KEEPING YOU INFORMED - Negotiations Update By Ruben Mancillas
Reminder: classes should be balanced by Monday, September 23.
Another timeline reminder is that our compensation for participating in the August PL days is scheduled to be paid on October 4.
The board meeting on Tuesday featured a presentation recognizing National Hispanic Heritage Month. On Wednesday, Ray and I met with Dr. Fraser and Mr. Song from Human Resources and then Dr. Zietlow in advance of the PAL retreat. After the PAL retreat on Thursday, the scheduled Finance and Audit committee meeting was canceled due to the lack of a quorum, but the materials attached to the agenda did include some helpful information.
Mr. Nguyen’s report noted an updated enrollment number of 17,452 students. In terms of a three-year trend, ABCUSD had 18,292 students in 2022-23 and 17,946 students in 2023-24. While being down 840 students is in line with current projections, the impact of declining enrollment will continue to be a challenge. Some positive news is that the overall district attendance rate has improved thus far over last year, with the second month of 2023-24 having a rate of 96.15% while the second month of 2024-25 has a rate of 97.17%. This may seem like only a modest gain but, particularly in light of declining enrollment, improvement on the margins of overall attendance can significantly help our bottom line in terms of ADA and accompanying funding. Great job on the team effort to achieve this gain in attendance!
A highlight of the PAL retreat was an exercise where partners worked together to build a model together that required communication and trust. It was a tangible representation of both what the partnership can accomplish and what it is not designed to be. The LEGO car that Dr. Lozano and I assembled together was incomplete; in the time we had with the limitations we were working under we could not add every piece to create a perfect outcome. But even given these challenging conditions we built something that worked. We had some (OK, a fair amount!) of extra pieces left over but our car was functional. It was a…wait for it...vehicle to get us where we need to go next. The partnership should not be considered a panacea, an empty term deployed to paper over real concerns. It doesn’t build a perfect car on its own. But if we had worked from an adversarial position we could have used our limited time to battle with each other rather than come up with a working solution. Our car is a work in progress. But we did make progress and have a foundation for further improvements. The trust required to get that little car to run across the table can then be used to tackle more significant projects.
Fifth pillar update: this week’s entertainment suggestion is Slow Horses, an espionage series streaming on Apple TV+. The fourth season just premiered and is as satisfying as the previous three. Based on (equally good) novels by Mick Herron, the show shows a less glamorous side of the spy business, with the MI5 agents of the domestic British security services performing their tasks in a crumbling environment with an acerbic boss. Gary Oldman has some withering dialouge as the curmudgeon chief of Slough House but his performance ultimately works because of the loyalty he shows for his agents.
In Unity,
HISPANIC HERITAGE MONTH RESOURCES FROM ABC
ABCFT wants to spotlight resources that you can use in your classroom and acknowledging the hard work of ABC program specialists (ABCFT members!). The work of your district’s program specialists are there to support your efforts and to save you time and money when you are lesson planning for your classroom or grade level teams. We hope you will take a look at this months resources:
2024 Hispanic Heritage Month Resources
Please be reminded that all resources in the ABC USD Elementary Teacher Resource Folder will only be accessible using your abcusd.us email address.
Please let us know if you have any questions.
Sincerely,
The Elementary Curriculum and Professional Learning Team
ACADEMIC SERVICES - Elementary Update
Megan Mitchell - Vice President of Elementary School
6th Grade Teacher- Cerritos Elementary School
““I’m a shooting star leaping through the sky, like a tiger defying the laws of gravity.” –Queen
Cheers to the end of week 6! The full sprint towards parent-teacher conferences is underway, and before we know it, the end of Trimester 1 will be here before we know it. As we are chugging along through the school year, please don’t forget to prioritize your personal physical, mental health, and self-care. We are only good for our students if we are good to ourselves. Whether it is listening to a guided-meditation for decompressing, grooving out that overstimulation, or journaling to release the stress from the day, find a way to prioritize yourself.
Elementary Academic Services Update:
Exciting things are coming down the pipeline from the district IT Department. TIP Leaders met for the first time on September 3rd and heard the State of the ABCUSD Union from our fellow union brothers, Chad Laines and Bryan Glonchak, Program Specialist, Irene Orzco, and Director of Technology, Mike Lawrence. In addition to hearing Mr. Laine’s new podcast The ABC's of AI, TIP Leaders received previews of our spotlight platforms, Adobe Express, Peardeck, SchoolAI, and Brisk Teaching.
