] a governing board member

[6:22:21] to recite, to participate in training

[6:22:24] on school district finance.

[6:22:26] So it requires the

[6:22:28] district to maintain records

[6:22:30] and trainings as well

[6:22:30] and authorize board members

[6:22:32] to satisfy training through the masters

[6:22:34] and governance programs.

[6:22:35] So if this is to your agreement,

[6:22:38] we could make the changes

[6:22:39] and bring this back to consent as well.

[6:22:43] All right, anyone have

[6:22:44] any long conversations

[6:22:46] they want to have on the

[6:22:47] dais right now about that?

[6:22:48] No, okay, good, awesome.

[6:22:50] All right, and then that leads us to,

[6:22:53] Dorica, do you wanna wrap

[6:22:54] that part up, the next one?

[6:22:55] Yes, thank you.

[6:22:57] At this time, we'll have

[6:22:58] acknowledgement of service

[6:23:00] by Dr. Bruick, thank you.

[6:23:03] Thank you, thank you so much, Dr. Watson.

[6:23:05] Tonight we get the

[6:23:06] opportunity to acknowledge

[6:23:07] four long time employees

[6:23:09] who are ending their career

[6:23:10] in retirement.

[6:23:11] We have Yolanda Krivsky,

[6:23:14] Education Assistant to Horace

[6:23:16] Mann Elementary

[6:23:17] School, 38 years of service.

[6:23:19] We have Michael Peter

[6:23:21] Pankowski, a regular teacher

[6:23:24] at Toll Middle

[6:23:24] School, 41 years of service.

[6:23:27] We have Peter Santos,

[6:23:28] Nutrition Services Driver,

[6:23:30] Nutrition Services Department,

[6:23:32] 20 years, 10 months of service.

[6:23:34] We have Phil Torres,

[6:23:36] Physical Education Teacher,

[6:23:37] Crescent Valley High,

[6:23:38] 30 years of service.

[6:23:40] Together, these employees have

[6:23:41] contributed 129 years to GUSD

[6:23:44] and we wish them well in their

[6:23:45] retirement, thank you.

[6:23:49] Thank you.

[6:23:53] So we will now move on to action items.

[6:23:56] And we're just getting a

[6:23:58] little sleepy here, y'all.

[6:24:00] All right, so action items under

[6:24:02] educational services.

[6:24:03] Approval of adoption of cycles

[6:24:05] for elementary school curriculum.

[6:24:06] Move approval.

[6:24:10] Second.

[6:24:10] Roll call.

[6:24:13] Mr. C.

[6:24:14] Yes.

[6:24:14] Ms. Parid.

[6:24:15] Yes.

[6:24:15] Mr. Cacorian.

[6:24:16] Yes.

[6:24:17] Dr. Dintian.

[6:24:18] Yes.

[6:24:19] And Ms. Cross.

[6:24:20] Yes, make sure you turn your mics off

[6:24:22] so that we don't glare,

[6:24:23] I'll be doing the same thing.

[6:24:25] Approval of agreement

[6:24:27] with Cal State University

[6:24:29] Chancellor's Office for Data Sharing

[6:24:31] and Direct Admission Partnership

[6:24:32] beginning in the 2026-2027 school year.

[6:24:35] Move approval.

[6:24:37] Second.

[6:24:39] Roll call.

[6:24:40] Mr. C.

[6:24:42] Yes.

[6:24:42] Ms. Parid.

[6:24:43] Yes.

[6:24:44] Mr. Cacorian.

[6:24:45] Yes.

[6:24:45] Dr. Dintian.

[6:24:46] Yes.

[6:24:47] Ms. Cross.

[6:24:48] Yes, and I have to sneeze.

[6:24:50] Approval of agreement

[6:24:51] with Rio Hondo College

[6:24:52] for college and career access pathways.

[6:24:57] A dual enrollment partnership beginning

[6:24:58] in the 2026-2027 school year.

[6:25:03] Can I get a move for approval?

[6:25:05] Move, second.

[6:25:07] Roll call, please.

[6:25:10] Mr. C.

[6:25:11] Yes.

[6:25:11] Ms. Parid.

[6:25:12] Yes.

[6:25:13] Mr. Cacorian.

[6:25:14] Yes.

[6:25:14] Dr. Dintian.

[6:25:15] Yes.

[6:25:16] Ms. Cross.

[6:25:17] Yes.

[6:25:19] Approval of service

[6:25:20] agreement between Glendale Unified

[6:25:21] School District and

[6:25:22] Glendale Youth Alliance.

[6:25:24] I'll move.

[6:25:26] Second.

