I think we can call the meeting to order now. >> You wasn't wanting you. Okay. >> Jennifer >> here. here. >> All right, we have some special guests
here that need to be sworn in. Um, we have four new incoming student board members. Let me come down. Turn this on. >> Okay. Can we have Abel Rivera come up,
please? >> Uh, raise your hand. >> Repeat after me. I state your name. I, able, >> do solemnly swear or affirm >> do solemnly swear or affirm >> that all of my actions as the student member >> that all my actions as a student member
>> of the governing board of Pasadena Unified School District >> of the governing board of the Pasadena Unified School District >> will at all times attempt to >> will at all times attempt to >> represent faithfully all student interests >> represent faithfully all student interests >> and viewpoints in matters coming to my attention
>> and viewpoints matters coming to my attention >> as the student member of the governing board. >> as a student member of the governing board. >> That I will bear true faith >> that I bear true faith >> and allegiance to the Constitution >> and allegiance to the Constitution >> of the United States >> of the United States
>> and the Constitution >> in the Constitution >> of the State of California >> of the State of California. >> That I take this obligation freely >> That I take this obligation freely >> without any mental reservation >> without any mental reservation >> or purpose of evasion >> or purpose of evasion
>> and that I will faithfully discharge faithfully discharge >> the duties upon which >> the duties upon which >> I am about to enter. >> I am about to enter. >> Congratulations. >> We should step up a little bit. Isabelle >> Ro. >> Okay.
That was >> okay. Ready? All right. I state your name. I, Robas, >> do solemnly swear or affirm >> do solemnly swear or affirm >> that all of my actions >> that all of my actions >> as a student member of the governing board >> as a student member of the governing board
>> of the Pasadena Unified School District >> of the Pasadena Unified School District >> will at all times attempt to >> will at all at times attempt to >> represent faithfully all student interests >> represent faithfully all student interests >> and viewpoints in matters >> and viewpoints in matters
>> coming to my attention >> coming to my attention as a student member of the governing board. >> as a student member of the governing board. >> That I will bear true faith >> That I will bear true faith >> and allegiance to the Constitution >> and allegiance to the Constitution >> of the United States >> of the United States
>> and the Constitution of the State of California >> and the Constitution of the State of California. >> That I take this obligation freely >> That I take this obligation freely >> without any mental reservation >> without any mental reservation >> or purpose of evasion >> or purpose of evasion. and that I will
faithfully >> and that I will faithfully >> discharge the duties upon >> discharge the duties upon >> which I am about to enter >> which I am about to enter. >> Congratulations. Okay, Nathan Hong. >> All right, raise your hand.
>> I state your name. >> I, Nathan Hay. Do you solemnly swear >> Do you solemnly swear >> that all of my actions >> all my actions >> as a student member of the governing board >> as a student member of the governing board >> of Pasadena Unified School District >> of Pasadena Unified School District >> will at all times attempt
>> will at all times attempt >> to rep represent faithfully all student interests >> uh >> to to represent faithfully all student >> interests >> and viewpoints in matters >> and viewpoint in matters >> coming to my attention >> coming to my attention
>> as the student member of the governing board. >> as a student member of the governing board. that I will bear true faith >> I will bear true faith >> and allegiance to the Constitution >> and allegiance to the Constitution >> of the United States >> of the United States >> and the Constitution of the State of California
>> and the Constitution of the State of California >> that I take this obligation freely >> I take this obligation freely >> without any mental reservation >> without any mental reservation >> or purpose of evasion >> or purpose of evasion >> and that that I will faithfully discharge >> I will faithfully discharge
>> the duties upon which >> the dutieson I am about to enter. >> I'm about to enter. >> Congratulations. Katherine Flecker. the raise your hand. >> I state your name. I, Catherine Baker, >> do solemnly swear
>> do solemnly swear >> that all of my actions >> that all of my actions >> as a student member of the governing board >> as a student member of the governing board >> of Pasadena Unified School District >> of Pasadena Unified School District >> will at all times attempt to >> will at all times attempt to
>> represent faithfully all student interests >> represent faithfully all student interests >> and viewpoints in matters >> and viewpoints and matters >> coming to my attention >> coming to my attention >> as a student member of the governing board >> as the student member mber of the governing board >> that I will bear true faith >> that I will bear true faith
>> and allegiance to the Constitution >> and allegiance to the Constitution >> of the United States >> of the United States >> and the Constitution of the State of California >> and the Constitution of the State of California >> that I take this obligation freely >> That I take this obligation freely >> without any any mental reservation
>> without any mental reservation >> and purpose of evasion >> or purpose of evasion >> and that I will faithfully discharge >> and that I will faithfully discharge >> the duties upon which >> the duties upon which >> I am about to enter. >> I'm about to enter. >> Congratulations.
And we also have um the student assembly some special certificates. We have maybe we should bring them up and you're going to take picture maybe right here. So, Errol Dassi Sakana,
Jenna Cano, Alexandra Martin, Marley Moreno, Mel Melena Vespit, Jamari Fernandez, Savior Hernandez. Can we get to it? All right. There we go.
Did you want to get No, you should go. Any public comment on closed? >> I think Trusty Bailey has a request. >> You want just want to acknowledge Trusty KD for
his contribution to our board. All right. No another no other items. >> Okay. Adjouring to close. you. Hey. Hey. I heat. Down
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Heat. Heat. Daloo doo doo doo doo doo. Heat. Heat. Yeah. Heat. Heat. Heat. Heat. Heat. for you. Hey about
hey cab. Hey. Hey. down. Ha. Heat. Heat. All All right, we're back from closed session.
I'm going to do the readout from closed. Public announcement of close session actions taken taken concerning item D1, case number 966723 by vote of 7 to zero. The board took action to approve the of the settlement of special education litigation in
accordance with the terms of a written agreement. Concerning item D2, case number 202510318. By a vote of 7 to zero, the board took action to approve the settlement of special education litigation in accordance with the terms of a written
agreement. Concerning item D3, case number 20251000882, by a vote of 7 to zero, the board took action to approve of the settlement of special education litigation in accordance with the terms of a written agreement. Concerning item D4, case
number 957575. By a vote of seven to zero, the board took action to approve of settlement of special education litigation in accordance with the terms of written agreement. The announcement of close session action action session actions is complete and the close session stands
adjourned. All right. Calling the open session to order at 6:48. Can I get roll call, please? Here >> trustee Holly, can you do the pledge of
allegiance for us? Sure. So, we're at item H, public comment on agendaized and non-aggendaized items. How many public comment items do we have? >> Seven. Seven. So, we'll have three minutes per item.
And do you have a reading of the written? >> Yes. The board of education acknowledges receipt of public comments via email. These comments will be made part of the permanent meeting record. And we also ask that if you are coming forward to speak that you honor the three minute
time limit so that everyone has an equal opportunity to raise their voice tonight. Starting with Bonnie Brimmano. >> Thank you, Trusty McKenzie. Also want to remind folks that because of the Brown Act, neither the board nor administration may respond to items not
on the agenda, but may ask clarifying questions. Only a speaker's aotted time cannot be deferred to another speaker. Thank you. >> Great. Good evening board members. My name is Bonnie Broom and I'm the principal here at Odyssey South. At Odyssey South, our mission is to foster
academic excellence, social emotional growth, and social responsibility. And this mission comes to life every day in our classrooms through our workshop model, inclusive culture, and strong community partnerships. Students are encouraged to take ownership of their learning while building empathy and
responsibility. As principal, I witness this mission in action. A teacher sitting beside a student to ensure their voice is heard. Students collaborating to solve real world problems and families supporting classroom projects. These everyday moments illustrate the
heart of our community where learning, care, and purpose are deeply intertwined. Our school has shown resilience through multiple challenges, including four facility relocations, the CO 19 pandemic, and the eaten fires. All while maintaining a focus on our three
learning domains. Our flexible and supportive instructional environment has been recognized through our full six-year WASK accreditation through 2029. And in 2024, we proudly celebrated our first graduating class. Thank you
for your continued support and we look forward to continuing to partner with you over the next seven years. Don Wrangle Good evening, members of the board. I'm here to speak on the approval of Odyssey Charter School South Charter renewal
petition. My name is Don Wrangle. I'm the assistant principal at OCS South. I'd like to highlight how our students continue to thrive academically, socially, and emotionally, even amid change. For two conse two consecutive years, schoolwide performance in both
ELA and mathematics has met or exceeded state averages, demonstrating consistent growth across grade levels. This is particularly notable given our facility transitions, pandemic recovery, and growth over a hundred students. Equally
important are social emotional programs and strong family partnerships have led to improved attendance, reduced suspensions, and a supportive school culture. We prioritize student belonging, ensuring every learner feels
valued and empowered. Our data also reflects our commitment to equity. Hispanic and socioeconomically disadvantaged students perform 30 to 60 points above state averages and students with disabilities outperform statewide peers by 35 to 70 points. These outcomes
highlight the effectiveness of our differentiated, inclusive and targeted instructional model. OCS South continues to be a resilient, caring, and academically strong community. Our students, classrooms, and families embody our mission every day. Thank you
for your ongoing support. Relle Martinez. Good evening, members of the board and Superintendent Blanco. Uh, I've I've been here before. My name is Relle Martinez. Um, I've been with Odyssey Charter Schools for over 20 years. Right now, I'm serving as the interim
executive director for OCS South and Odyssey. Um and you're here to just again speak to the charter renewal petition. Um OCSL stands on a foundation of seven years of growth, four relocations and an unwavering commitment to our students and families even
through significant challenges including the eaten fires which I know all of you are very aware of. Um our community came together in a shared experience of recovery. These these efforts reflect not only in the resilience of our families and staff, but also the deep
trust and confidence our community has in OCS South. We are deeply grateful to Pasadena Unified School District to their ongoing partnership and support during these challenging times. Your guidance, collaboration, and commitment has been essential as we navigated recovery and continued to
provide highquality instruction and care for our students. We are proud to serve as a unique TK public school option in Altadena supported by a diverse and deeply engaged parent community. As we look ahead, our focus remains on strengthening enrollment strategies.
Prior to the eat and fire, our enrollment increased every year since our opening in 2018. Um, which was due to your uh, you know, vote to approve our charter petition in the first place. um maintaining financial stability and continuing to advance academic
excellence and social emotional learning at the heart of our program. With a continued partnership with PSUD, OCS South is well positioned to continue providing a resilient, inclusive, and thriving learning environment. We thank you for your consideration of our seven
seven-year renewal petition and for your continued support of our students, families, and community. Thank you very much, >> Barbara Ishida. Hello, my name is Barbara Ashida and I'm a second grade teacher at Normakums Elementary.
I'm here to respond to your decision to cut MTSS positions and to comment on the PUSD community communications. The effects of combining the instructional coach with the wellness coach are already negatively affecting
the support of teachers and students in the classroom. I can't speak more highly of our MTSS coach Martha Tovar, but you've given her an impossible job. Basically, two jobs. Last year, she was running intervention groups, afterchool
tutoring, troubleshooting computer dysfunction. I mean, yeah, dysfunction, teaching curriculum in classes with long-term subs, and there are always classes with long-term subs, and helping out with behavior issues in addition to many other things. Miss Tovar also
worked closely with the principal. Mr. Cross, our former principal, who was here earlier, said over and over, "I couldn't do this job without her." Dr. Dr. Bailey, our new principal and who is doing an amazing job, leans heavily on Miss Tovar as well. Dr. Bailey can't do
it all, especially her first year, without experience, support, and help with behavior and classroom needs. The PUSD communici communications keep saying that students and their academics are their first priority, but when you
keep cutting away the supports, those priorities can no longer be met. I feel like the board and administration are relying on austerity measures which are undemocratic and resemble more author authoritarian mindsets.
People working directly with students support student success, not less people. Listen to the student body you just swore in. Listen to the teachers. Listen to the parents. A way forward
without austerity is possible. UTP has proposed an alternative budget that addresses financial shortfalls without the cuts to schools and children that you propose. I've learned a lesson after losing my house in the Eaton fires. There are
resources out there, but the vision one has has to be big enough to receive them. Thank you, Kenji Vandenberg. Uh hello, my name is Kenji Vandenberg and I am here to talk about the soccer
field of San Raphael. We are the only school that doesn't have a field. We were also the most effective and other schools were less effective, but they still had their field cleared before us. We have had the soccer field for a long
time now. But for over one and twothirds of a year we have been here. We have not been able to play on it. We were able to play on it in our first, second, third, and some of our fourth year. We could play, but it was just dirt. We asked for
grass, but right after that, due to the arsenic found in the field, we haven't been able to play. Um because we didn't have the field, we had to play on the cracked black top. And after that, there were a lot of
injuries. Um including one I was in where I tripped on the black top and then hit my head on a pole which caused me to leave school early and not come back the next day. Also,
this soccer field is what compelled me to play soccer in AYo and actually become better at it. Thank you for listening. >> Travis Sullivan. >> Hello, my name is Travis and I am a fifth grader at San Rafael.