Shout out to TIP Leader and Kinder teacher from Aloha Elementary, Taylor Conner, for her amazing infographic from the September TL Meeting.
TK Superstars- The first TK Community of Practice will be meeting on September 26th. For more information or to be included in the CoP, please email our fellow union sister, Amber Prieto for more information.
Academic Services sent out a Purple Paper seeking 4th, 5th, 6th grade and Middle School teachers from throughout the district to assist in scoring the District Writing Assessment. If you are interested in being a scorer:
Papers are assigned digitally to scoring teams. Each teacher will read and score independently at any time during the scoring window of October 22 - November 22, 2024.
Teachers will be compensated for one hour per 6 papers scored plus the required scoring training. Estimated 15-20 hours of hourly pay (pending total number of papers and total number of scorers) for scoring and 2 hours of training.
The required scoring training is scheduled on Monday, October 21, 2023 from 3:30-5:30 p.m. More information will be sent out following the close of the application window. Complete your application here
Interested teachers should meet the following criteria:
A minimum of one year teaching experience
Knowledge of ELA standards in writing
Knowledge of ABC Writing Rubrics desired *training will include use of the writing rubric
Be able to attend the required scoring training: October 21, 2024 3:30-5:30pm
Be able to complete scoring during the scoring window: October 22 - November 22, 2024
Interested in expanding your craft as an educator without going into administration? Are you a California educator passionate about advancing your career and impacting students? If so, this webinar is designed for you! Discover the transformative journey of pursuing National Board Certification in California and get detailed insights into the application process, important timelines, and the support you can receive. Register now to find out how to embark on your National Board journey with confidence and excitement.
Register for an upcoming seminar to find out more information about the National Board Certification process.
*For more information regarding the National Board, reach out to fellow union brother, Oscar Espinoza (Ross Academy of Creative and Media Arts)
Elementary Coaches are available for help during office hours and by appointment.
Michelle Joyce (Imagine Learning, Renaissance, McGraw Hill)
Julie Yabumoto (Renaissance, RCM)
Amber Prieto (Savvas Math & Savvas History)
Reminder: Teacher resources in the ABCUSD Elementary Teacher Resources file (Use your abcusd.us account)
Elementary Academic Services Resource link
For Elementary curricular issues, please email Megan at Megan.Mitchell@abcusd.us , for Secondary curricular issues, please email Catherine at Catherine.Pascual@abcusd.us, for Secondary PAL topics please email Megan at Megan.Harding@abcusd.us , Special Education PAL topics please email Brittney at Brittney.Parker-Goodin@abcusd.us if you have any questions or concerns.
ABCFT PRESIDENT’S REPORT - Ray Gaer
Consistent and regular communication is a union’s most important tool for advocating for its members at the bargaining table. Every conversation with members is focused on the end result of negotiating for the future prosperity and well-being of ALL ABCFT members. This weekly report informs members about issues impacting their working/learning conditions and mental well-being. Our work as a Union is a larger conversation and united we make the YOUnion.
Earlier this week I received a couple of emails concerned about the number of students in their classrooms and the negative impact it can have on students not knowing if they will stay in that class. More importantly, how can we avoid these types of situations. These are genuine concerns for educators, parents, students, and administrators, and over the past year, there has been a collective move to mitigate and decrease these situations. For example, I spoke to the ABC School Board this week at this weeks ABCUSD School Board meeting about the cascading positive changes that have happened since the school board moved the school of choice window to January. Last year, ABCFT and ABCUSD had to move over a dozen teachers to different schools because there were too many variables to accurately predict student movement effectively. However, I’m happy to report that this year there has been a significantly decreased number of teachers being moved due to student movements. This positive change had everything to do with being able to better predict where students will start their school year and how many teachers will need to be staffed in each school site or program.
Below is my response one of those letters:
The date to balance classes or to hire teachers looms and in some cases depending on the school, those students who are not going to their home school can be asked to go to their home school when bumped by a student who has (your school here) as their home school. The increased enrollment at (your school here) is positive but as you know over the last couple of years (your school here) has shrunk FTE (Full time equivalent) positions. The result is that the staffing is tighter at your school and follows the ratios set up in the contract on page 18 of the ABCUSD/ABCFT Master Contract under Article IX: class size/case load. This year staffing for all grades and programs is tighter than in the past five years as the amount of dollars for teachers decreases as ADA and Enrollment decrease in ABC and in a majority of all school districts in Southern California.