[6:25:28] Roll call.

[6:25:30] Mr. C.

[6:25:31] Yes.

[6:25:31] Ms. Parid.

[6:25:32] Yes.

[6:25:33] Mr. Cacorian.

[6:25:33] Yes.

[6:25:34] Dr. Dintian.

[6:25:35] Yes.

[6:25:35] Ms. Cross.

[6:25:37] Yes.

[6:25:39] Approval of service agreement

[6:25:40] with Parker Anderson Enrichment

[6:25:42] for child development and childcare

[6:25:43] after school services

[6:25:45] programs for 26-27 school year.

[6:25:47] I'll move.

[6:25:48] Second.

[6:25:50] Roll call.

[6:25:52] Mr. C.

[6:25:53] Yes.

[6:25:54] Ms. Parid.

[6:25:54] Yes.

[6:25:55] Mr. Cacorian.

[6:25:56] I owe.

[6:25:57] Dr. Dintian.

[6:25:58] Yes.

[6:25:59] Ms. Cross.

[6:26:00] Yes, and I appreciate throwing some

[6:26:02] difference in there.

[6:26:03] We're doing it.

[6:26:04] I throw it all, yes, and I believe that it's just--

[6:26:04] Keeping us all on our toes.

[6:26:05] Approval of service

[6:26:06] agreement with, is it Row Health?

[6:26:11] Row Health?

[6:26:12] Okay.

[6:26:13] LLC for nursing services.

[6:26:14] Thank you for your support there.

[6:26:16] Move.

[6:26:18] I'll move.

[6:26:19] Second.

[6:26:20] All right, roll call, please.

[6:26:22] Mr. C.

[6:26:22] Yes.

[6:26:23] Ms. Parid.

[6:26:23] Yes.

[6:26:24] Mr. Cacorian.

[6:26:25] Ballet.

[6:26:26] Dr. Dintian.

[6:26:28] Yes.

[6:26:28] Ms. Cross.

[6:26:29] Yes.

[6:26:31] All right, approval of

[6:26:32] memorandum of understanding

[6:26:33] between Glendale Unified School District

[6:26:35] and YMCA for College View School.

[6:26:37] I'll move.

[6:26:38] Second.

[6:26:41] Mr. C.

[6:26:42] Yes.

[6:26:43] Ms. Parid.

[6:26:44] Yes.

[6:26:44] Mr. Cacorian.

[6:26:45] Yes.

[6:26:46] Dr. Dintian.

[6:26:47] I owe.

[6:26:48] I owe.

[6:26:49] Ms. Cross.

[6:26:50] Yes.

[6:26:51] Love it.

[6:26:52] All right, approval of

[6:26:54] memorandum of understanding

[6:26:55] between Glendale Unified

[6:26:56] School District and Hill Sides.

[6:26:59] Move.

[6:27:00] Move approval.

[6:27:01] Second.

[6:27:03] All right, roll call.

[6:27:04] Mr. C.

[6:27:05] Yes.

[6:27:06] Ms. Parid.

[6:27:07] Yes.

[6:27:08] Mr. Cacorian.

[6:27:08] Yes.

[6:27:09] Dr. Dintian.

[6:27:10] Yes.

[6:27:11] Ms. Cross.

[6:27:12] Yes.

[6:27:13] Approval of memorandum of understanding

[6:27:15] between Glendale Unified

[6:27:16] School District and Sycamores.

[6:27:19] I'll move.

[6:27:20] Second.

[6:27:22] Roll call.

[6:27:23] Mr. C.

[6:27:24] Yes.

[6:27:25] Ms. Parid.

[6:27:26] Yes.

[6:27:27] Mr. Cacorian.

[6:27:28] Yes.

[6:27:29] Dr. Dintian.

[6:27:30] Yes.

[6:27:30] Ms. Cross.

[6:27:31] Yes.

[6:27:33] Approval of adoption of elementary

[6:27:35] performing arts curriculum.

[6:27:36] I'll move.

[6:27:39] Second.

[6:27:42] Roll call, please.

[6:27:43] Mr. C.

[6:27:44] Yes.

[6:27:44] Ms. Parid.

[6:27:45] Yes.

[6:27:46] Mr. Cacorian.

[6:27:46] Yes.

[6:27:47] Dr. Dintian.

[6:27:48] Yes.

[6:27:49] Ms. Cross.

[6:27:50] Yes.

[6:27:52] And special education

[6:27:53] settlement agreement.

[6:27:57] I'll move.

[6:27:58] Second.

[6:28:00] Roll call.

[6:28:01] Mr. C.

[6:28:02] Yes.