We are here because we would like you to help us get information. Frankly, I'm scared. Please tell me something to make me not scared. I know you can't get the grass ready this year, but we are here on behalf of all the San Rafael children
to help future grades play. We know that we will not be able to play on this field, but we don't want the fourth and below grades to have to say the same thing. We are also very sad that this was just brought to our attention. After
the fires, the grass got tested and the amount of arsenic found was very big. The amount of arsenic found at our school was more than what was found at some of the schools that burned down during the fire. That means chances are that the arsenic was at our school
before the fire. We have played on that field when it was just the dirt and no protection from harmful chemicals for about 5 years. Another reason we love the grass is because it prevents injury. Hard black top hurts, but our black top hurts even
more because it's cracked. There have been way more injuries since the grass closed. That means that less time was spent in class and more time in the nurse's office. Lunch or recess were my favorite parts of the day because of the field. I met
one of my best friends on this field. I was in first grade and I went to the field and asked Jamie in here, "Can I play?" He said, "Sure." I scored my first goal a few minutes later. We were both pumped. I love the burst of adrenaline after scoring and will never forget the excitement of scoring a
winning goal. The most important thing was the friendship. Even on the black top, we are close to the field. Are we safe there? Is there arsenic? How long has the arsenic been there? Please answer some questions. On behalf of all of San Raphael, please let future
grades play. Please give people updates and please tell us everything. Thank you, >> Jamie and man. Hi, my name is Jamian Man and I'm a fifth grader at San Rafale wanting my field back for soccer. The field has
been an important part of our school. I met most of my friends on our soccer field. I remember the first goal one of the kids scored. Everyone went crazy and instead of getting back to our positions to start playing, we were too busy celebrating. One of my favorite memories is when our
learn soccer team won a championship. The day after the championship, we we just wanted to keep playing on the field. We made we played on the field for four years when it was just dirt. And then we got amazing grass. It felt
so much more fun to have grass because one, we have a lower chance of getting hurt on grass and dirt. And two, soccer is a big deal at our school. and grass made us feel like we were professional soccer players and we were sliding when
we scored. Now all that I I think about is the four years on the dirt field that might have really been bad for me. It makes me really sad that that is going to take over a year to do something about it. It seems like nothing is being
done to fix it. If you are going to fix it, tell us. Please give us information. We're safe. Were we s safe on the soccer field before the fire? Did the grass make us safer? Were the kids safe before I even got to the school? I will never
get to play on this field again, but please make sure that my third grade sister has a chance to play safely. Thank you. >> That concludes public comment. >> Thank you very much. Item I, comments from labor groups. In
the interest of time and equal opportunity, please keep your comments to 3 to 5 minutes per group. Thank you. Good evening. So, I have a prepared speech, but I was just extremely impressed with the students that just
came up. Um, a couple reasons. Um, just the fact that they came up and spoke to you so eloquently, very impressive. But one of the things that I didn't include in my speech are the fields and something my ground crew can actually do. And I want to let these young men
know the gentleman standing to my right was a professional soccer player. So, it's something that's close to his heart and actually could advise in some of these fields. So, just some of the things that it's incredible some of the your employees that you have uh working
for you. So, uh good evening, President Frederick, school board members, superintendent Dr. Blanco, superintendent leadership, team members, and of the uh members of the audience. I'm glad to hear the district will be presenting a qualified budget. The cuts have been tough to accept, but I understand they are necessary. I would
like to share some potential concerns about the impact of the me of my membership being laid off. When I arrived at the district, all I heard was that the classrooms were not being clean. Uh the custodians were not doing their job as a result of more more thorough investigation. We discovered
that there were many uh they were facing many hurdles that were causing trouble getting the rooms clean. Many of the stations were not correct, which was been worked on. Students were not were eating in the classroom, hallways, and playground. This practice increased the work of the custodians by taking them
away from doing their actual station. Although this has gotten better, it still remains a problem. The inability of doing proper summer deep cleaning uh because of all the classrooms being used has finally caught up making the rooms look unkempt. The current custodial team has stepped up their game and now are
going to be cut. As for the summer cleaning, teams have been looking the other way when additional hourly custodians were brought into clean schools because I knew the work needed to be done. However, when layouts do occur, the ED code in my in the collective bargaining agreement will not
allow the district to use hourly employees when members have been laid off. I do not know what the plan is going to look like for this summer. The lack of cleaning will cause rodents and pests and the districts will need a higher pest control. So, where are the savings? We are facing the same
situation with grounds. The grounds crews are being cut are being doing an excellent job maintaining the schools and providing great curb appeal. It has come to my attention that the board is promoting to increase the green space in the district by more than 30%. How is this going to happen if the grounds crew
is being reduced by more than 50%. Again, increased pest and possible coyote dens lane in the tall grass. We have uh we have gone through so much. I do not understand why the board is making some resolutions that are going to cause more problems than solve.
Resolutions that are crossing over the line of collective bargaining that will have a negative impact on my membership. Anything that's covered by uh in a collective bargaining agreement should not be part of a resolution. As I stated before, teams are working extremely hard in the district to figure out how we can
save money, generate more money, and provide my members with raises without impacting the bottom line. I would like to ask the board to not entertain any requests for raises from any other bargaining units at this time when we are still trying to save jobs. The district needs to continue to get
through the budget in order uh uh in order before it begins to spend any money or put it back in the same situation that we work so hard to get out of. We have done so much this year. Why do we focus on what is being accomplished and stop trying to tweak a situation that is not result in anything
but causing more work for the central staff? Which leads me my next concern. Although they are not my members, I know how important the central staff is for my membership. Who is going to do the everyday work of the school district if they lay off the employees at the central step central office? Everyone
needs to step back. Uh let the district leadership team do their job. They are the experts. They are the ones that know what they need to do. Let us move forward as a team and minimize the division. Thank you.
>> Thank you. >> So, just to make sure that you have the record, we emailed it to you, but we'll give it to you in person. We will not get through it all today. You don't need to worry about that. But we have these two wonderful ladies from our organizing team who will present some of the um outcomes of the cuts that you're
proposing. So >> good evening board members and Dr. Blanco. I'm Robin Worley. I am a teacher at Octavia E. Butler magnet. >> I'm Morin Noble. I'm a teacher at Jackson Elementary. After the board meeting on November 17th, it was clear that many of you felt
We don't have a clicker. Do you have a clicker? There's a clicker. that the process had been rushed and that you didn't feel like you had a lot of time to learn about the overall district budget and the effects of the cuts that were being proposed to you. We
are thankful that many of you seem to be grieved by the cuts and were able to find a way to save some key programs. It appears clear that many of you also are hoping to find a way to fund some of the programs you voted to cut. We are here to encourage you in that process. In fact, we hope you take the
time to learn deeply about how the specific cuts you voted for will affect our schools. In that spirit, we want to invite you to spend half a day at as many schools as you can, both in your area and beyond, to learn about how
these cuts will diminish the student experience at our schools. We are hoping that these become the first of many routine visits to our sites, marking the start of a partnership rooted in respect and collaboration. We invite you particularly to pay attention to schools that have been
dealing with the historical reality of institutionalized racial segregation by the very process of sport of education created, which is the establishment of special programs and magnet schools that are designed to bring extra resources to schools that serve the communities with
the most need. Please use an equity lens to pay particular attention how the cuts will affect these schools. Come and watch what it takes for a nurse to administer insulin to a student and ask what would happen if students were diagnosed next week at their other
schools. Ask how they would manage safe meal times for those kids. And then ask what would happen if you gave those nurses more schools to serve. Come and see how music encourages literacy and language acquisition for
our youngest learners. Come and see how many books are being checked out in our middle school libraries. And find out how the spaces are being used to provide tier one support to make students feel safe and participate in engaging activities. Find out about all the literacy programming
that is making a difference in our students reading levels. Find out what the students will lose when the library is open only two days a week. Come and see how busy our security guards are and how many incidents they respond to in a day. Walk our campuses
and learn about access points and visibility. Find out how safety will be compromised if their numbers are reduced. Come and take note of the current state of our classroom, student restrooms, and campus spaces. Talk to the custodians to ask them which tasks they will need to
eliminate when they lose team members. Come and take a look at our IEP calendars and see how much time is required of administrators to run these meetings. Find out how much more of their time will be taken up by these legally mandated meetings if
administration hours are reduced. Come and take a look at the calendars of our social workers and other mental health professionals. Find out how many students they're seeing every day. Ask them and the school counselors who will see these students when they're in crisis if the professionals are not on
campus. Find out what the MTSS coaches are doing now to support student learning and behavior and ask them who will complete their work if they are no longer on campus. Talk to our attendance clerks and find out how many absences need to
be reconciled in a week. Use that as an estimate to determine how much ADA money is being recouped based on their tireless efforts. >> Sorry. Come and see. Please spend time with us with UTP members, with CSEA
members, with teamsters. Come and talk to students. Ask them about these people who serve them. We would like to share with you a small sample of what you'll see when you come to visit our schools. The voices here belong to teachers, staff, parents, and
students. Because of the abundance of stories that were shared with us, we are just going to read some snippets today. Please take the time later to read these in their entirety. We know that you will be as moved as we were. >> Just to let you know, it's five minutes. >> Sorry, five minutes.
How much more can we go? Couple more minutes. Yep. Great. All right. Here's a sample of what will get lost. the person who introduces students to a new language and also exposes them to diverse cultures. The PYP coordinator
whose essential responsibilities are professional development, program documentation, curriculum oversight and evaluation preparation. The person who responds the MTSS coach to realtime challenges, who guides teachers through a range of hurdles, who
coordinates instructional materials, and who analyzes student data to ensure interventions are effective. um the school garden program at Jackson and Mr. Newell in his science lab. Mr. Newell impacts the lives of around 650 students every year, setting them up to
go on to be successful in middle school. What gets lost are the enrichment programs like science, gardening, music, and art. Children lose the experiences that spark curiosity and build confidence. Um, on a practical level, if we're stripping away STEM, we're stripping
away the classes that foster and cultivate curiosity, scientific inquiry, creativity, empathy, collaboration, and intellectually discovery for our children. >> Thank you. I appreciate your whole presentation. We have the the packet. >> You Yes, you have the packet. And the fact that we couldn't get through most
of this, which is a merely a small sample of all the experiences that get lost, makes our point for us. We cannot wait to have you on our campuses. We want to walk with you. We want to have you see the work that is done and what is at stake if some of these cuts go through. Um we look forward to hearing
from you to coordinate those visits. Thank you so much. >> Thank you. >> You said I could ask clarifying questions. So I have a clarifying question. Are you under the impression that these cuts have a possibility of not going
through? >> Do you want me to answer? >> Whoever wants to answer can answer. >> We're well aware that the 25 million figure um is in stone. But the reality is that every single FSB that has been
produced in this district over the last 10 12 years has been modified. and we are hoping that better choices will be made. There are plenty of ways that those uh dollars can be saved without impacting our classes. Thank you.
>> I will have um Dr. Canel clarify for you when he does the presentation on the first interim about the documentation that LEO has already collected from us. >> I appreciate the brevity of the question
and the answer. Thank you. And is there any other labor groups though? >> Yeah. >> Hi everybody. My name is Beverly Rodriguez. I am the president of the Pasadena Association for Career Technical Educators. As I saw you uh before again, I want to thank you for
the work that you did to protect those packages for CTE. But I am here to remind you why CT is important. Um and so as we continue to look into the tough years of to come, CTE program does protect ADA, right? So if you look at
the data and you're more than welcome to ask our department for uh it does increase student engagement and retention. Uh students graduate at higher rates from the RCT programs. They are college and career ready from our CTE programs and I am an alumni of the
Pasadinian 5 school district. I credit my RO program which today you would call CTE for the reason why I have never had a hard time finding a job. And for a lot of my alumni and my students, they can say the same confidently. Uh also funding leverage, Perkins,
grants, industry donations, and other work-based learning funding uh is a collaborative effort through all of our CTE program. But our CTE program has been shrinking. And so I am concerned that it will continue to shrink over the years. And I don't think for our
secondary students that that's the right thing to do. I will remind us that the reason we're here, so I hear you about not asking for raises, but our team for sure didn't ask for one and then closed our contract in order to get this through. Uh, also, we were the lowest
paid teachers in the district for quite some time and were always team players. So, I think to be questioned whether or not we're team players, I think we should all chat so that you understand and we all understand what we're here for. And the last thing is we are here as a workforce development process,
right? We are here to help our students particularly um defending our underrepresented students to make sure that after they go through our programming K through 12, they have a chance to build their lives. So again, thank you so much for protecting the packages of CTI. I am really grateful
about that. I'm really appreciative and I do appreciate how hard your jobs are. I hope that you would continue to look at how to operate the district in a way that protects these programs. Thank you so much. >> Thank you.
CCA here or I guess that's it. CCA. >> Good evening, President Frederick's board members, Superintendent Dr. Blanco, and the leadership team. My name is Stella Franco Allen. I am here this evening on behalf of California School
Employees Association, CSEA, and our president, Julio Venegas, who was not able to be here tonight. CSEA represents the security guards, health clerks, attendance clerks, community assistants, and clerical positions that were voted on last month to have their positions
cut or drastically reduced. CSEA is here tonight to encourage consideration of the effects of the decisions made in November and for the board to reconsider cutting so drastically from these positions that support and sustain student health and safety on campuses.
As I sat and watched over the course of the last several months, staff, students, and others come to the podium to share the worth and value of positions and programs, types of loss that our students will undeservingly experience, and to plead their case for
positions to not be eliminated. It would be an understatement to say it saddened me. the display of fear and concern at the prospect of employees losing their jobs and the deep concern for the welfare of the students we love, serve,
and help develop was on full display. I stand here speaking on behalf of 400 plus classified staff to make clear our worth, value, and contributions to the success of our students and the rest of our district and staff.