I completely agree that the impact on students and the difficulty in teaching the number of students above class maximums is not ideal and it is the very reason that the originators of the Master Contract included it in our contract. It is a disservice to students and unfair to all involved. Unfortunately because there are so many unknowns about enrollment such as students moving, declining school of choice, or going to another school or district that it is difficult for the district to accurately predict the enrollment at all sites or programs. ABCFT monitors the staffing ratios and the balancing of classes/caseloads over the first thirty days. We ensure that the district follows the contract by making adjustments to reduce the number of students to the contract maximums by hiring teachers or moving students.
Thank you for illustrating how detrimental this can be for ABC students when there are not enough curricular materials. It is unfortunate that the ordering of materials is based on the number of teachers estimated needed for the next year in late spring of the previous year. For just this reason, ABCFT has been urging an earlier start to the school of choice and out of district placements in hopes that in the future we will see less confusion and overcrowding of classrooms (or movement of teachers to different sites like last year).
I will make sure to pass on your concerns to the negotiating team as we enter a new round of master contract negotiations this Spring. In the meantime, please document in an email to your principal that you are aware that you are over class size and that you hope to see a solution by September 23 which is 30 days into our school year as outlined in the contract.
I included this letter this week because I hope to illustrate that not only are these teachers' concerns a priority but also that ABCFT and ABCUSD are working to find solutions so that your classrooms and students are not negatively impacted. There will always be surprise students who show up at your door, but ABCFT is advocating for lasting systemic change that will decrease these jump scares and restore your classroom mojo.
Have a great weekend!
In YOUnity,
Ray Gaer
President, ABCFT
CALIFORNIA FEDERATION OF TEACHERS
The latest CFT articles and news stories can be found here on the PreK12 news feed on the CFT.org website.
AMERICAN FEDERATION OF TEACHERS
Follow AFT President Randi Weingarten: http://twitter.com/rweingarten
----- NEWS STORY HIGHLIGHT-----
Equality vs. equity: The real difference
In the ongoing discussion about education, Larry Ferlazzo highlights the critical distinction between equality and equity. Ken Shelton, an experienced educator, emphasizes that "equality promotes uniform treatment," while equity focuses on providing tailored support to meet individual student needs. This nuanced approach ensures that all learners have access to the resources necessary for their success. David Upegui, a science teacher, argues that achieving equity requires proactive measures to address historical injustices and create opportunities for marginalized groups. Rocio del Castillo and Julia Cloat stress the importance of understanding students' backgrounds to foster an inclusive learning environment. They advocate for differentiated teaching and community involvement to ensure that every student receives the support they need. Ultimately, the article asserts that "we must do better than just promise equality; we must deliver equity" to create a truly inclusive educational landscape.
----- NATIONAL NEWS -----
SAFETY AND SECURITY - Schools face wave of violent threats
Following a tragic shooting at Apalachee High School in Winder, Georgia, schools across the nation have experienced a significant increase in violent threats. Kenneth Trump, a school safety consultant, noted: “It's normal to see a contagion effect where these threats spike and spread usually for a week or two after a high-profile mass school shooting.” Many threats have been deemed non-credible, yet they have caused considerable disruption. Some threats originated from foreign actors, while others were made by local students, leading to arrests. Officials emphasize the importance of parents discussing the consequences of threats with their children. Trump advises schools to develop consistent threat assessment processes to better handle such situations, stating, “We've always stressed that school leaders need to assess and then react, not react and then assess.”
Bilingual teacher shortage threatens futures
The ongoing shortage of bilingual education teachers in U.S. public schools is jeopardizing the educational prospects of millions of students. Nancy Nieves Figueroa, a dedicated bilingual teacher, expressed her frustration, stating: “The only thing they give you is books... I love my job and I do it for the kids.” A 2021 report from the Comprehensive Center Network highlights that over half of U.S. states face this shortage, exacerbated by inadequate compensation, recruitment challenges, and poor working conditions. With over 5m English-language learners in schools, the demand for bilingual educators is critical. Education Secretary Miguel Cardona emphasizes the need for systemic changes, stating: “We must value our educators more... bilingual teachers are a shortage area.” The Biden administration is investing significantly in programs to recruit and retain bilingual teachers, aiming to address this pressing issue.