[6:28:03] Ms. Parid.

[6:28:04] Yes.

[6:28:05] Mr. Cacorian.

[6:28:06] Yes.

[6:28:06] Dr. Dintian.

[6:28:07] Yes.

[6:28:08] Ms. Cross.

[6:28:10] Yes.

[6:28:11] Business services,

[6:28:13] emergency resolution number 14,

[6:28:14] authorized in HVAC work

[6:28:16] at multiple school sites.

[6:28:17] Move approval.

[6:28:18] Second.

[6:28:20] That I wanted to do.

[6:28:21] Second.

[6:28:21] All right, let's do a roll call.

[6:28:23] Mr. C.

[6:28:24] Yes.

[6:28:25] Ms. Parid.

[6:28:26] Yes.

[6:28:26] Mr. Cacorian.

[6:28:27] Yes, get the air condition going.

[6:28:29] Dr. Dintian.

[6:28:30] Yes.

[6:28:30] Ms. Cross.

[6:28:32] Absolutely.

[6:28:33] And then business

[6:28:36] services resolution number 15,

[6:28:37] in support of proposition number three.

[6:28:39] We heard about this earlier today.

[6:28:40] I'll move.

[6:28:41] Move.

[6:28:43] I'll second.

[6:28:44] And does anyone wanna

[6:28:45] say a short little bit

[6:28:47] about our support of this as we are,

[6:28:50] understandably, it's running very late.

[6:28:52] So if we don't need to,

[6:28:53] but I want everyone to

[6:28:55] know that we are in support.

[6:28:57] All right, roll call.

[6:29:00] Mr. C.

[6:29:01] Yes.

[6:29:01] Ms. Parid.

[6:29:02] Yes.

[6:29:03] Mr. Cacorian.

[6:29:04] Yes.

[6:29:05] Dr. Dintian.

[6:29:06] Yes.

[6:29:07] Ms. Cross.

[6:29:08] Yes.

[6:29:10] Next is resolution number 16,

[6:29:11] gone or GAN

[6:29:13] appropriations limit for 2526 and 2627.

[6:29:17] I'll move.

[6:29:19] Second.

[6:29:21] Roll call.

[6:29:22] Mr. C.

[6:29:23] Yes.

[6:29:23] Ms. Parid.

[6:29:24] Yes.

[6:29:25] Mr. Cacorian.

[6:29:25] Yes.

[6:29:26] Dr. Dintian.

[6:29:27] Yes.

[6:29:28] Ms. Cross.

[6:29:29] Yes.

[6:29:31] Next is approval of the 2526,

[6:29:33] unaudited actuals and

[6:29:35] technical corrections

[6:29:36] to the 2627 adopted budget.

[6:29:38] I'll move.

[6:29:39] Second.

[6:29:41] Roll call.

[6:29:42] Mr. C.

[6:29:43] Yes.

[6:29:44] Ms. Parid.

[6:29:45] Yes.

[6:29:46] Mr. Cacorian.

[6:29:46] Yes.

[6:29:47] Dr. Dintian.

[6:29:48] Yes.

[6:29:49] Ms. Cross.

[6:29:49] Yes.

[6:29:51] Next is approval to

[6:29:52] renew RFP number 006-24-25

[6:29:56] with West Coast Arboress Inc.

[6:29:59] for tree services district wide.

[6:30:01] I'll move.

[6:30:02] Second.

[6:30:05] Roll call please.

[6:30:06] Mr. C.

[6:30:07] Yes.

[6:30:08] Ms. Parid.

[6:30:08] Yes.

[6:30:09] Mr. Cacorian.

[6:30:09] Yes.

[6:30:10] Dr. Dintian.

[6:30:11] Yes.

[6:30:11] Ms. Cross.

[6:30:12] Yes.

[6:30:15] Next is the approval of

[6:30:16] credit change order number one

[6:30:18] with MCOR services for

[6:30:19] Cal-shape HVAC assessment services

[6:30:22] and notice of completion.

[6:30:23] So moved.

[6:30:25] Second.

[6:30:27] Roll call please.

[6:30:28] Mr. C.

[6:30:29] Yes.

[6:30:30] Ms. Parid.

[6:30:30] Yes.

[6:30:31] Mr. Cacorian.

[6:30:31] Yes.

[6:30:32] Dr. Dintian.

[6:30:33] Yes.

[6:30:34] Ms. Cross.

[6:30:35] Yes.

[6:30:38] Approval of independent consultant

[6:30:39] agreement number L008

[6:30:41] with PBK Architects Inc.