The harsh and drastic cuts to school sites makes us believe that the upper district management doesn't seem to know or appreciate how these positions and individuals contribute to students success and development and the viability of our school district. CSEA
employees have a function and contribute greatly to the success of a school, its students, our district, and the large larger community. This process reminds me of when we one watches a movie and then at the end you see the long list of
critical contributions throughout the filming and production of a movie. When we CSEA employees do something big or small that may be visible or not so visible, you can be sure we have a long list of CSEA employees that contribute
and participate at their school to reach goals and end results. In a similar way, if POSD were a movie, a running list of CSEA contributors and professionals would be listed in the credits in recognition of all the parts that make
the movie possible. Even a number three gunslinger deserves credit. But just as those who exit the theater before the credits roll, it is felt that district administration doesn't see and thus appreciate or recognize what's going on
behind the scenes. The value of CSEA employees, their contributions to students success and well-being, strategic operations, their responsibilities for overseeing logistical, administrative, and operational areas. Support provided for
students, families, administrators, teachers, community members, and partners, etc. Providing specialized skills, creating conducive learning environments, and many other diverse roles. The topic of PUSD's budget crisis should
involve scrutiny for staffing and salary points for everyone, top to bottom. CSEA employees are seldom in the spotlight or mostly behind the scenes and in the background. However, we are deserving of
being listed in the credits. CSEA employees are valuable. We matter to the overall success of our schools and to the students. We add value and support to all of our students. CSEA employees participate, contribute our own set of
unique and vital skills, abilities, and talents to the blockbusting school sites where our students strive and thrive. CSEA employees contribute wherever our students, staff, schools, and district
are recognized. and our schools don't function, achieve, and reach their goals without us. We have serious concerns that these cuts will impact the student experience and convince families to continue to leave our district. CSEA is
in agreement with recommendations you have heard in the past. Cap contracted services, undue position inflation, especially at central office, removal of overbudgeting practices, especially in books and supplies, and unfilled
vacancies. We strongly encourage you to reconsider the compensation and the 195 district administrative positions in order to bring them into alignment with other districts of similar size and composition.
CSEA members will all continue to do our best to make this district successful. We only ask that you make the right decisions so we can continue to do our jobs effectively next year and the coming years. Thank you.
Thank you. Is Absa here? >> Thank you. >> Hi. Good evening, PUSD board president Frederick's, PUSD board members, Dr. Blanco, and members of SLT. I'm Kristen Forest. I am principal at Webster
Elementary School and APSA board member. This evening, I would like to comment on behalf of the Association of Pasadena School Administrators on two positive and beneficial events that I hold near and dear to my heart. The first is the
warming hearts initiative. APSA launched the Warming Hearts program to support PUSD families experiencing financial hardship during and following the pandemic. This year's campaign so far has
collected $1,4655 and with the PEF Pastina Educational Foundation's matching contribution, the total impact is $2,81310. APSA is currently gathering names of families and awards will be distributed
next week at various school sites. Donations for this year are still being accepted and we welcome recurring donations for next year. For example, a $5 monthly contribution would equal a
$60 annual contribution. Secondly, this is inclusive schools week and I thank you all for formally recognizing inclusive schools week. Inclusive Schools Week recognizes
schools progress in providing high quality education to all students, including those marginalized due to disability, gender, socioeconomic status, or cultural heritage. This week provides schools, teachers,
staff, students, and families an opportunity to promote activities and lessons that highlight inclusion, respect for diversity, and the importance of ensuring that every child is valued and included and truly feels
that sense of belonging that is so important to each and every one of us. Uh this year's celebration is ex is especially meaningful as we mark the 50th anniversary of the Individuals with Disabilities Education Act, IDA.
Lastly, I want to give a personal plug to the Webster Armenian Academy. I know you've all received invitations via email, but I would like to personally invite all of you to the Webster Armenian Academy winter
performance this coming Monday at 900 a.m. in the historic Daniel Webster Auditorium. Thank you. >> Thank you. And that concludes comments from labor groups. Thank you so much.
Item J, student board member report. Trusty KD. >> Thank you, President Frederick's, esteemed board members, Superintendent Blanco, and leadership team for your continued contributions and commitment to the students of PSUSD. We'd like to congratulate President Frederick's and
the board of education for successful transition of the board positions. Recently, the student assembly and council have experienced some concerns as a result of the board's November 20th meeting. We understand that the cuts have already been approved and that there is likely no one doing the
decisions of the board. However, we have questions about how these cuts will be implemented and how they will affect students, teachers, and families across the district. Additionally, we question how some potentially essential areas of the district, for example, public communications, IT, professional
development, and human resources will be maintained. Furthermore, we felt that the voice of the students assembly and council and by extension the student body was not heard during the November 20th meeting. Because of the way that the items were resolved, we were unable to read our
prepared statements for each item on the agenda. This left the sitting student board member feeling unable to voice our group's opinions to the board. In light of these concerns and experiences, the students assembly and council would like to take this opportunity to inform the
board of the process that we take when preparing for each board meeting. First, we along with the public receive the board of education meeting agenda the Friday night before the meeting. Then, the students read the action items and write corresponding summaries to bring
to our discussion on the Monday prior to the board meeting. At our in-person Monday meetings, we discuss each action item and provide students input to determine the preferential vote while also uh for each item while also discussing what to say in our statement.
We then meet virtually on the Wednesday night before the board meeting to discuss any topics that require deeper discussion or analysis while also reviewing and approving the statement of the sitting student assembly member. Overall, each student assembly member and sometimes student think tank members
as well spend at least uh four to six hours preparing for each board meeting. This makes it incredibly challenging for us when our action item when action items are drastically changed, rendering us unable to make our plan statements and cast our vote. Currently, we are brainstorming ways to protect the
student voice and ensure that the voices of the student body are not overshadowed. As we end this uh the end of this to uh tumultuous year, we'd like to recognize that this week is inclusive schools week. We know that it's important that every student feels part of a community
and we will work to make the district a better place for all students. Meanwhile, on the student leadership front, we are pleased to report that our new students assembly and council members elections have been completed and our new and returning students assembly members have just been sworn in
earlier today. Uh this opens up a new chapter for the student assembly and student think tank and we are excited to welcome these new voices and representation to our group. We are planning an orientation for the new assembly and think tank members in January and we hope to see success in the future with them in our ranks. The
student assembly and council would like to thank the board and administration for allowing us to continue to use this platform to voice our concerns. Rest assured, we will continue to work to make sure that the voice of the student body is heard. Thank you,
>> Trusty Kenny. >> Thank you very much. I I guess I didn't realize that there were um reports or statements that weren't read. Is are those statements that can be emailed to the board so that we could at least have that opportunity to see them?
>> Uh I'll look into it, but we'll find out. All right. Thank you. >> Thank you. Question, comment, trustee Basquez. I'm not sure how to respond or if there
is any interest in us responding. Well, I I recognize that it is a significant problem or challenge in the structure of the the the position. Um but equally
unreasonable it is to expect that any I that all items all action items are going to pass as are presented 100% every time. So definitely the structure
of the voting mechanism as well as your comments needs to have some flexibility so that you can participate in the conversation when things evolved due to the restrictions from the Brown Act. Um we can have very limited contact with
each other prior. So the conversations will happen always here and so will voting and um uh amendments to any of the issues that we vote on and therefore
I mean I I am very interested and as everybody here I'm sure we don't have to say this we're very interested in your particular perspective especially because the structure sure that you've developed
it has members from all of the schools and therefore it when you come to a position it does require some sort of consensus from all of the schools that is a very important point of view that we don't necessarily achieve in our own
deliberations uh but definitely we would need to or um the parties at be I don't know who is the who are the people that determine the the structure of of the student think tank. If it's the students and the
students in collaboration with whom, that's fantastic. Um try to figure out some flexibility for the voting uh or for your comments. Um I mean it's difficult to anticipate what's going to happen with an agenda item, but that that should not be an
impediment to your participation. >> Thank you, Trusty Bailey. and then Trusty KD. >> Um I think that the students have done a phenomenal job in aligning the way they
function with us according to the way that we move through our agenda. And I think that what happened was a unique situation where other items were brought into the
one item which is rare. And so it did not allow them to do as they have always prepared which is to address each item individually on the agenda. And I have to say that
even I was taken by surprise the way that happened. I wasn't sure if that was a Brown Act violation and maybe a consensus of the board needed to happen before we went and brought two other
items into one item to come to um a vote. So, I totally understand what you're saying. I think it's easier for us to be mindful of of how complicated this whole system is for all of us
bringing them into our meetings, but for us to be mindful of how they deliberate so that we can continue to deliberate in a way that supports them being here. It's very
challenging or, you know, it's it's hard if I put myself in their place to try to prepare to weigh in on an item not knowing how the board is going to deliberate. But one thing that we have
consistently done through the years is taken each individual agenda item and deliberate it from that perspective, from that way. And so moving forward, I believe that it's on us as the board to
do things in that order so that they can also participate without having to try to in the background with all the other work that they do um try to try to guess how we're going to move through something because that's just that
creates too much unpredictability and I wouldn't want the students to have to go through that it's challenging enough to to do what they're doing and I applaud you all of you for your efforts um and the organization that you bought
to this process. It's just amazing. So I don't think that we should pile something else on them that would present another challenge. I think we just need to move through our agenda um the way the items are >> in order.
>> Thank you, Trusty Bailey. Um let's wrap this up. Final comments and we can also speak outside and work out work it out. I think there's a way. >> Well, I so I also want to make sure we need transparency.
>> So, if we're going to work something out, this is the room that it needs to happen in all of us together so that the process is transparent. >> So, thank you. I appreciate >> if there's if there's going to be a need for us to work out anything any further than this discussion
>> given the parliamentary needs to be agendaized so that we can do that. >> Thank you for your comment. Do you want a final comment, Trusty KD? >> Uh, yes. So, I just wanted to respond to Dr. Velasquez. Um, do you know that we're working on our bylaws on our ends
to improve the flexibility of the students sitting in this position, but we just wanted to raise this concern and let the board know that when motions are made, we are not able to vote on it. and that will likely be the case for a while
at the very least. >> Okay. Thank you. Thank you, Trusty KD. And um moving on to the action items if we can pos I'm going to ask the board if we can switch the order of K3 and K4.
K3 being the resolution and then K4 is the delegate CSBA delegate assembly. I feel like the K4 would be quicker so we can put that before K3. Any objections. Okay.
So, um moving to item K1, approval of resolution commemorating the one-year anniversary of Eden Fire. >> Trusty Holly. >> Thank you. So, this is the one-year anniversary of the eaten fire and there's many events out there. So, we
thought it would be a good thing to have a resolution on this. And I'm just going to read a few pieces of it because I'm really quite proud of the way this has been laid out. commemorating the one-year anniversary of the Eaton fire. Where whereas on the evening of January
7th, 2025, the Eaton fire began and led to widespread evacuations across the town of Aladena and the cities of Pasadena and Sierra Madre, affecting approximately twothirds of Pasadena Unified School District students and nearly half of its employees with many
families and staff experiencing loss of homes, displacement, and significant disruption to daily life. Whereas five district properties were destroyed or significantly damaged, including Elliot Arts Magnet, along with three sites used
by charter and private schools, and a sixth school was temporarily relocated, resulting in emergency relocations, debris removal, and a complex reopening process completed by January 30th. Whereas the district responded with swift coordination of safety,
environmental testing, and professional remediation along with a community connector event prior to the reopening and brought families, staff, and partners together to share resources and support one another through the earliest phase of recovery. Whereas the year that
followed reflects the strength of the PUSD community with families, neighbors, partners, and donors coming together in solidarity. Financial help through the Pasadena Educational Foundation response supported impacted students, families,
and staff. And dozens of individuals, businesses, faith groups, and organizations contributed materials, supplies, resources, opportunities, and hands-on experiences that brought comfort and restored joy during a
difficult year. Whereas PUSD has deepened its commitment to trauma-informed practices and launched a 10-month wellness plan centered on healing, mental health, and systemwide support. Whereas recovery is not linear,
and individuals heal at different paces. Many students, staff, and families continue to rebuild. The district remains committed to supporting every stage of the recovery, honoring lived experiences without defining anyone by the fire itself, focusing instead on how
the community stood up together afterward. Now therefore, be it resolved that the Pasadena Unified School District governing board of education commemorates the one-year anniversary of the Eat and Fire by honoring the strength, compassion, and unity demonstrated by students, families,
employees, community partners, and supporters throughout the past year. Be it finally resolved that PUSD continues its commitment to a forward-looking path centered on healing student success and the shared belief
that the district is not defined by the fire, but how it rose afterward with strength and heart and honors the resilience and hope demonstrated by our community. >> And I'd like to make a motion. >> Yeah, sure.
>> Actually, um I'm going to follow the protocol. Let me just So, there's no public comment. No. Um, and I want to make sure that the student board member makes a comment and has an opportunity if if any.
>> Uh, yes. Thank you, Miss Holly. Um, I know that the eaten fire has affected many students, many teachers, and many families as a whole. And I think that it is good that we are commemorating it um with this resolution
and more. Thank you. >> Like to entertain a motion. >> I'd like to make a motion. >> Is there a second? >> A second. >> Thank you. Any other uh comments or questions? Thank you. This is such an appropriate thing for I'm so glad you were the one
to write this resolution. Thank you for doing that. Um, so I think we have a vote now. So all those in favor of approving this resolution. Oh, >> student board got me. Trusty KD, what is your preferential vote? >> Yes.