Attendance crisis: Students at risk
Chronic absenteeism in K-12 schools has become a pressing issue, with rates increasing from 16% to 30% during the pandemic, according to Attendance Works. This trend poses significant risks, as students who miss too much school are more likely to drop out, resulting in fewer life opportunities. A suburban school administrator suggests that solutions may include mandated counseling for students and parents, and potentially fines if necessary. The enthusiasm for school attendance often wanes after the first day, despite its importance.
Learning loss: A stubborn challenge
Recent standardized test results reveal that learning loss in Washington schools remains a significant issue, with 9% more students testing below grade level compared to pre-pandemic figures. Approximately 100,000 students are still struggling with core reading and math concepts, despite billions in federal funding aimed at addressing these challenges. Only 50.3% of students are reading at grade level, down from 59.6% in 2019, while math scores have dropped to 39.7% from 48.9%. Andrew Rotherham, an education nonprofit leader, emphasized that both the perception of learning loss as a political tool and the belief that it is insurmountable are incorrect. He stated: “These are both wrong.” The widening achievement gaps based on income, race, and class highlight the urgent need for effective interventions to prevent these academic losses from becoming permanent.
Revolutionizing teaching: Collaboration is key
A recent National Council on Teacher Quality (NCTQ) report highlights a shift towards collaborative teaching models across the U.S. The report reveals that 23 states now permit districts to pilot "strategic staffing" models, which include team teaching and varied instructional roles. NCTQ President Heather Peske emphasized the need to "reimagine the teaching role" to enhance student outcomes and teacher efficacy. However, challenges remain, as many states' policies hinder career progression for teachers in leadership roles. Brent Maddin from the Next Education Workforce Initiative noted that while the traditional one-teacher model is outdated, flexible staffing can provide stability for students. Schools are exploring innovative structures, such as multi-classroom leaders, to better utilize educators' strengths and improve working conditions.
----- STATE NEWS -----
Enrollment and attendance woes plague California schools
California's public schools are grappling with significant challenges, particularly declining enrollment and rising chronic absenteeism. According to the Public Policy Institute of California, “30% of California public school students were chronically absent from school in 2021-22,” a sharp increase from previous years. The state's funding model, which links financial support to attendance rather than enrollment and causes budget deficits for many districts, exacerbates this situation. The pandemic has intensified these issues, with many students struggling to keep up with their studies. A report indicated that schools with higher absenteeism rates experienced steeper declines in proficiency on standardized tests. While some lawmakers, like Sen. Anthony Portantino, advocate for an enrollment-based funding system to provide more equitable support, the state’s ongoing budget deficits have stalled these efforts. The Legislative Analyst's Office has been tasked with studying the potential impacts of such a change by January 1, 2026.
California schools need more teachers
As California schools reopen, the state faces a significant challenge with a student-teacher ratio ranking of 47th in the nation. While attendance rates are improving, the need for qualified teachers remains critical. High-impact tutoring, defined as one-on-one or small group sessions, is highlighted as an effective solution. A Stanford University study shows that such tutoring can lead to increased academic performance, with 71% of students in the Ignite Fellowship meeting their reading and math goals. The program not only supports student learning but also serves as a recruitment tool for future educators. With 77% of K-12 students being people of color, there is a pressing need for a diverse teaching workforce. The Ignite Fellowship aims to address this by bringing more diverse tutors into classrooms, ultimately benefiting both students and teachers. Investing in tutoring is essential for improving educational outcomes and staffing challenges in California schools.
----- DISTRICTS -----
Climate education takes center stage
In recent years, Los Angeles USD has committed to climate education for all students, with Gov. Gavin Newsom signing Assembly Bill 285 to mandate climate education starting in the 2024-25 school year. However, funding remains a significant challenge. Many teachers are taking the initiative to create climate lessons and raise funds for green projects. LAUSD's climate literacy policy has seen slow implementation, with only 314 "climate champions" currently active. Frances Baez, the district's chief academic officer, stated: “We do not have the funding to reach the scale we all want to achieve.” Despite these challenges, there are opportunities for funding through federal programs and upcoming propositions aimed at enhancing school infrastructure and climate initiatives.