[6:30:43] for architectural and

[6:30:44] engineering services

[6:30:45] at Hoover High School.

[6:30:47] I'll move.

[6:30:49] Second.

[6:30:51] Roll call please.

[6:30:52] Mr. C.

[6:30:53] Yes.

[6:30:53] Ms. Parid.

[6:30:54] Yes.

[6:30:54] Mr. Cacorian.

[6:30:55] Yes.

[6:30:56] Dr. Dintian.

[6:30:57] Yes.

[6:30:57] Ms. Cross.

[6:30:59] Yes.

[6:31:01] Next is the approval

[6:31:01] to use CMASS contract

[6:31:04] for the first DBA AFE sports

[6:31:07] for track resurfacing

[6:31:08] at Hoover High School

[6:31:09] not to be confused with

[6:31:11] an AstroTurf replacement.

[6:31:13] It's just the name of the company.

[6:31:15] I'll move.

[6:31:18] I'll second.

[6:31:20] Roll call please.

[6:31:20] I just have a question.

[6:31:22] Question of information regarding this.

[6:31:25] I know we initially

[6:31:26] signed the contract before

[6:31:27] for the track in the

[6:31:28] field itself years ago.

[6:31:30] Part of the contract was

[6:31:32] the money that we agreed to

[6:31:33] was that part of the

[6:31:34] resurfacing and doing this?

[6:31:35] Was this above and beyond, do we know?

[6:31:38] What's in there?

[6:31:40] Of the old contract?

[6:31:41] Yeah.

[6:31:42] We've done a few times.

[6:31:44] This is above and beyond.

[6:31:45] The track has suffered

[6:31:46] some damage from usage.

[6:31:50] And so it is time to

[6:31:51] repair before there are any

[6:31:53] safety concerns with students.

[6:31:55] And is there a warranty on there?

[6:31:57] They have a guaranteed of the repairs?

[6:32:00] The warranty has passed.

[6:32:01] The repairs are

[6:32:02] associated with chairs being placed

[6:32:05] on the track and other

[6:32:07] items being placed on the track

[6:32:08] that should not be placed on the track.

[6:32:10] Thank you.

[6:32:11] Yes.

[6:32:13] Okay, we can go ahead

[6:32:13] with roll call now please.

[6:32:15] Mr. C?

[6:32:15] Yes.

[6:32:16] Ms. Farid?

[6:32:17] Yes.

[6:32:17] Mr. Kukorian?

[6:32:18] Yes.

[6:32:18] Dr. Dan Tien?

[6:32:20] Yes.

[6:32:20] Ms. Gross?

[6:32:21] Yes.

[6:32:23] Approval of Independent Consultant

[6:32:24] Agreement number L007

[6:32:27] with TBP Architects for Architectural

[6:32:31] Engineering Services

[6:32:31] at Hoover High School.

[6:32:33] I'll move.

[6:32:34] Second.

[6:32:37] Roll call.

[6:32:38] Mr. C?

[6:32:39] Yes.

[6:32:39] Ms. Farid?

[6:32:40] Yes.

[6:32:41] Mr. Kukorian?

[6:32:41] Yes.

[6:32:42] Dr. Dan Tien?

[6:32:43] Yes.

[6:32:43] Ms. Gross?

[6:32:45] Yes.

[6:32:47] And next we have

[6:32:47] ratification of change order number two

[6:32:50] with Adco Rufine at

[6:32:52] Glen Oaks Elementary School

[6:32:53] and approval of notice of completion.

[6:32:55] I'll move.

[6:32:55] Second.

[6:32:56] Roll call.

[6:32:59] Mr. C?

[6:32:59] Yes.

[6:33:00] Ms. Farid?

[6:33:01] Yes.

[6:33:02] Mr. Kukorian?

[6:33:03] Yes.

[6:33:03] Dr. Dan Tien?

[6:33:04] Yes.

[6:33:04] Ms. Gross?

[6:33:06] Yes.

[6:33:06] And then ratification of

[6:33:08] change order number one

[6:33:08] with T3 Contractors, Inc.

[6:33:10] for Administration Building

[6:33:12] Third Floor Interior Batement Project.

[6:33:15] I'll move.

[6:33:16] Second.

[6:33:17] Roll call.

[6:33:19] Mr. C?

[6:33:20] Yes.

[6:33:21] Ms. Farid?

[6:33:22] Yes.

[6:33:23] Mr. Kukorian?

[6:33:24] Yes.

[6:33:24] Dr. Dan Tien?

[6:33:25] Yes.

[6:33:26] Ms. Gross?

[6:33:27] Yes.