>> Okay. All those in favor raise your hand. Any against abstensions? Motion passes. Thank you so much. Next item is approval of the first interim report for 202526 school year
inclusive of the fiscal stabilization plan. Dr. Canal. Thank you. Good evening everyone. So thank you for the time this evening. Uh today we'll be talking about the uh first interim. Um couple of things to
highlight, a couple of sections to to discuss with you. We'll begin by first by the first interim overview. It's required by the education code requires boards to certify at least twice a year the district's ability to meet its financial obligations. The first interim
captures the changes since June's adopted budget through October 31st. Uh tonight I am ask I'm recommending that the board certify PUSD's financial condition as positive. The district is projected to meet its financial obligations in 2526
2627 and the 2728 school year. Before we go there, there are a couple of key interim uh key points that I'd like to highlight. In the adopted budget, uh the district projected to transfer 11.5 million from
fund 17 in school year 2627. Since the district was not going to meet its 3% reserve requirement for economic uncertainties for the first interim budget, the projection with with the FSB implementation, the district no longer needs to transfer the funds in order to
have the 3% for economic uncertainties. Uh that's something that you're going to hear quite often in the presentation is that this is considering that we are inclusive of the fiscal stabilization plan and it's assuming throughout the presentation that its implementation is
occurring based on the November 20th vote. Some of the things um have changed. Um some of the changes were that I discussed was the $11 million in front 17. other adjustments from adopted budget to the first interim would be such as the up for the three-year
average the um funded ADA. Um initially as well it was thought that OPED was going to be considered uh to be reduced. Um currently it's at 1% and it is not being touched so it remains at OPE. OPE again um discusses its um financial
obligations typically for retirees. So it's make sure make make sure that we have enough fund for that. Part of the budget assumptions uh you see on the board um are some of the things that we need to take into account. I will note that um I know that uh this is for this
school year. If you want to see the two outy years um that has been provided in the assumptions section of the first interim in the budget narratives. So in the narratives we'll go into more discussion into this same budget assumptions for the outy years. So you can find that information um as part of
the backup that is being provided to you. So you'll notice we take into consideration as I just mentioned the ADA um CalPERS and Calers um employee rates, health and welfare uh and also the cost of living
as referred to as the COLA. In this slide deck here, you'll uh notice that in 2526, the fire revenue and the fire expenditures are being recognized. But in 2627 and in 2728, the fire expenditures are only being recognized,
meaning the revenue is not being recognized there. Something that I'd highlight is that uh this uh this is 141.3 million higher than June's adopted budget and it is primarily due to the higher fire revenue and the higher 2425
ending balances uh which becomes the 2526 beginning balance uh as reflected in the September's 2425 unallited actuals. This fiscal timeline you typically see uh we're currently in December. The first interim uh something that I'll
talk a little bit more in the future will be the governor's uh proposed um budget uh comes out in January. Um some of you will um attend those. We typically attend those meetings. But the next time we'll uh provide a financial report will be during second interim.
And I'll also pause on this slide to highlight that there is still quite a bit of work that needs to be done. This really is just the beginning in terms of an implementation of what's to happen. So, there's a lot of work that is still taking place. This is just one of the first pieces after the November 20th
vote of the fiscal stabilization plan. There still has to uh take place the second interim and eventually the adopted budget. And we're putting into place several key things to ensure that we follow uh through. for example, setting up budget meetings with departments and site administrators uh
because in the FSP we have some reductions in department funding. So, we need to make sure that we sit with staff uh and go over their department budgets um as we progress throughout the school year and late into the spring. From the state fiscal outlook perspective, the legislative analyst
office provided the following analysis in its November publication. The governor's proposed budget will be released in January as mentioned which will provide valuable information about expected funding levels in 2627 and beyond. The forecast assumes weak revenue growth in 2526 and moderate
growth in the subsequent years. Stock market and federal decisions about interest rates are a notable a notable source of uncertainty and a significant amount of one-time uh temporary spending solutions expires in
2526 a little closer to home in PUSD. Bullets one and two are going to be illustrated in the next slide. But here take a moment to mention that without the fire related revenue and expenses in the general fund the district expects an ongoing deficit the expenditures in
greater than the revenue during the fiscal year 2526 with a budget surplus in the outy years when the fire related revenues and expenses are included in the general fund the district expects to have an operating surplus in 2526 but operating deficits in the out years.
Important thing to note is if the actual revenue increases and expenditure reductions far short of those that are assumed in the fiscal stabilization plan, the general fund ending balances will be lower than those projected today in the first interim. Without any fiscal
stabilization plan, the general fund unrestricted ending balances will decline substantially and in fact are projected to be negative by 2728. The slide deck here provides uh that information that I just mentioned. Another point to note uh the source for
these tables are from our sax documents as part of the backup in the district and PUSD we provide you with the sax information and we provide you with tables which is unique if you download the first interim and other districts um there's some information that you wouldn't see in that in those documents
the tables would be one of them so these tables are the source would be from um again from the sax documentation we have received I mentioned60 64.6 more fire revenues since the unodudited actuals. We project more fire related expenses in the first interim budget
reporting and it increased the amount of contribution to the routine restricted maintenance which we've mentioned here before and the reserve economic uncertainty without the fire expenditures in our budget. We end up contributing less in the routine restricted maintenance and the reserve
economic uncertainty. And that's something that has been discussed previously here but uh can be seen there. This previous slide was just the first um interim. This slide, if you'll notice, it's actually comparing the adopted budget to the first interim. So,
kind of taking a look back. This slide in looking at both the adopted budget and the first interim, a couple of things you'll notice are that take into consideration the first interim budget balances with the fire related expenditures and insurance revenues.
All received insurance funds are assumed to be expensed by the end of the 2728 fiscal year. The balances below are after meeting the minimum required reserves. And again for the first interim budget reporting the fund 17
balances of 11 million 11.5 million is not projected to be transferred in 2526 as originally projected in the adopted budget. The previous slide was again the general fund balance with the fiscal stabilization plan and with the fire
revenue and expenses. This is without the fire revenue and expenses but still looking with the fiscal stabilization plan. So that's the difference between those two slides. This slide is the general fund
restricted re revenue and expenses and ending fund balance. The higher ending fund balance are due to the carryover and new restricted grants such as the student support professional development discretionary block grant, the children and youth behavioral health initiative, ELP, California community partnerships
grant, etc. the contributions from unrestricted general fund. I'll highlight two pieces of information here. The top portion is uh the adopted budget. The portion below that would be the first interim. If you
look at the first row in the special education, you'll see that in during adopted budget, there was a projection of spending 57.9 million. You'll see that was reduced to 54.2. When you look at the first interim,
special ed AB602 contributions have been adjusted to reflect the changes from the SPE work streams and the ESBACK uh data. Uh I mentioned before that there was a lot of work that was done also with the help of of school uh school California school
now I just John Gray would be not proud school services of California. uh we're working with them to seeing what we can do to really take a little bit more control of oure of our maintenance of effort and this is uh one step in that direction
factors not reflected in the multi-year projection or any changes in compensation any increases to health and welfare and contributions one of the slides earlier I mentioned that we did take that into account it was a 5% unknown liability such as AB2 AB28 cases
although those have been reduced from seven to three. Uh so we've made some headway there as well. Potential impact of any economic downturn and of course potential reductions in state or federal funding. I want to take this moment uh to really
thank a lot more people that uh the work behind the scenes uh folks that have been helping and putting a lot of this data together. There's a lot of work um that is done in Pasadena to provide the information to you in a couple of different ways. Not only the SAX form that you see, but also the tables uh
that you see are actually created by the team uh that you see on the slide and two of the folks that are standing behind me. Um if you download I mentioned any of the first interims and anywhere else, you wouldn't see those tables because that is actually something that is done here in PUSD to provide the data from a different
perspective. It's the same data, same information, but just with a different lens. So, I'm very thankful uh to the budget team here in Pasadena who work really hard uh on your behalf and on every on the Pasadena Unified Communities behalf. >> Sorry, that was Rowanne and Armeny are
here to my left. >> Two people who are very instrumental as part of this team. >> I think you actually did 10 minutes and I asked for 10 minutes. Yes, ma'am. >> Thank you so much. >> Follow directions.
>> You're hired. >> Thank you. >> Again, okay. So, I want to make sure that is there any public comment? No. Right. At the item. >> Okay. Um I want to make sure that the student
gets uh say their statement first. So, >> uh no comment. >> Oh. Okay. All right. Any other questions, comments for >> Are we doing questions first and then >> Yeah. So, inquiry and then we'll do a motion. >> Yeah. Trusty Kenny.
>> Thank you. Um, one of the things that I just read late, thank you so much. um from LEO was that and I hadn't realized this that the changes um in the big beautiful bill um potentially
changed the direct certification rules for students which is the way that they can become automatically eligible for free and reduced lunch. I hadn't heard that anywhere. This was the first I'd heard of it. So I don't know if that has already been incorporated into our
projections for our unduplicated rates and I don't know exactly what the changes are. >> Sure. Most districts are still working on that which is why you'll see a lot of miscommunication within uh districts and even within districts are still in that dialogue. You'll see that there's always a push to make sure that we gather the
data by a certain date in order to be able to capture that information to clean it. Uh there's a couple of considerations that we won't have to go through all of that uh with certain paperwork that is needs to be filed, but we are looking into that. Yes. >> Okay. Wonderful. Um one of the things I
noticed um about the supplemental and concentration LCFF is that it did go down. I believe that when we published the first LCAP in the in the budget, we allocated the original amount and so now
it's 800 900,000 less. How are we pulling that back? Who which people who had it, you know, given to their department or, you know, budgeted for certain expenditures, how are we pulling that back now that that money has not
actually materialized? >> Sure. And that's always a struggle every year when from adopted budget to the first interim, you'll always see a couple of adjustments. Um, and depending on how generous uh someone is or optimistic they are with in terms of their RCFF
numbers, that number will be adjusted accordingly. If someone's being much more optimistic um than perhaps the data should indicates otherwise. Um, there's a couple of different ways that that we look at it. Um, we monitor. One of the things that most districts do, and we're
um doing a better job, I think, is monitoring also expenses and things as they come in. Meaning, um, not automatically when when you have the funds, you may not filter through all of the expenses that come in exactly the way you would now. So, there's a lot of
evaluations when requests are coming in to making sure that not only folks are within budget, but also making sure that we talk uh with academics and talk with departments. um to see where it is that there's opportunities for us to uh to make some savings um whether it's in
contracts or whether it's elsewhere to make sure that we stay within the um adjusted figure. >> So we're not going to necessarily reduce anyone's budget. >> Um not necessarily as we go through the year we make the adjustments. So we'll know more in second interim >> but we won't take it away from school
sites. >> No. >> All right. Um, one of the things that caught my eye, um, under liabilities was the increase, the three-fold increase in our comp, what is it called?
Un compensated absence, our liability for compensated absences, which is a special topic, but again, it went from 3 million to 11 million >> in one reporting period. Is that something that you can help us
understand better? Maybe through a Friday memo and if there is action we need to take. >> Absolutely. >> Okay, that would be wonderful. And then I believe one of the answers to the board questions was that yes, the audit
is uh has been pushed out. >> Yes. >> So will we have that presentation in at our February meeting instead of in January uh for our Yeah. For our presentation? >> Yes. And uh we have they get approval for that. So yes.
>> Okay. So but fe that'll be February. I think on the governance calendar right now it's January. >> All right. Thank you. >> Yes ma'am. >> Any other comments or questions? >> I'm hearing motion to approve.
>> Oh is it an it's an action. >> Okay. But I need a second. Second. >> Okay. Any other So, now we're in advocacy. >> Trusty KD, do you have any comments? Oh, advocacy comments?
>> No. >> Um, Trusty McKenzie. >> Did you have a comment >> for advocacy? Yes. >> Oh, yeah. Oh, sorry. If >> are you acknowledging me now or did you join? Okay. Thank you um
to the team for putting this presentation together. I think that we're all kind of keenly aware of where we are in in terms of um needing to implement said fiscal stabilization plan in order for us to um maintain the
governance and autonomy of our school district. and it has required some very difficult decisions. Um while we have to move forward on the path that we're on and try and think about sort of what the next steps are as
Dr. Canal alluded to in terms of what um our new operating normal is going to be. Um I definitely want to raise some points of advocacy that need to happen not just in this room at this dis but
sort of across the state for purposes of really working to underscore, protect and preserve public education because there are many efforts that are being that are actively working to dismantle
the system as we know it. Um, one of the things that we should be continuing to work on, and I would propose to do this, um, through our legislative advocacy committee, is fighting for the change to come out of Sacramento to fund schools based on the number of students that are enrolled versus the number of days
students come to school. Because even though students may be absent, they still have needs when they're not here. Yet, we are penalized for students that don't come to school. Um, I also think that we need to look at, you know, revisiting our business tax structure in terms of bringing more revenue in so
that we can increase the dollars that come in to education by way of Proposition 98 and other um, state and local taxes. I'm at the federal level looking to continue to fight for fully funding um,
it's been 50 years and that dream has still not been actualized, but our students still have needs. Um, I think we have to think about how do we over how do we adjust the overcorrection that AB218 has done in terms of
expanding the statute of limitations for um abuse cases to come forward because we are seeing across the state that districts are really um hemorrhaging
I would say for a noble effort but probably a a a policy solution that has had significant unintended consequences. And then the last thing I would say is that we saw the governor um allocate a
significant amount of money to fire relief in 2025 right after the fire um for the purpose of supporting um relief efforts, rebuilding efforts. We're going to need those dollars in 2026, 27, 28, and many, many years
beyond until our community is somewhat whole. So, I implore my colleagues as well as all members of our community to be strong in our advocacy about looking at ways we can bring in additional revenue so that we don't have to continue to sit here and think about how
are we making cuts to serving our students. >> Okay. Thank you, Trusty Kenzie. Any other comments, questions? Trusty Kenny. >> Um, I just want to say I was um glad to see that we were able to project
uh reduced spending in special education. Um I think when we had built the adopted budget, we weren't clear on what our final spending was last year and so it got a little bit um I think we just went a little bit overboard in our projection. Um,
I know that we had our vote at the last meeting and voted on budget cuts, but there were eight different work streams. And we have um the documentation that was submitted to LEO for the fiscal stabilization plan attached to this agenda item. But I'm I'm hoping that we
can uh maybe discuss having an easier to read format for the board and the public that includes all of the eight work streams. Um, this format I think was maybe something that was a little technical uh and maybe
not as easy to read, you know, the way it was split up between restricted and unrestricted and in different buckets. So, that's something that I'm hoping we can work towards. Um, and I think I think we have to acknowledge that even with the cuts we've already made,
it is probable that we will need to make more next year. Um, it's even a possibility that we might need to make more in the spring depending on what the governor's budget looks like. So, we have built what we've done already on the estimates from last year of what
will be coming in in 2627, but the governor will say his piece in in January. It'll get revised again in May. You know, there's many more changes that could be coming forward. Um, I do hope that the governor will include the $4 million in one-time
funds that Fikmat recommended for Pasadena to get um because of the fire. But again, that should be something that we advocate that the legislature move forward with and that the governor move forward with. Um but even with that, if if it turns out
we need to make cuts next fall, um because we've done such deep cuts in central office, they might end up being more school-based. Um so when we talk about reimagining our district, it's it's not solely about
number of schools, but just also how we provide programs and services. How can we provide the same level of service to our students and our families in a more effective, efficient way? But I mean, I I do think there's an
opportunity to build a great and responsive system, but that's more fiscally efficient. >> Okay. Any other comments, questions? All right. Ready to vote? Student board member? >> Yes.