Rising violence in LA schools
Physical aggression and fights are escalating in Los Angeles USD schools, with a reported increase of about 33% last academic year. Early data from the current school year indicates a 25% rise in incidents compared to the previous year, according to the School Safety and Climate Committee. A district survey revealed that only 61% of students feel safe in their school environment, while nearly 10% reported feeling unsafe. Tanya Ortiz Franklin, a school board member and committee chair, remarked: “This is really sobering data,” highlighting the growing challenges faced by students and communities. She explained that “signs of violence are really signs of trauma and unmet needs.”
School closure list postponed until October
San Francisco USD Superintendent Matt Wayne has announced a delay in revealing the list of schools recommended for closure, originally expected on Wednesday. He explained: "Simply put, we want to make sure we get this right," emphasizing the need for thorough fiscal analysis and support systems. The district, facing declining enrollment and 14,000 empty seats, is under state fiscal control due to past overspending. Parents and community members have expressed frustration over the delay, with some launching petitions and protesting. Meredith Dodson, executive director of San Francisco Parent Coalition, noted the anxiety surrounding the decision, commenting: "On the one hand, this raises more anxiety and skepticism." The school board plans to hold community meetings after the list is released, with a vote on closures scheduled for mid-December.
----- TECHNOLOGY -----
LAUSD's AI chatbot project ends in bankruptcy for AllHere
Education technology company AllHere, known for its artificial intelligence (AI)-powered chatbot contract with Los Angeles USD, has filed for bankruptcy after failing to meet the terms of a $6m contract. The company, which raised $12m in capital and was backed by high-profile investors, sought relief in Delaware bankruptcy court as it shut down operations. Former CEO Joanna Smith-Griffin’s expenses and unpaid commissions to a key salesperson raised questions during the hearing. The failed chatbot project, "Ed," was meant to assist LAUSD's 540,000 students but was scrapped after AllHere ran into financial difficulties.
Google.org invests $25m in AI education
Google.org is set to invest over $25m to support five education nonprofits aimed at enhancing artificial intelligence (AI) literacy among K-12 and college students, as well as educators. The initiative targets over half a million individuals, equipping them with essential skills to use AI responsibly. According to Maggie Johnson, vice president of Google.org: “As AI skills are increasingly seen as foundational digital skills, it's crucial that teachers are prepared to guide students in understanding and responsibly using the technology.” The funding will focus on developing culturally relevant AI curricula and addressing the training gap for educators, particularly in urban districts and those serving low-income students. Notable grantees include ISTE+ASCD, which will receive $10m to train around 200,000 educators, and other organizations dedicated to equitable AI education.
Vape detectors: A high-tech solution?
Some school districts are utilizing funds from a $1.7bn legal settlement with Juul Labs to install high-tech vape detectors aimed at reducing e-cigarette use among students. A recent government study indicates a decline in e-cigarette use among U.S. youth, with 6% of high school and middle school students reporting usage in 2024, down from 7.7% the previous year. Critics, including Michelle Mercure from the American Lung Association, express concerns about privacy and the effectiveness of these devices, stating: “Students get caught and then they're suspended.” While some districts report a significant decrease in vaping violations, others advocate for educational approaches over punitive measures. The debate continues as lawmakers in New York propose legislation to mandate detectors in all public schools, highlighting the ongoing struggle against underage vaping.
----- WORKFORCE ----
California schools need more teachers
As California schools reopen, the state faces a significant challenge with a student-teacher ratio ranking of 47th in the nation. While attendance rates are improving, the need for qualified teachers remains critical. High-impact tutoring, defined as one-on-one or small group sessions, is highlighted as an effective solution. A Stanford University study shows that such tutoring can lead to increased academic performance, with 71% of students in the Ignite Fellowship meeting their reading and math goals. The program not only supports student learning but also serves as a recruitment tool for future educators. With 77% of K-12 students being people of color, there is a pressing need for a diverse teaching workforce. The Ignite Fellowship aims to address this by bringing more diverse tutors into classrooms, ultimately benefiting both students and teachers. Investing in tutoring is essential for improving educational outcomes and staffing challenges in California schools.