[6:33:29] Yes, I was just reading

[6:33:30] how many more there were,

[6:33:30] but I know, because I read this earlier.

[6:33:33] Ratification of change order number one

[6:33:35] with Strength, Inc.

[6:33:36] for Administration Building

[6:33:37] Third Floor Renovation Project.

[6:33:39] I'll move.

[6:33:41] Second.

[6:33:42] We had two seconds.

[6:33:43] You got it?

[6:33:44] All right.

[6:33:46] And roll call, please.

[6:33:48] Mr. C?

[6:33:49] Yes.

[6:33:49] Ms. Farid?

[6:33:50] Yes.

[6:33:50] Mr. Kukorian?

[6:33:51] Yes.

[6:33:52] Dr. Dan Tien?

[6:33:53] Yes.

[6:33:53] Ms. Gross?

[6:33:55] Yes.

[6:33:56] Next we have resolution number 13,

[6:33:58] establishing the

[6:33:59] maximum monthly compensation

[6:34:00] for board members pursuant to education

[6:34:02] code section 3512-0,

[6:34:06] as amended by AB 1390.

[6:34:08] Move approval.

[6:34:10] I'll second.

[6:34:12] Roll call.

[6:34:13] Mr. C?

[6:34:14] Yes.

[6:34:15] Ms. Farid?

[6:34:16] No.

[6:34:17] Mr. Kukorian?

[6:34:18] Yes.

[6:34:19] Dr. Dan Tien?

[6:34:20] Yes.

[6:34:22] Ms. Gross?

[6:34:23] Yes.

[6:34:24] Next we have approval of agreement

[6:34:26] with frontline education

[6:34:27] for professional growth solutions.

[6:34:31] Move approval.

[6:34:32] Second.

[6:34:34] Roll call.

[6:34:35] Mr. C?

[6:34:36] Yes.

[6:34:37] Ms. Farid?

[6:34:37] Yes.

[6:34:38] Ms. Kukorian?

[6:34:39] Yes.

[6:34:40] Dr. Dan Tien?

[6:34:41] Yes.

[6:34:42] Ms. Gross?

[6:34:43] Yes.

[6:34:44] Very well termed waiver,

[6:34:46] request administrative services program

[6:34:48] in the Selpa department

[6:34:49] for the 26-27 school year.

[6:34:51] I'll move.

[6:34:52] Roll call.

[6:34:54] Mr. C?

[6:34:55] Yes.

[6:34:55] Ms. Farid?

[6:34:57] Yes.

[6:34:57] Mr. Kukorian?

[6:34:58] Yes.

[6:34:58] Dr. Dan Tien?

[6:34:59] Yes.

[6:35:00] Ms. Gross?

[6:35:01] Yes.

[6:35:05] Very well termed waiver request

[6:35:06] for certificate of

[6:35:07] completion of staff development, CCSC,

[6:35:10] at Crescent Valley High School

[6:35:11] for the 26-27 school year.

[6:35:13] Move approval.

[6:35:15] Second.

[6:35:17] Roll call.

[6:35:20] Mr. C?

[6:35:21] Yes.

[6:35:21] Ms. Farid?

[6:35:22] Yes.

[6:35:22] Mr. Kukorian?

[6:35:23] Yes.

[6:35:23] Dr. Dan Tien?

[6:35:24] Yes.

[6:35:25] Ms. Gross?

[6:35:27] Yes.

[6:35:27] And I want to promise it

[6:35:28] won't always be this long.

[6:35:32] Contract approval,

[6:35:33] assistant general counsel.

[6:35:36] I'll move it.

[6:35:37] Second.

[6:35:38] Roll call.

[6:35:40] Yes.

[6:35:41] Mr. C?

[6:35:43] Ms. Farid?

[6:35:44] Yes.

[6:35:44] Mr. Kukorian?

[6:35:46] Yes. Dr. Dan Tien?

[6:35:47] Yes.

[6:35:47] Ms. Gross?

[6:35:48] Yes.

[6:35:49] And now we're gonna move to,

[6:35:52] do we wanna have a clap?

[6:35:53] Do you wanna come up?

[6:35:54] Would you like to come up

[6:35:55] and say something really quickly?

[6:35:56] Are you prepared for a speech?

[6:36:00] (laughing) (audience applauding)

[6:36:07] Welcome to the family.

[6:36:09] Thank you, I appreciate that.

[6:36:10] My name's Josh Weldon,

[6:36:11] if I hadn't had an

[6:36:11] opportunity to introduce myself.

[6:36:13] Thank you.

[6:36:15] And that's how we do it, you guys.