All those in favor raise your hand. Any obst anybody against? Abstensions. Motion passes. Thank you. >> You have a clarification question. >> Yes. I um Mrs. K um Miss Kenny made a
request for additional work to be done. Um, and so I want to know if there's consensus from the board and uh I guess I would have to know more about this uh different kind of format that you're requesting and if it's a direction from
the full board. >> Okay. Can this be short or >> Yeah. I just like I said I that format um it had about it had $21 million in cuts to unrestricted and about 26 in total if
you included restricted and I know we had more and so I don't know if it's inclusive of all the work streams and so in the past we saw that great slide our different meetings with all the work streams listed and so this is a format that I think everyone's really familiar
with so I don't know if something that repeats again in this same way so that there's like continuity do you know what I mean with the total at the bottom okay that's that's kind of my request that that we have a standard format that we repeat.
>> I can't make an evaluation myself right now. I don't know enough. Can that be shared and with us like separately and you have a comment on
>> Okay. The format. Okay. I think that this actually merits a whole meeting where we look at all the formats of presentations, reports, this and that and decide on a definitive way that we're going to do this because every
time there's a transition or there's a movement in a committee or this and that, we have to start over with the formatting of documents. And so if we can just reach a consensus, get all on the same page, approve the format, and
>> I'm sorry, this is point of order. This is out of order. Let's let's table this. This is a new item that we can't really talk about right now. >> Thank you. I appreciate it.
Okay. Item K3 or moved K3 to K4. So, we're now at the approval of the California School Board Association Delegate Assembly Nomination Elections. I don't know. Do we need to present this or
Trusty Kenny? Go ahead. >> Yeah. So, I think what we I don't know, my name's on the on the um this working thing. So um this is each year there's an election for delegates for delegate assembly for the California school
boards association. There are two openings. Um and so at this time school boards approve a nomination of anyone from their boards who wants to run and then in the spring th that ballot with all those names will go out to all the
region 23 districts to vote. And so I I think there's two nominations before us. >> I'll make a motion. >> Oh, go ahead. You want to make a motion to >> Oh, is it So, is it for both? Because I
>> Is it one docu Is it both of us on there? I I'm on one, she's on the other. >> Okay. >> There's two separate doc. >> All right. Or is it >> We can It's >> two names >> on one doc. >> Yes. So, we're making a motion. I'm making a motion to approve this.
>> Second. So, we're pro approving both names, correct? Okay. Any other comment or questions? >> Um, I just wanted to clarify. Um, so we're submitting uh nominations for both of you for two positions. Is that what's
happening? I wasn't um made clear on this. >> There are two positions open and there's I don't know the exact number of districts. Let's say somewhere between 10 and 15. So, other districts can also put forward names. So when the ballot
comes out in the spring, it will have three maybe four names for two seats and then at that point every board will vote on which two will fill the seats. >> Okay. But uh I guess my question is there's we can submit to and we are
submitting to. Okay. >> Any other questions, comments? Okay, we have the motion. Is there any advocacy? >> Thank you all for volunteering. >> Yeah, team.
>> All right. All those in Trusty KD, what is your preferential vote? >> Yes. >> Okay. All those in favor raise your hand. Any against? Abstensions. Motion passes. Thank you. Now the original item K3
approval resolution establishing optimal school size by grade level for Pastine Fight School District and um Dr. Voquez um was the author of this resolution so
she will present the item. Thank you, President Frederick's colleagues, Superintendent Blanco, staff, and members of the public. Resolution 2852 establishes a clear district-wide guidelines
for what constitute uh a viable wellresourced school size at each grade level in QSD. setting minimum, optimal, and maximum enrollment ranges for elementary,
middle, high school, and K 8 and 61 12. The goal of the resolution is to ensure that the decisions about school transformation, consolidation, or investment are grounded in equity in instructional quality, fiscal stability
while also launching a guide um for PSD's long-term planning. I want to begin by being very clear about what this resolution does and what it does not do. The resolution 2852 does
not close schools. It does not say that enrollment is the only factor that matters and it does not pretend that one number can capture the reality of every campus in the complex district like
ours. What the resolution does do is set policy level guardrails for what we consider a viable school size at the elementary, middle, and high school
levels. It says in writing for the first time, hey, below this point, a school is likely to struggle to offer full program without relying on constant combination
classes and extra subsidies. It also says within this range, our school is our school is more likely to sustain stable staffing, robust course offerings that is essential for student
support. These numbers are not random. For example, at the elementary level, a configuration with two TK classes, three in each uh kindergarten through three, two classes in fourth and fifth lands
within the mid 400s under our class size targets. That is exactly why optimal range for K5 begins around 450 students. It is the point at which a school can
realistically offer at least two sections per grade and maintain basic program without combination classes being the norm. But example but that example also shows the limit of
enrollment in itself. Why a school can technically meet the minimum threshold and still be fragile? Why? Well, the school might be the host of a small magnet or it might save as a high
concentration for students with specialized needs. It's a grade that spans and might be skewed and that's why the revol the resolution never treats enrollment as an automatic trigger for closure. Instead,
enrollment is used as a signal that starts a process. If a school falls below the minimum for two years in a row, that does not mean you're done. It does mean the
superintendent must report that to the board, and any recommendations that follow must include an equity impact analysis. Data analysis must examine much more than numbers. It has to look
at program access, diversity, transportation, student outcomes, and the impact on families and staff. For families, the benefit is predictability and transparency.
If a school is on what we might call a consolidation watch, families deserve to know that, deserve to plan for that, deserve to make decisions based on that understanding. This resolution gives parents a clear
signal that there is a policydriven board adopted framework for when that deeper analysis begins. It allows families to make informed decisions about their children's educational futures instead of guessing
based on rumors. This is an important issue that we need to address because if you go to CVS on a Tuesday and ask what should PSD do for their schools, 20
rumors and stories are going to come out. Another key goal here is minimizing combination classes. Combo classes are where students from two or more grades are taught in the same classrooms. Those
classes create added instructional complexity for teachers and can present challenges for student learning. Right now, if we're committing to staffing to ratio as part of our measures, cost-saving measures as part of our
fiscal plan, that means that combination classes will become a workaround to keep staffing ratios in line at schools that are simply too small or evenly enrolled. Our intent is not to eliminate
combination classes entirely. They will always be special circumstances, but they should be the product of deliberate choice and not the default condition of an underenrolled school. In the middle school years, this is
especially an equity issue. Families in different parts of the district should have access to comparable programs, not just building, not just the building called a middle school. If a school is going to be big enough to offer a full
range of electives and interventions and another one is so small that students have few choices, then our system is not equitable. The optimal size ranges for middle schools and high schools are about making sure that we can actually staff the kinds of programs that
students deserve. Finally, I want to emphasize the following, which is that this resolution is not the end of a conversation, but it is just the beginning of a more honest, transparent, and structured one. It points out towards a district transformation plan. It authorizes the
use of independent experts to project enroll enrollment and facilities. It explicitly requires an equity impact analysis before any recommendation comes to this board. and it assumes community engagement as part of that process.
As it is often the case with fair compromise, some feel the proposed timeline moves too slowly. Others feel that the timeline moves way too quickly. The transformation
requires among many other things a coordination with our facility staffs in order to understand our long-term construction plans because any reconfiguration must align with how strategically we're going to invest our bond funds.
The proposed pace ensures we do not make decisions that outstrip our infrastructure or compromise student learning environments. The timeline allows PSD to plan responsibly, build sustainably and ensure that any changes we make are supported by facilities and
resource the students deserve. Optimal school sizes by themselves will not solve our problems but are a necessary policy marker. They tell the community that we are done making decisions at hog and that we are
committed to a datadriven process. And then as we confront declining enrollment and limited resources, resolutions in general function as guiding frameworks to give the
superintendent and staff clarity on the board expectations. The optimal school size resolution aligns with the government governance responsibilities of the board by clearly articulating the board's intent, values,
and desired outcomes while deliberately avoiding operational detail. That is the rationale of this resolution and I respectfully ask for your consideration. >> Thank you, Trusty Velasquez.
Uh, is there any public comment on this item? Okay. I just want to make sure that our um student board member gets a chance to speak before any motions are made. So, I'm going to give Trusty KD the first opportunity. >> Um, firstly, I had a question. You
mentioned um one of the re one of the ways that you got a number for the optimal range I believe it was for uh elementary schools. Can you just like uh inform me as to how you got the minimum
enrollment numbers perhaps? Like where did you Yeah. The similar characteristics looking at how to avoid the numbers. Yes.
I don't know if you want the actual mathematical calculations. I >> I mean if you can summarize or up to >> yeah basically it's an issue of looking at what would be a
operational space where we have to limit combo classes at the minimum level and then the maximum level. That's basically the same in both sides as well as the middle range. >> Okay. Um I the student assembly just has
concerns about setting um a hard number for a minimum enrollment because we know that every school every situation is different and yet we just don't think that we should be setting a hard number for a minimum
enrollment. Okay. So, um we're in the inquiry right now. So, if you have any questions, did you trust Bailey? You have question or we will have advocacy. So, right now it's questions. >> I don't have a question, but I would
like to make a motion. >> Okay. Okay. Okay. So, hold on a second. Apparently, we have to do inquiry and then do the I'm following the protocol here. This is inquiry first. So, and then we'll do a motion. So, do we have any other questions?
>> But did you have one, Trusty Mackenzie? >> Oh, she No, I'm sorry. She said yes. No. >> Okay. So, >> okay. >> Thank you for bringing this work for Dr. Bless. It sounds like you've given it a lot of thought. Um my question is are there other districts that have
established similar thresholds and how has introducing a similar sort of policy been successful or not in other districts? >> I have not done that research. >> You can answer. Go ahead. You want to
answer trusty McKenzie's question? So, PUSD did this in 2008. Um, there was a resolution that the board put forward and asked the superintendent and it I was just reading it over again. Um, they did a whole lot of there was a
configuration study and I think it was around the time that measure TT passed and so it was also during master planning and the excellent middle schools project or initiative that went on and it didn't list it. This was before I think you could attach a lot of
as easily electronically, but it said there was copious attachments and so it was said here are and it just had a range for K5. This was a time when they joke that we had no configuration left behind like no child left behind because
we had 612, 712, we had everything K5, K6 and so it was a directive to the superintendent to say these are optimal ranges after last study and by the way can you make us stop having all these different things that don't match. So so we have some history of trying to do
this in the past. >> Okay. Um, >> and how's that working for us? >> Hold on. Question trustee Holly. >> Okay. I have a question about data. Um,
everything we do here is data driven. So, as I read through this, which is very involved, very detailed. I would like to know where you got the data that the size of a school direct is a directly attached to equitable access and instructional quality.
And I'd like to know where the data is for aligning school size with optimal enrollment supports instructional depth. I have not seen data on that. So, the short answer for this is that
um as we look at the changes and the cuts that we're going to have to make uh to our school composition, it is clear that um
or it is an area of concern to have different schools schools and different um different schools within PSUSD have provide completely different experiences for the students in our classrooms. So,
it is a direct response to some of the proposed changes and the evolution of uh how our schools are going to look like as a result of those changes. >> Any other questions? Before we do a motion, if a student
board member has an advocacy, I just don't want to risk there being an amendment and then you won't be able to say anything. >> Um, yeah, we I said it before um a couple minutes ago. We just feel that it's
not the best idea to boil down to minimum enrollment numbers. These hard numbers are just um they can go wrong. >> Okay, any other questions, comments? Okay. Um like to entertain a motion.