----- CLASSROOM -----
Dual Language in the Desert: California Schools Explore the Potential of New Bilingual Opportunities
“Yo me siento muy feliz porque yo hace mi proyecto,” says a small blond third grader, sitting on the carpet (“I feel very happy because I does my project.”)
“Hice mi proyecto,” corrects teacher Maria Lomeli, speaking through a microphone linked to speakers set off to the side of the gathering (“I did my project”).
It’s a calm start to the 100th day of school at Desert Sands Unified School District’s Ronald Reagan Elementary, in Palm Desert, California. It’s Lomeli’s fifth year working on campus, and she has the classroom set up to foster a tranquil atmosphere. As students share how they’re feeling that day, the speakers play gentle piano music overlaid with nature sounds—chirping birds and rustling leaves.
Relaxed, untroubled, and bilingual—it’s remarkable, particularly in the context of California’s history of roiling language education politics. From 1998 to 2016, Lomeli’s peaceful bilingual classroom would likely have been illicit, framed by political pressures, and—above all—illegal under California law.
----- LEGAL -----
Huntington Beach sues California over new gender disclosure law
Huntington Beach is challenging California's AB 1955 law, which prohibits school districts from forcing teachers to disclose students' gender identities to parents. Signed by Gov. Gavin Newsom in July, the SAFETY Act makes California the first state to ban such policies. The city’s lawsuit, filed against Newsom, Attorney General Rob Bonta, and State Superintendent Tony Thurmond, argues that the law is unconstitutional. The case is being funded by America First Legal Foundation, a conservative nonprofit. Huntington Beach Mayor Gracey Van Der Mark criticized the law for infringing on parental rights, while Councilmember Dan Kalmick opposed the lawsuit, calling it politically motivated.
Teacher under fire for Bible verses
The Freedom From Religion Foundation (FFRF) has raised concerns about a teacher at Glencoe High School in Etowah County, Alabama, who has been displaying Bible verses on her whiteboard and sharing them on TikTok. The organization claims this practice shows favoritism towards Christianity and alienates students who may not share the same beliefs. FFRF Staff Attorney Chris Line stated: “The district violates the Constitution when it allows its schools to display religious messages, including Bible verses.” The foundation is urging the district to cease this practice and provide training for teachers on their constitutional obligations regarding personal religious beliefs in the classroom. Co-President Annie Laurie Gaylor emphasized that religious decisions should be made by families, not teachers.
----- HEALTH & WELLBEING -----
Pandemic's impact on memory revealed
A new study from Harvard University and MindPrint Learning suggests that the COVID-19 pandemic caused declines in students' and teachers' cognitive abilities, such as memory, flexible thinking, and problem-solving skills. The research found that younger students and those from lower-income backgrounds were particularly affected, showing notable declines in memory and verbal reasoning. Teachers also experienced similar cognitive challenges, potentially contributing to high levels of burnout and frustration. The study highlights the importance of addressing these cognitive shifts to help both students and educators recover from the pandemic’s impact, with suggestions including scaffolded learning techniques and providing teachers with tools to better understand and manage their cognitive load.
Mental health crisis: LGBTQ students need support in schools
LGBTQ students face significant challenges both at home and in school, with over 80% feeling unsafe at school and nearly 58% experiencing discrimination. These issues harm their mental health, school performance, and relationships. Teachers are uniquely positioned to be trusted advocates for queer students by providing safe spaces, supporting identity exploration, and pushing for policy improvements like gender-neutral bathrooms and anti-bullying measures. Forming Gay-Straight Alliances (GSAs) and utilizing resources like GLSEN’s Educator Network can help teachers support LGBTQ students and create safer school environments
Youth vaping rates drop significantly
The 2024 National Youth Tobacco Survey reveals a significant decrease in vaping among school-age children, with 500,000 fewer kids engaging in the practice compared to the previous year. This leaves 1.63m still vaping, with 42% of high school and 27% of middle school users reporting frequent use. Yolonda C. Richardson, president and CEO of the Campaign for Tobacco-Free Kids, explained that youth vaping "remains a serious public health problem," as the industry continues to target young people. The survey also highlights the rise of nicotine pouch usage among youth, with 1.8% reporting use in 2024. Public health advocates urge increased enforcement against unauthorized vaping products, as only a limited number have received FDA approval. The report underscores the need for ongoing vigilance in protecting youth from nicotine addiction and related health risks.
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