[6:36:17] Let's channel that for our,

[6:36:20] yeah, let's channel that

[6:36:21] for our board reports, y'all.

[6:36:23] Because right now we're

[6:36:24] going to the consent calendar.

[6:36:25] Consent calendar?

[6:36:26] Move approval.

[6:36:27] Second.

[6:36:28] Roll call.

[6:36:33] I was.

[6:36:36] Mr. C?

[6:36:37] Yes.

[6:36:38] Ms. Farid?

[6:36:38] Yes.

[6:36:39] Mr. Kukorian?

[6:36:40] Yes.

[6:36:41] Dr. Dan Tien?

[6:36:42] Yes.

[6:36:42] Ms. Cross?

[6:36:44] Yes.

[6:36:45] And I am going to encourage my colleagues

[6:36:49] to share from their

[6:36:51] heart what they need to say

[6:36:52] with their board report,

[6:36:53] but also understand

[6:36:54] that we have a commitment

[6:36:55] to each other and to our team.

[6:36:56] We don't need to go this long.

[6:36:58] And so I'm gonna start with Greg, please.

[6:37:01] I'll make it quick.

[6:37:02] Thank you, make it quick, Corinne.

[6:37:03] I wanna talk about one of our speakers,

[6:37:05] say Emma Hosepian talked

[6:37:06] about left-handed desks.

[6:37:08] I think all the years

[6:37:08] I've never heard that.

[6:37:09] I think it was the coolest thing of

[6:37:10] public communication,

[6:37:11] something for us to look

[6:37:12] at Bill, left-handed desks,

[6:37:14] because the kids deal

[6:37:15] with it, it's awesome.

[6:37:16] Also to public communication,

[6:37:18] I know before the board had to deal with

[6:37:21] very adversarial comments and happens,

[6:37:24] but I also recommend for the board

[6:37:25] to look at changing the camera angle

[6:37:27] so the speaker could be

[6:37:29] seen out in the public.

[6:37:30] I think it's also important to have that.

[6:37:33] It's my opinion, just

[6:37:34] in that area there too.

[6:37:36] I do wanna re-invite and mention

[6:37:38] after-school hours with Greg,

[6:37:40] it's gonna happen next week.

[6:37:41] I'll be posting the

[6:37:42] date for Northwest Glendale

[6:37:44] for area B.

[6:37:45] So inviting parents, teachers, students,

[6:37:49] community members to

[6:37:50] after-school hours with Greg,

[6:37:51] tapping next

[6:37:52] Wednesday at Kenneth Village.

[6:37:54] I'll be posting the flyers for everyone

[6:37:56] that's interested in attending,

[6:37:57] and hopefully people from area B show up,

[6:38:00] and if they don't

[6:38:00] show up from other areas,

[6:38:01] you're all more than welcome to come

[6:38:02] and have coffee or iced tea with me.

[6:38:05] And I do support, I'm

[6:38:07] glad the parents came out

[6:38:08] and issued their

[6:38:09] concerns about the screen time,

[6:38:11] but I encourage the

[6:38:12] board, I'll make this quick,

[6:38:13] I think the task force would be great

[6:38:15] for us to initiate a

[6:38:16] task force on this item,

[6:38:18] and actually having parents and teachers

[6:38:20] and build a whole team together

[6:38:22] and really tackle this together.

[6:38:23] Thank you, that's my board report.

[6:38:25] God bless.

[6:38:26] Thank you so much.

[6:38:27] I'm gonna now pop it

[6:38:28] over to Dr. Dingchen.

[6:38:30] Yeah, so thank you, Madam President.

[6:38:32] So I first wanted to say

[6:38:35] thank you to everyone again

[6:38:37] for expressing their

[6:38:38] concerns about screen time,

[6:38:40] and we will make our due diligence

[6:38:41] to making sure that we

[6:38:42] incorporate a lot of the feedback

[6:38:44] that we have received.

[6:38:46] More recently, we did have

[6:38:47] our board governance meeting,

[6:38:48] which I thought was great to set the tone

[6:38:51] for the next several

[6:38:52] years of us working together.

[6:38:53] So I really appreciated the

[6:38:54] time that we spent together

[6:38:55] as board members, in

[6:38:57] ensuring that we agree

[6:38:59] that we will disagree.

[6:39:00] The other area that I wanted to highlight

[6:39:03] is I've made some visits

[6:39:04] to Glen Oaks Elementary,

[6:39:05] which I had the pleasure of

[6:39:07] meeting with the principal,

[6:39:08] Christina Royan,

[6:39:09] getting to know her priorities

[6:39:10] for her schools and the

[6:39:11] families that are just wonderful

[6:39:14] in the schools that she's overseeing.