So, I'd like to make a motion that this resolution be tabled indefinitely and that the staff be given the opportunity in light of the
the drastic cuts that we just had to make. that staff be given the opportunity to reorganize to work on reorganizing and restructuring the workflow in this district.
um particularly in the district office that is responsible for serving the school sites, providing services to the school sites. And that this come back to us as an agenda item
and not a resolution. so that we can have a critical courageous discussion around how we would really like to move forward
as a district when it comes to um considering school consolidations. I think the conversation does need to be had. I don't see the sense of urgency in
it. There's not enough um data, factual data um at this time for something this critical to be passed
um because it's going to have great impact. Just it reminds me of the time Kim talks about 2008. I wasn't on the board in 2008, but I was an employee in the district in 2008. And
one of the things that was happening was the programming, the special programs that were happening in this district seemed to be concentrated more on the east side of the district. And so the schools on the west side of
the district seemed to be at a deficit which was demonstrated by the low enrollment of those schools and those were the schools that were given first closure consideration and were closed. I can see
this happening all over again. So it's troublesome. It feels like one of those things that you know you need to know your history. when you don't know your history, you're doomed to repeat it. I don't want to see that happening. Um,
so I would like to move that this resolution be tabled indefinitely and that again we come back, it comes back as an agenda item and we discuss it
through a more critical lens and we take our time and and really work through this. So, I do commend you on the work um Dr. Velasquez that you put forth here. I think it's a
great start. It's a great introduction to, you know, getting us to to want to um go ahead and and think about this. But right now, my concern is the reopening of schools and that they
happen seamlessly in light of the cuts that were just made. So, that's my motion. Thank you. >> I'll make a second. >> Thank you. I'm sorry. I was looking up Rosenberg's and actually the tableabling motion it doesn't have a discussion. So
I'm sorry about that. >> T you have to take a vote. >> Yeah, I know. But there isn't a discussion about the tableabling. >> So okay. So the the motion >> can I point of order? So where does it say that? >> So I'm looking at >> Sorry, I looked it up here. So I'm
looking at motion to table and it just says if passed >> but it hasn't passed yet. >> So >> yeah. >> So discussion can happen and I'm not clear whether there can be another amendment or a substitute amendment. >> So let's just let me So there was a motion on the floor to table the second.
Is there any comment about the tableling at this point? >> I guess my question is be could someone do an alternate amendment now >> or motion now? >> Oh I see. Okay. I see. >> I don't see instructions here that You can't.
>> Okay. So, yeah, we can have three motions at a time for Rosenberg. So, um is there another motion? >> Um I would propose potentially it's potentially I guess it's your discretion. It's a substitute motion
um for approval. Uh but it would u make a few modifications. So the in the resolving clause one at the end of the first sentence
uh adding the following language subject to further study and revision as necessary during the district transformation planning process. >> Hold on. Um wait >> still open. >> Yeah let's wait for
>> Miss Mononttoya and Dr. Alaskans to know where you are. >> Yeah. Yeah, no worries. Um, so at in the resolving clause one, the one with the index, uh, at the end of the first sentence, so the sentence ending,
uh, informed by the 24 256 district headcount data. >> I'm sorry, pause. I opened the wrong resolution. >> Okay, this is going to take a really long time. >> I'm sorry. I'm sorry. You're out of order. Let's let them continue. This is out of order. >> It's actually not.
>> We're He made a motion and now he's editing the resolution. >> Yes, you can make a motion with >> I'm making just three minor amendments. So, the the at the end of that sentence adding uh subject to further study and revision as necessary during the district
transformation planning process. That's number one. Number two. Number two, >> confirm that Miss Montoya and Dr. Velasquez got that. and revision is necessary >> during the district transformation planning process.
>> You know this. >> No. >> Okay. >> This is a new motion. >> A substitute motion. >> He's not done describing it. >> I'm doing the motion. >> Please be patient. So then you need to make the motion that you amend the
resolution. Is that what you're doing? He's making a motion. >> He's making a motion. He's describing the amendment >> right >> to the resolution as his motion. So >> okay, you got it. Okay. and resolving clause 2 paragraph three
change the word plan wherever it is mentioned to read planning process because I I believe that's the intention and I just wanted to disamiguate between the process development the actual delivery of the plan which is in October
so wherever plan is mentioned it is changed to planning process and then in the same paragraph insert the two words end of before February and that's to give the superintendent time to uh
continue with their fiscal stabilization plan reductions that month >> in paragraph. >> Did you get that, Miss Mononttoya? >> And that's it. >> Dr. Was you get that? >> I'll second.
>> Can I make another motion? I would like to make a friendly amendment to that amendment. >> Um motions on that >> item two um after equity impact analysis
insert in compliance with AB1912. Do you accept my friendly amendment? >> I do. >> Okay, they both accepted. There can be a third motion. >> Yes. You want to ask a question? >> I just want to clarify that before you
do the equity impact analysis, you select schools for consolidation. So I want to make sure everybody's clear on that. Um Mrs. Kenny asked that question of me and I did research that. Um, so the way the process works with the
equity impact analysis is you're actually doing it on particular schools that the board recommends for consolidation. >> Could I ask a clarifying question to Dr. Welcome? If you don't do equity analysis on all
the schools, how how would you have the information to make good decisions? Do you see what I mean? I guess I think that probably doing equity analysis on all of our schools would be in our best interest, but but
now we're getting into the >> I think you're you're looking at um and that's the way I understood it originally, but you're you're looking at the results of the consolidation or
merging of them. So, um, there's certain data you definitely could gather on every school. We've done that before in the last consolidation process. That would be maybe more data gathering than the equity impact analysis. You couldn't
really do the analysis unless there was a set of proposed schools. At the end of the analysis, you may say, well, these schools are no longer proposed because of the information we or conclusions we had from the analysis.
Have I have a Can I ask a question to her question then? Because part of AB1912 is looking at where students live and that could be anywhere in our district
being an open enrollment district. So you have to look at the entire district to understand equity >> trustee >> just >> Bailey >> the whole feeling of this feels like it's being crammed down our throats
we we need to back off of this and take time to go through this methodically and make sure that all the the I'm talking to the to the maker of the motion >> okay >> that we need to go through this methodically and make sure that all the
eyes are dotted and the tees are crossed because this is bigger than you really think it is. It's bigger than it looks on paper. It's going to have impacts that are greater than it looks on the paper. And we need to allow staff
more time than February, but we need to allow them to to get this district reorganized. This is a very heavy conversation. It's a heavy lift. Okay, we're in I think we're still in inquiry. So, >> no, >> I didn't know if I could respond.
>> Yeah, because motion second. There was a question and then before we vote would be the advocacy. So, is there any questions right now? >> You made an amendment. >> Oh, yeah. I made the amendment. Did you accept my friendly amendment? >> And did you accept the friendly
amendment? Okay. >> Okay. So, we're still in the inquiry. Any other inquiries? >> A question? Trusty. >> So my point of clarification is this. If we are at the point where there is a motion, we'll set motion and amendments
on the floor. We're past inquiry at this point, right? This is advocacy because the motion is giving us the opportunity to >> because there was a new friendly amendment. Now we're on that motion. >> I understand. >> So if you have a question about that version of the resolution, then
>> no, I'm clear about what's on the >> Okay. If there are no other questions, then we can move to advocacy. So, but >> so might I >> Do you have a question then? >> No. >> Okay. Did you have a question? Okay. You have a question? >> Uh, yes. So, first I couldn't catch it.
What was the friendly amendment made? >> You just >> do you have it in front of you? >> I have the resolution in front of me. >> So, the number two at the bottom. Yeah. >> It says equity impact analysis. >> It's just saying comma in compliance
with AB1912. Mhm. >> And um the that is just a state guidance on recommended metrics that uh districts should use if they're considering school
closure. And those factors are enrollment, capacity of schools, environmental factors like traffic, balance of people, demographics, transportation needs, athletics, aesthetics and opportunity for blight,
impact on feeder school attendance patterns, physical conditions of school facility, operating costs, and potential savings. >> Okay. And then we're voting currently on >> or
Okay. >> Okay. Any other questions on the motion on the floor and there could be three motions at a time. So is there another motion? Okay. So we're now at the advocacy of
the current motion. Trusty Holly, then Trusty Harden. >> I'm sorry. Trusty McKenzie, then Trusty Holly, then Trusty Harden. >> I appreciate my colleagues effort to try to refine this body of work, but I just
want to just say that timing is everything. And right now um because of the language in the resolution that speaks to process um
and deliberation around the topic of school consolidation. I'm going to be want to remind us again that there is still active litigation related to the last time the organization engaged in
school consolidation. that litigation has not be yet been adjudicated. So I would caution all of us from engaging in any conversation or action that is going to potentially jeopardize active litigation. I don't like my name being
listed on lawsuits. I understand as an elected official that you take that risk and that's a responsibility that comes with being in the role. However, we do have full autonomy and authority to sort of take actions that are responsible that will minimize our exposure to legal
actions. So, I would certainly caution us to really p pause on taking this action right now until we get the adjudication done of our current litigation around this very same topic. I think that this is probably a necessary conversation. some necessary
action needs to happen, but I think that tonight is not the night and this is not the place. >> Trustee Paul, >> thank you. So, I agree with my colleague, Miss Bailey, that it feels like this is being crammed down my
throat. This is not the first time I felt this way up here. Um, I think this is a roundabout way to do school consolidation. And the phrase consolidation watch list frankly sounds like something that came out of the Soviet Union because if your school's on
a consolidation watch list, there is not one parent out there that's going to enroll his student or her student in that school. Enrollment is how we survive. We have to grow enrollment where we can because if we don't have
enrollment, we will fold. Additionally, I have problems when resolutions come to this dis and people edit them with one word changes. I don't understand that.
I would also like to say that there is no data behind this resolution. I have asked for that data. I did not get an answer. I would also like to say that there is data out there on how school closures
negatively affect student achievement, their chances of going to college and their chances of getting a job at a good wage. That is out there. I've been keeping up with it and I encourage everyone to do so because it's becoming a bigger topic because we want our
students to graduate. Finally, we make decisions as a board, not by one resolution. We make decisions after inquiry, discussion, retreats. Resolutions should
have legs going forward. We all just spent really good time establishing the goals for our superintendent. Then we made big cuts in places where this superintendent
has a lot of work to do in order to keep the student achievement going. That is our charge. Student achievement. I do not like the idea of giving our superintendent who we've just set goals
for, agreed upon them, voted upon them in public, and through one amend, one resolution or a a motion that has an edit of one word, we direct her, and it could be a vote of four to three,
to do more work. We want to keep our superintendent. We want to keep our senior staff because they're running this district and we are here to run it with them. I
am against this resolution. I will not support it because I support student achievement and I consider myself to be data driven. Thank you. >> Trustee Harden.
>> Thank you. Um, I do appreciate the flexibility of the uh of Dr. Velasquez to work the um the indicator the school size indicators into the process. I think that's important um uh to be
deliberate with that and to be intentional within the the the opaces of a um more detailed study that includes other criteria and I think I think that's what the the intention of the of the amendment is. Um this is a big deal
no doubt to be talking about um district transformation um after impactful decisions were made in November. Um but I also think it is um important timing for us to be talking
about what's next for our district um as we try to build a district of resil resiliency. I know we've all talked about that. I know we've heard a lot about that from the community. Um, and so this is our time given where we
are and what we know to be ahead of us in terms of of financial uh unpredictability to uh strengthen our district. Um, I think that that
I I'm I am quite concerned about um overloading staff. Um, but I'm also hoping that the timing of this process and what I would would like to just briefly clarify and that
was one of the edits that I made is that February is not the plan deliverable but it is the uh planning process deliverable which is the design of how the plan would be how the the planning project would be carried out. I believe
the resolution calls for October as the plan deliverable. uh for the recommendations. Thank you. Um I am hopeful that this process aligns with uh and I think a colleague mentioned that earlier about facilities
master planning uh and the work stream that the superintendent has initiated for that purpose. Um this is a chance to align analysis uh share um uh uh uh share work working
staff working efforts um and I think that's something important that hasn't always happened in the past that we've had uh potentially these two different sort of efforts working in silo of each other and I think this is an opportunity to really if we're talking about district transformation it depends on
our on what we do with our facilities how we manage that um how we uh um gain ongoing revenue and then uh how we can um uh restructure our programs and our and our sites to deliver uh impactful
education to students. Uh community engagement in this process I think is is is extremely important. I've said that you know time and time again. I think this is an opportunity for us to engage the public in a meaningful way. Um and and that helps us uh not give the
impression that we are leading with uh predictive outcomes. Um and that you know we give the appearance of that as board members that uh gives us to to uh listen to the community enact community will and uh and and and then ultimately
it it falls on us to have the courage to to uh enact those outcomes. So and then of course lastly equity. Uh we mentioned that several times in this in this resolution. Um it will turn out as we dive into this work that equity may
drive um site uh parameters that are not based on school size. Um you know and and so oneizefits-all uh uh analysis on school site uh school sites uh may restrict us from doing what's right uh for all families. So um
that is my that is my advocacy. of Trustee Velasquez and Trusty KD. >> Thank you. First of all, I want to acknowledge the real concerns about active litigation and that is a real concern and I hope that the resolution
is grounded with sufficient uh safeguards and in compliance with the new laws in order to prevent us from um getting further into complicated territory. However, um while the
resolution is a clear directive of the initiation of a process, it does not necessarily indicate the absolute resolution from such process. Um when we
look at data in regards to consolidation um the data is very murky and problematic right across the United States um when we look at national data there are some cost savings when you
consolidate uh certain positions in administration. In our case, our cost savings are going to be minimal because we are already consolidating administration as part of the cuts that we approved last month. So, um some of
the cost savings associated with consolidating schools, we are in effect already adapting, right? Because we are minimizing or we having shared positions between schools as part of our efforts. Um when it comes to student outcomes,
the data is also equally complicated because it says that it will depend on placement after consolidation. Right? So the outcomes are going to vary depending on whether or not the school is going to move as a unit, if schools if if
students are going to be reassigned to higher performing schools, if school students um have to absorb some of the trauma of the relocation, right? So there's a lot of measures that look at student outcomes. Um
when it comes to what are some then some of the measurable or prospective benefits of moving forward um it's definitely in expanding offerings. If you have, and this is just an example,
if you have, for example, a middle school that currently only has one choice of elective for its entire school and across the street or less than a mile away, students in middle school have three or four options. That to me is incredibly problematic. It's not
problematic. It's not necessarily the preferred option for the staff, for the teachers, for the adults that would, but it's definitely not the best option for the learners, right? And in my case,
that weighs very heavily on me. Um what part of this relies on our responsibility to offer similar experiences at all of our campuses to the students that we're serving. Right? And while this is not a
problem that is very evident right now, it is going to become more evident in August when we start the implementation of some of the cuts that we've done. Right. Um and so while I very much respect the
position about um and I find it very regrettable that we have to move forward or that we have to move at all in this and and I sympathize with the discomfort of some of my board members when it comes to this
resolution. I also understand that we're kind of in a catch 22 because um the the superintendent cannot move towards getting uh towards exploring something without a clear directive or
consensus from the board. Right? But on the other hand, we cannot start that. Right? So um it is complicated because in my mind or there is a limited assessment of tools
in our box or in our bag or however the idiom is. I'm very bad at English idioms. I'm sorry, but we have a limited set of tools to indicate to the superintendent that there is board consensus on a particular idea or that
the board's position has shifted and whereas maybe a year ago there wasn't consensus or there wasn't a majority uh supporting one idea, now there is. And so while the system of the resolution
might feel very uncomfortable, it is the only official tool that we have to show the superintendent how the will of the board shifts and how we need to start moving in one direction or another. And
so I I I really appreciate some of the comments uh that all of the board members have made. And I also wanted to acknowledge and that some of the truth that there is in their arguments. >> So trusty KD and trusty Bailey.
>> Um this is just advocacy in general or is it um for his motion only? >> We're in advocacy >> in general. Okay. >> Yeah, sure. >> Okay. Um I would like to express my support
for Miss Bailey's movements. Um, I do think that this item should have a deeper discussion and I believe that the student assembly um should have more time to discuss this with these new thoughts in mind.
>> Trusty Bailey. >> Yeah. I just want to say, you know, I recognize the spirit of the resolution. What is painful to me about this resolution is
that every single one of our schools, you you made a comment about equity or what bothers you if is if one school only has one elective and other schools are offering more. The thing about the school with the one elective is that there are families there and students
there who are happy, who are part of that culture, who want to be there. And that's the beauty of what we have here right now in this district is that
everyone gets a choice of what school they go to and they're there because they want to be there. Every single school has its own culture. What this resolution is going to do is
disrupt that culture. Again, having community involvement after the fact. Is that the best way to go? I don't think the community would appreciate that.
The time to engage the community is when you're making the plans for the action that you want to take. I really want to implore us to step back from this resolution
tonight. Let's get it on the agenda after the start of the next school year. It is inconceivable to think that these people who work here in this ed center
are like AI. They are human beings. They have some heavy lifting to do with all of the cuts that we just made. And I know that I'm repeating myself,
but I've been in these offices as an employee. I've done the work from this level down to the school site level and this level offers the support to the school site level. But guess what? The
school sites are the frontline supports to our kids. And if the focus has to be taken away to work on preparing some plans for how we're going to move forward by February,
when is there going to be time to give sufficient planning and attention to the reopening or the new school year that's going to happen in August and we still have to get through
graduation. We already have employees who know they will not have a job next year. How do you think they feel? And then to pass that on to our parents and our students who I'm going to tell you, some folks
have already looked at these numbers in this resolution and tried to determine which one of those numbers represents their campus. plans are already being made to get out of those schools because they don't want
to be a part of something that has the chance of being shuttered. They want permanency. They want stability. This does not represent stability. This does not at this moment at in this
format represent student achievement. It represents disruption that is not well planned. There's no data behind it. It is really hard to sit in this
position when all we talk about up here is data data data data data. Now to be giving consideration to passing a resolution that has it. It is not data driven at all.
So, I really want us to think seriously, you guys. This is no small thing that we're doing. We're getting right now loads of emails from folks who are asking us to say no to this. This is a serious thing. Teachers,
parents, students. I'm getting emails. So, if you want to engage the community, let's just step back. Now is not the time. That doesn't mean we can't do this, but just not tonight.
>> Thank you, Trusty Holly. Then Trusty Kenny, >> I know. I'm sorry. I need to get everyone ATM speak and then we'll have Trusty Holly. >> Thank you. I appreciate it. Um I think we all realize this is serious.
um a serious matter that we're talking about. I don't know how we're going to collect data or do analysis unless we start and I don't know that we know now what what
that data and analysis will point to. Um, so my understanding of this proposal is that we're asking the superintendent to define what the process will look like
and come back to us um to to that work before the end of or by the end of February and then come back to us and say this is the process um and then the process would actually unfold and we have no idea without the
process actually starting. and community engagement being sought. I I did pull up the ED code. It does say that in deciding schools to close or consolidate, the district shall conduct an equity impact. So, if you're doing it
to decide, I don't know how you can do it after you've decided which ones to do. But anyway, I I just I I don't We're saying we need more information or we need more input, but we can't do that until we start. >> And Can I ask a clarifying question to
you, Kim? >> Hang on one second. >> Yeah, I'm just saying. >> So, until we start, we have no idea what might come out of this. So, all I see this as doing is starting starting the process. Um,
you know, this is actually the philosophy we had when we did master planning in 2019 was what are the options? We can have every school in the world open, but we will lose some services and and some staff.
Or we can talk about how do we run schools more efficiently and keep services for students. So what I'm seeing is that we've already kind of started cutting services for students. I mean, when we talked about getting rid of 50% of athletics at every high
school, that's not a way to run our high schools. But again in this process we can look at what our different options are and and choose the one that we think works best for us but we can't do that unless we
actually start the process. So all this is >> kicking off the process. >> So my question is we've already set the goals for the year for the superintendent and now we're asking her to sidestep those goals. Is that what we're doing?
So, when does she get to the goals that have been already set? >> I I don't know if I have to actually answer questions. >> I'm just asking I'm just asking a clarifying question because you just gave her a directive to do something,
but the full board set the goals. >> Okay. We're not talking about goals. We're talking >> I didn't give anyone a directive. We We're talking about the the motion at hand. I just heard you say that you wanted her to bring back a recommendation on how >> that's what I said I'm clarifying that
that's what this says. >> That's what what is this? The resolution. >> Yeah, >> that's the problem. That's what that's this resolution is a problem right now in my opinion because it does not align with the goals that were set.
>> Okay. I think we're I think you you've made your point and it's well taken. Trusty Bailey. Um Trusty Holly, this is your second turn. I have not had a turn, so I'm going to let you go and then I'll I'll take it. >> All right. So, the data on school
consolidation and the negative approach to um the negative effects on students is not murky. And the data is really good. the research is good and there is research about how to do school consolidation so that students um don't
have lower test scores, worse attendance, um difficult behavior that's in here, too. And um they're less likely than their peers to complete college and have a job and their earnings tend to be lower. This is something we all need to
talk about, folks. This is a discussion that needs to be in retreats. We need to gather all of our information. We need to have a really good and robust discussion. That's what visioning is. This resolution is not a vision.
It is a series of wants with no data to back it up in a time where we just all set goals for the superintendent and just laid off a bunch of people. So, we don't even know how we would do this work.
I don't think it's wise for trustees to put a school district on a wobbly road going forward. We've set her goals. We need to support her in her goals. And I am not in favor of this resolution
for that reason. There's no data behind it. Thank you. >> All right. Thank you. Um the part that I had problems with was the was were the numbers having numbers and I agree with Trusty KD and the
students. Um but with the amendment of flexibility that trusty Harden added, it gives it um room for interpretation because there
are so many factors in the decisions. So I am comfortable with that change. The reason this is urgent is we just came we came off budget cuts
that we could not um that we had no choice and at when we did that I said we need to start doing things differently and that's what Lego said you need to do things differently and this is the
differently And there's enough flexibility in this resolution to start this process. That's all I really care about. Let's we just need to start this. It doesn't mean we are closing schools tomorrow. It doesn't even mean we're closing schools in
August. It just means we're starting and we're analyzing the data. We got to start that data going. People want us to lead. People want us to do something differently. Lego told us to do something
differently. I don't want to risk us being back here again. Budget cuts and we have nothing. This is where we're not kicking the can down the road again. Let's stop kicking that can and this is
starting that process and we will do this together. Luckily, we have legislation guidance that ensures that we are looking at everything and that the equity impact analysis is looking at
everything. And when we closed schools previously, that wasn't there. And that's why we are in litigation is because there weren't those safeguards. And you know the state is looking out for our kids and they are putting those
guard rails in for us and we just need to follow it. Okay. Last trust >> uh trust >> I am calling for the question. >> All right. Superintendent Blanca has a question first.
>> Okay. I I just need some clarification. So in um could you repeat Mr. Harden's motion? Is that the motion that we're voting on? First of all, that's my first question. >> Yeah. Could you tell me what changed in his motion because I want to make sure I heard it correctly before I asked the
question. >> Okay. So, what I what I asked for was in the first resolving clause, I don't know if you're looking at the resolution, um, at the end of the first sentence that we append that the Pasadena uh, I'm sorry,
uh, subject to further study and revision as necessary during the district transformation planning process. That was the first one. And then the second edit in resolving clause two paragraph three
changed the word plan wherever it is mentioned to read planning process and that was to disamiguate between having to deliver recommendations in February which is not the case. It's the planning process and then I think
October is the deliverable for recommendations and then the third edit is end insert end of before February. So we can have a special meeting or we
can have a meeting in early March. you know, it's based on schedules and and all that, but we're giving till the end of February to come up with the planning process. >> Thank you. And then >> so there there was no um recommendation
to take out the numbers. The numbers were remaining in >> the numbers are subject to to revision and study. So >> these can change >> as we >> yeah sorry >> as we do the work those numbers
>> likely will change may completely change but we're giving flexibility so that we're not locked into these numbers in this resolution. So, um I guess another thing you said, um had to do with the committee that we're starting and so we're trying to
get the bond program back on track. Are you I mean, I guess with this direction, I'm just trying to clarify because we sent out the application and press release today for applicants. Are we pausing the bond program? >> So, then
I But I need to understand what you said, Mr. Harden because you said that about um >> that work in conjunction. So >> we're going to keep moving along with the projects that we have. That group is going to look for um look at the
projects we have in process and see what modifications need to be um made to the five-year bond plan. So there are some things that we've put on pause because of the fire and um the ESPback. I just
want to be sure that we're going to be able to move forward with the plans because they've been on pause for a while. It it it is my hope that as you move forward on that planning in conjunction with
this broader transformation effort that those work streams c you know are are are aligned with each other in terms of you know if this is where we're going with district restructuring this informs what we're doing with our properties and vice
versa. Do do you understand what I'm saying? >> Right. But this process is going to come way after that that we're we're already going to be moving a forward what we're do. That's where my confusion is coming in. I want to be sure that we're moving forward with the projects that we have
at hand and then it could eventually catch up to it right before you initiate all the bond projects, >> right? But I I'm just getting clarification on if it was going to halt or disrupt what we have in process.
>> And and I I think that's for you and your team to look at and and make it a recommendation. And you know, if it if it doesn't if if if we're if if it doesn't make sense to slow down on that effort, then, you
know, let's hear that. And if if there can be some accommodations on on pacing so that the two work streams can can benefit from each other in terms of shared resources and um uh bar uh shared
analysis. Uh that's great but it's not a directive to do that. It's just a it's a comment I made as a potential opportunity. >> Okay. So if I come back in February and I say in February I want to go out for
an RFP process that starts in February then there's not going to be a plan by October right like you in here it talks about having a trained facilitator right and so in order to get whatever it set
you know mentions support of facilitation and um contracted support there's a process in going out for contracted support. So if I come back with the RFP in February, it's highly unlikely that
there's going to be a plan by October. So I don't want to set unrealistic goals and say that I'm going to meet something that's not going to be possible to do. So I don't know what when you say a plan by October, I want a clear definition of what that means this
evening. Like what what are you talking about? a plan for consolidation or a plan to plan. >> I I have a clarifying question. Is this something that we have to clarify without knowing if the
resolution is going to pass? >> Well, I mean, I think it would influence your vote if you have clarity on what we're voting on or it would help me. I mean, I can't influence your vote, but I'm just trying to understand, you know, what I'm being asked to do if it does pass.
So your question >> my my question is about the dates that are in the resolution. So you answered the other question. Um if this passed this evening and you said I want you to come back with a plan in February, probably the best that I could
do is come back with a description of an RFP of how I'm going to go out and look for these services. That will take a few months. So there's no way we're going to have a all kinds of community input, a process running at the same time as another process and bring you a plan for
implementation by October. I'm going to tell you that's not humanly possible. >> So you're saying you can't bring recommendations in October because I think this just talks about bringing recommendations, >> right? What I guess I'm asking what kind of recommendations in October are you looking for?
>> So it depends on what the process >> dictates. I mean >> I don't know how we can unless you want us to predict what the process is going to do but that's where I thought people >> well we're pretty familiar with the process. I think >> I think I think that um in general what we want to convey or well let me not say
we in general what I would like to convey here is the beginning of the process and the intention that we have supported embarking on this process. If let's say in September you say, "Hey,
we're not going to meet the October deadline because of these particular reasons." I think that we're reasonable enough to say, "Fantastic. Those reasons seem acceptable. When is the new when is when are you bringing this back?" I I
don't think that we're I I don't think that this is a pass and fail situation. Um I think that what we need to take from this is a movement in the shift in a a possible movement or shift in the
direction that we are giving uh an openness to exploring this particular issue and a desire to partner with you in achieving a plan.