[6:39:17] So I wanted to say thank you for the time

[6:39:19] that she spent with me to visit.

[6:39:21] I also wanted to

[6:39:22] congratulate the new principal

[6:39:23] at Thomas Edison, Francesca Silva,

[6:39:25] who I know very closely, very well,

[6:39:28] who was at Jefferson previously as an

[6:39:30] assistant principal.

[6:39:31] So I'm really excited to see and visit

[6:39:33] some of the classrooms,

[6:39:34] Spanish DLI programs at

[6:39:36] Thomas Edison as well.

[6:39:38] I do want to quickly

[6:39:40] recognize that more recently,

[6:39:42] the anti-Armenian hate

[6:39:44] issue that was raised

[6:39:46] within our school district,

[6:39:47] I want to echo what

[6:39:49] Ms. Cross said earlier

[6:39:50] that there is definitely no place for

[6:39:52] hate in our community.

[6:39:54] And I do appreciate

[6:39:55] that we did have someone

[6:39:58] that addressed this to

[6:40:00] our community on our board,

[6:40:01] but also the swift

[6:40:02] action that our superintendent

[6:40:04] and staff have made to ensuring

[6:40:07] that the protection and

[6:40:08] safety of our students

[6:40:09] and parents that have

[6:40:10] raised concerns about the hates

[6:40:12] that was brought upon

[6:40:15] around our school campuses

[6:40:17] is something that we need to

[6:40:19] continue to have a conversation

[6:40:21] with our kids on

[6:40:22] resiliency and how do we respond

[6:40:25] whenever we are facing

[6:40:26] controversial concerns

[6:40:28] and issues with that.

[6:40:28] And so I do want to also

[6:40:30] share that I have raised this

[6:40:33] concern also with council members

[6:40:35] and other members of our community

[6:40:37] and making sure that we are collective

[6:40:39] in responding to

[6:40:39] anti-hate in any community.

[6:40:43] And so I'm just gonna keep it brief.

[6:40:45] And it's also 988 days,

[6:40:47] so suicide prevention is

[6:40:49] really key and important.

[6:40:50] I want to recognize that

[6:40:51] if anyone is in need of help

[6:40:52] that we do have wonderful programs,

[6:40:54] Bright Life and Saluna.

[6:40:57] They're great self-health tools

[6:40:58] that I think has

[6:40:59] helped students in the past

[6:41:00] that I know of, so thank you.

[6:41:03] Thank you, and we'll

[6:41:03] now go over to Mr. C.

[6:41:07] All right, thank you,

[6:41:09] especially those of you

[6:41:10] who stayed all the way to the end.

[6:41:12] Really quick, yes, since

[6:41:13] the last time we were here,

[6:41:14] we had the first day of

[6:41:15] school, which was awesome.

[6:41:16] I had the privilege

[6:41:17] of being at Monte Vista

[6:41:18] and Scorsetta Valley

[6:41:19] High School for that.

[6:41:20] I'm also attending

[6:41:21] the Monte Vista Rosemont

[6:41:22] and Glendale High

[6:41:23] School back to school nights,

[6:41:24] wonderful events.

[6:41:26] Finally, just want to

[6:41:27] thank all the community members

[6:41:29] who showed up and emailed us

[6:41:31] advocating for their children

[6:41:32] regarding technology use.

[6:41:34] Lastly, proud that this

[6:41:36] board passed the resolution

[6:41:38] regarding Proposition 3, which will

[6:41:40] ensure that our schools

[6:41:42] and our educators will get the

[6:41:44] appropriate funding they need.

[6:41:45] It'll be the step in the right direction.

[6:41:47] So this is just one step.

[6:41:49] Please make sure to

[6:41:49] vote for Prop 3 in November

[6:41:52] when the time comes, thank you.

[6:41:55] And no one's gonna guess

[6:41:56] who's next, Ms. Fuhrree.

[6:41:58] All right, so let's see,

[6:42:00] since the last meeting,

[6:42:02] I did attend the Los Angeles County

[6:42:04] School Trustees Association

[6:42:06] retreat as a board member.

[6:42:08] And as being a rookie board member,

[6:42:11] I was appointed to the

[6:42:14] legislation committee

[6:42:15] as well as the

[6:42:16] membership outreach committee.

[6:42:17] And so I'm excited to

[6:42:19] begin that important work.

[6:42:22] I'm excited to also share that Dr. Watson

[6:42:25] has graciously agreed to allow us to host

[6:42:27] one of the LACSTA

[6:42:29] meetings in February, 2027.

[6:42:31] And so that makes it very convenient

[6:42:33] for anyone interested

[6:42:35] in our area to attend.

[6:42:39] I would like to go

[6:42:41] continue on what I said earlier

[6:42:43] and thank Dr. Kometian and

[6:42:45] Student Wellness Services

[6:42:47] who again worked in, I guess in tandem

[6:42:50] or along with input from

[6:42:52] Dr. Fercio, Special Education

[6:42:54] and Mr. Yilmasekian in creating

[6:42:56] the wonderful 50 page resource guide,

[6:42:59] which is called a comprehensive manual

[6:43:01] for suicide risk and threat assessments.

[6:43:03] I'm very impressed with the resources,

[6:43:06] the extensive resources,

[6:43:08] the guidelines, the rubrics

[6:43:10] and just the wealth of

[6:43:11] information in that one

[6:43:13] concise packet so I like, I thank staff

[6:43:16] for their work on that

[6:43:17] important publication.

[6:43:19] I would like to thank all of the parents

[6:43:22] who wrote to us and stakeholders,

[6:43:24] community stakeholders.

[6:43:25] We received communication not only

[6:43:29] on the obvious screen time issue,

[6:43:31] which many of you heard in the boardroom

[6:43:34] and at tonight's deliberations,

[6:43:36] but we also heard regarding the incidents

[6:43:39] of the hateful flyers

[6:43:42] that are in the community.

[6:43:43] We heard from band parents.

[6:43:45] We did receive a lot of

[6:43:46] mail this period of time,

[6:43:49] but we do take each and

[6:43:50] every piece of feedback

[6:43:52] and so I thank you for writing.

[6:43:54] Everyone, I would like

[6:43:56] to welcome Mr. Josh Walden

[6:44:00] who's just left the room.

[6:44:02] It seems every time we hire

[6:44:04] counsel, our meetings go late.

[6:44:07] However, I believe

[6:44:08] that your first evening

[6:44:10] was later than this one,

[6:44:11] so I thank you and your family for that.

[6:44:14] I will wrap it up.

[6:44:15] I want to say that our

[6:44:17] thoughts are with anyone

[6:44:19] impacted by the 9-11 disasters

[6:44:21] as we come up on that 25th anniversary

[6:44:24] and also I would like to

[6:44:26] wish everyone celebrating

[6:44:28] a happy Rosh Hashanah, which

[6:44:31] begins on sundown on Friday

[6:44:33] and that's my board report.

[6:44:35] Thank you very much.

[6:44:37] I think that touching

[6:44:39] on a lot of the stuff

[6:44:41] that we talked about today,

[6:44:42] it's really important that the community

[6:44:43] stays engaged with us

[6:44:44] and that we hear you,

[6:44:45] that you write.

[6:44:46] You know, there was.

[6:44:47] It was a really big

[6:44:48] week of a lot of emails

[6:44:50] and a lot of these topics of conversation

[6:44:53] have been coming up around and around.

[6:44:55] So that's, sometimes it feels frustrating

[6:44:59] because you feel like

[6:44:59] you're not getting anywhere

[6:45:00] but we're here and we're listening

[6:45:01] and we're just trying

[6:45:02] to make the process go.

[6:45:04] The other thing I want to say is the

[6:45:06] importance of 9-8-8.

[6:45:08] It saves lives.

[6:45:08] It saves lives, unbelievably.

[6:45:11] It is a moment.

[6:45:12] It is a moment and then a

[6:45:14] life is over and it's gone

[6:45:15] and it is, it's an accident sometimes.

[6:45:20] It's a curiosity for a child.

[6:45:22] It's a, or even an adult.

[6:45:24] It's flirting with a danger

[6:45:28] that they don't understand sometimes

[6:45:29] and having that 9-8-8,

[6:45:32] having something to call,

[6:45:33] having a stopgap between themselves

[6:45:36] and even an accidental permanent future

[6:45:42] is so important and

[6:45:44] we're so lucky to have that.

[6:45:45] I am eternally grateful for the services

[6:45:48] that are provided by our community,

[6:45:51] our teachers and all of our colleagues

[6:45:54] and with that we are

[6:45:55] going to wrap up the meeting

[6:45:57] with a farewell from

[6:45:59] Dr. Watson coming in.

[6:46:02] I'm gonna just speak for both of us

[6:46:03] since the connection has been echoey

[6:46:06] and we will close

[6:46:06] that meeting out at 11.48

[6:46:08] and I promise this will be

[6:46:09] the last one, latest one.

Glendale Unified School District - Board of Education Meeting

Agenda

Transcript