It is in my interpretation of the circumstances completely acceptable to say hey we've been exploring this and this is what's possible and this is not what's possible and right now I think that
any any assessment that we make with regards to what's possible and what's not possible it's really speculative right I think that you are within your right as the superintendent leader of this school district to tell us what are
some reasonable expectations and benchmarks once and if we give you the directive and I think that there's an openness or I I and I hope that there's an openness to this board to accept those recommendations
um if you know uh clear reasons are given for why we're adapting the the process right other than this is not the right moment because emotional the district
cannot take it right that probably I wouldn't be satisfied with that particular exc answer I'm sorry I am sorry but a a procedural reference a
recruitment issue like all of those are acceptable reasons why we need to be flexible with the timeline Okay, we are 25 minutes of overtime. Please make a comment or question or comment.
>> Did Dr. Vasquez call the question because we should take a vote on that. >> I did. >> All right. Can I ask for one more clarification because just a lot of email came in about the maximum on one particular school that's already over the maximum and I want to be sure that
we're in agreement that we're not going to restrict enrollment at any school right now until we do you know because that's something that I would I have you all here and I just want clarification because we're in open enrollment. >> I that's how I interpreted it. >> I was going to say I don't see those words anywhere. Are you are you planning
to do that? No, it says maximum amount. So, some of the community members are writing and asking because they're over the maximum amount, >> which is why it's got >> confusion about what >> Can I ask a clarifying question, Tina, please?
>> Okay. a resolution becomes policy and this resolution is dictating that the superintendent do something and what I'm just hearing from my colleagues is not set in stone and it doesn't it it
doesn't align with what is written and so I have a concern about that because I don't want a scenario to play out like Dr. Alaska as just presented and then the super the superintendent still be
held accountable for not reaching that deadline or timeline um when she has her evaluation. So I am really really concerned about the fact that we're rushing through this and we're not taking time yes
>> to really write out the the factual uh process and and me memorandum of understanding, if you will, for how this is really going to play out um for the superintendent and
for the district. I think I'm still in the same place. >> Okay. >> I don't know if that was a question, but I'm going to call the question. >> So, um do I got there's a second for that? >> Yeah. >> Okay. So, call the question. It ends
discussion. So, all those in favor of Oh, sorry. Preferential vote. >> Abstain. >> Okay. Raise your hand if you are um in favor of of ending discussion. >> Ending discussion. >> Ending discussion. Sorry.
>> Ending discussion. >> All those against ending discussion. >> Ending discussion. >> Okay. Any abstensions? Okay. So, we end discussion. Now, we're voting on the motion on the floor, which is the amended
by Trusty Harding. Um, all those in favor. Oh, student preferential vote. >> Uh, I can't vote on motions. >> Amen. >> Amended motion. >> Amended motions. Any so, um, yeah, sorry. Uh, so abstain.
>> Okay. >> All right. All those in favor of the motion as amended? All those against extensions? Motion passes. All right. Thank you very much. Moving on.
We're at the L1 staff presentation on California dashboard results. So, we should extend the meeting now. Uh Kim, how many questions you have? Should we go with 10:30? an hour more.
>> Oh, right. Right. >> Oh, that's right. Sorry. Um, so like 11 or 11:30? >> Motion to extend to 11:30. >> Okay. >> Anybody seconded?
>> Okay. All those in favor? Any against? extensions. Okay. Meeting sended to 11:30. Okay. We are at um Dr. Hills uh staff presentation on California dashboard results.
Good evening. Um we are actually quite excited to bring to you some academic data and student outcome data that you uh may have seen was recently published by uh the CDE on its official public platform the California dashboard. So it is publicly available information. You
may have already seen some of it because we did share preliminary data. We have multiple presenters who will take us through the data analysis starting with happy birthday Mr. Chris Carbone our data coordinator. I told him I wouldn't do that. Um, and he is here supported by
um our uh subject matter experts um Dr. Renoso, uh Dr. Nyo, and Dr. Turley Payne. >> I'm so sorry. And Mr. Riara for English learners. >> Thank you. Good evening, board,
community members. So, okay. um going to go over the dashboard and the different goal and different slides for you. Um starting with the the board of education goals. So this slide shows the board of education goals uh 25 through
2030. These goals outline where the district aims to see significant growth in student achievement over the next five years. For literacy, the focus is on increasing the percentage of third graders meeting or exceeding standards with specific targets for African-American and Hispanic Latino
students. For mathematics, the goals highlight major increases for fifth and eighth graders again with targeted growth for key student groups. Um, additionally, the college and career, uh, the expectation that by
2030, at least 75% of the graduates will meet the state's college and career indicator with strong improvement among African-American, Hispanic, Latino students. These goals set clear direction and help guide our continuous improvement efforts across the district.
Accountability for standards. Uh this slide explains how the California dashboard uh rates schools and districts. The color system combines both current performance and how much we improved from the previous year. Blue and green indicate strong performance.
Yellows in the middle. Orange and red show areas where more support is needed. Status refers to the current level of performance in areas like ELA and math, graduation rate, and college and career readiness. This helps families and
schools see where we're going and where we need to continue focus on our efforts. Distance from the standard. What does this mean? So, distance from the standard shows how close students are to meeting the state's proficiency level on the Smarter Balance test in both ELA and
math. A school a score of zero means students met the standard. Negative numbers mean they are below it. The slide displayed is for math but the concept is the same for both subjects. It helps us understand how far
students are from proficiency and where we need to focus our support. Okay. So, uh summary of metrics here. So, here's a brief summary snapshot of key metrics and uh we'll get into greater detail on
each one. Um, I just like to make a few comments about the data. So, most metrics show modest growth with the exception to note that the dashboard indicated that we grew 3.3% in CCI.
However, contrary to their posting, which appears to be an error, the difference is actually 7.9 increase four from 4.84 from the previous year to 56.3. So, I don't know how they got that number. Uh we were kind of baffled by
that. So uh um the numbers seem mostly steady but modestly but modest improvements nonetheless. Um looking at this data, you want to realize that the largest natural disaster to ever hit this
community happened that same year where all the schools needed to be closed and then reopened just a few months before state assessments. That probably should have been waved. The eaten fire destroyed 9,000 structures. I killed 19 people. I mean,
uh, and displayed thousands of families in our community, in our school district that also damaged and forced the closure of some of the schools in the district. The impact of the fire was devastating to the community and the school district.
Students whose school was closed needed to be reassigned. All schools need to be remediated of toxic smoke and ash. New classes had to be created. Schools need to accommodate the new influx of displaced students. I can go on.
I live in Aladena and also was impacted by the fire. My son attends Pasadena High School. At the time, I was not employed with the district, but I was able to witness the efforts of the PUSD leadership team that managed the crisis and
continually and constantly informed the parents like me of the status. In spite of this situation, the district managed to reopen in a remarkable time. The fact that they were able to ensure continuity of education at all is
exceptional. Myself and my wife who is also an educational professional felt confident in their continuous communication and impressed with the leadership schools of the district. So later on when the opportunity arose
to join this exemplary team I was eager to apply. So when I look at this data through the lens of a parent, a community member and now the district data coordinator, it is exceptional.
It is more expected to see a dramatic declines like what happened the other California school districts impacted by wildfires in recent years. And yet there is growth
that is truly remarkable. I'm glad to have my children enrolled here. This data reflects the dedication and determination of all school staff who persevered in spite of this disaster
that should have negatively negatively impacted student academic performance. So, um right now some of my colleagues are going to go up and uh cover some of the data in greater detail. David is next.
Good evening. So I am here to go over the English learner data for a district. So on this chart as you could see um an EL um part of the process of their journey is trying to reclassify and this
chart just shows that even though and when they reclassify they will still be embedded as RFPs and this tells you the length within the EL data. So for example during the academic performance during the four years of monitoring
those students will still be embedded within the EL uh subgroup but you can see the difference when it comes to chronic absenteeism. If the student is during that academic year at any point in EL even though they
reclassify at some point during that year they will still be embedded in the uh EL subgroup. Uh the only time that an RFP will not be part of the EL subgroup you could see is the English learner progress. Um the English learner
progress is specific to our ELEL's taking the ELPAC and it shows a comparison of growth and so once an a student is an AREP doesn't take the the LPAC. So that's why their data wouldn't be in here and that's what this chart shows.
uh but more specifically uh you can see on this next slide our eels's as overall uh LP or their progress um 40% of our students uh 40.3% of our students are making progress I know Chris did mention
the the fire and I do think here I think is a interesting um situation so if you look at the bottom left we have English learning as a whole, 40% of them made progress.
But you could see our ELTELS, which has historically been a challenge for um us as a district, made uh huge gains and we were able to get all the way up to a blue and showing them making progress um
which typically are ELTELS are the ones that year after year don't do very well. So, I'm very uh proud of the work that the uh the department working with the EL coaches, our school sites at the secondary site were able to do. Um what
is interesting is the the ELEL's in our district were the first group that had to take a state test. So when we reopened uh the window of testing for ELPAC opens
up in February and our elementary sites that have the highest number of eelss still were expected even though they had just transitioned back. Um I do think that data is reflective here where our older students who typically test a
little bit later because we don't have as many as we do in elementary. we had to test early and and I do think that data is reflective here. So I'm very proud of the work our secondaries now we're hoping to recapture that this year with our elementarymentaries as well.
>> Thank you Mr. Aire. Good evening. So, we have um great evidence and testimony and opportunity when we know that our students um arrive at school and feel safe, scenes are heard, um are known, and um and we know that they just
achieve better overall when they're present with us. I just first and foremost want to commend um our team here at the district office, but more importantly all of our schools, our leadership, our teachers, our classified, our custodians, everyone who
makes a difference in our children's lives when they're there because we know that they are amazing mentors and they care about our students. So, what I wanted to point out here today um about our attendance and chronic absenteeism as well as our suspension um is that for context, our data showed that uh we were
well on our way to achieving our goal last year, which was 94.08. We're missing the O there. Um at about the end of December of 2024, so about a year ago. And um we uh were really excited about that. that we were meeting monthly
and sharing our reports and celebrating and our chronic absenteeism at that same time was at 16.92 which was well um on our way to the 15.1 target. We're very proud of um the fact that um
given holidays and es and flows of what happens in the fall, we were still um uh really making that effort to meet the goal. However, by the end of February 2025, when we had returned after the devastation of the eaten fire, our attendance was barely hanging on at
93.05, but the chronic absenteeism skyrocketed to over 21%. Our suspension rate, although declining, and yes, we celebrate the fact that our students are in school and being supported and finding restorative ways
to work with one another and have the skills that we know will last a lifetime. We also see a disproportionate suspension among our black students in our middle schools and our youth and foster care districtwide. We have much
work to do in this area. Dr. Nyall, thank you. U we're gonna the next two slides will be talking about the state testing CASP for mathematics and ELA English length charts. I'd like to start off by saying
that we did have a 95% uh participation rate in in the state testing this year which you know is still remarkable considering you know coming back from what we did and the work of the schools and what they did. Uh here we have our excuse me our
mathematics as you can see what we have from we have gains you know of course not as much as I most of us would like as we go year after year about a 1% gain each year in mathematics overall but what is of still concerning our
subgroups our student subgroups who are still priority groups who are still not meeting uh standards where we would like them to be our African-American black students our English learners homeless els and our students with disabilities. It's a lot of work that uh needs to be
done still in these areas. And then I bring us to the English language arts where we are seeing growth uh growth of 11.2 points I mean well we're 11.2 points below standard. So we're making this this gains each year
in in here uh where we are um small coming up maybe staying the same and then about three three points three percentage points there. Uh and once again looking at our English learners, our homeless youth and students with
disabilities having those things right right there and being able to to move these numbers for these students as well. Dr. Charlie a little bit shorter than Dr. Ny. Um so we have some real exciting progress uh
happening in our college and career readiness indicators and at the high school level in general. Um you can see that we had a significant jump in our college and career readiness. And I didn't put the list of the ways students
um are able to meet that college and career readiness. However, I did link um all of the different measures and the different uh pieces that go into students being college and career ready. And we'll dive into some of those aspects uh in the next slide. Um and
this is the data set that um Mr. Carbone indicated is miscalculated on the dashboard. Um so we need to inquire as to why it was miscalculated and if they can um make that uh change for us. It
shows that there was only a 3.3% um increase but if you do the math it's actually a 7.9% increase and that is very significant. Um also what is significant is we don't have any student subgroups in the red. Um so that is
definitely progress for us and um this graph actually shows uh that in 2324 our college and career readiness indicator was at 48.4% and then we leapt to 56.3. So this, you
know, you can do the math, but it shows that 7.9 and this is um by school what um every school has achieved this last year and all of our schools have increased in their college and career readiness. So we're very proud of the work that's
being done um at our high school sites. Um additionally, our graduation rate has improved and increased. Um so that increased almost 3% 2.8% 8% and again we are showing that um there are zero
subgroups in the red in our um graduation rate. This al also shows um significant movement towards the board goals that were made. Um there was a 14 point uh percentage point increase um with our African-American students and
there was a 10.1% increase with our Hispanic Latino um students. So if this progress continues until 2030, um there is a significant indication that we will meet those goals.
And this is just a visual of the um graduation rates by high school. And this year we did include the insiz. Um so A throughG is one of the significant ways that our students can meet um their college and career
readiness. And you can see here that our A throughG rates are increasing again at um almost all of our school sites. Uh but the increase overall here is uh significant as well. And we've done a
lot of targeted um intervention with our students when it comes to A throughG. A lot of education on the student side, the parent side, and a lot of uh intervention strategies have gone into increasing this rate year-over-year.
So, I'm going to hand it back over to Chris. So, um, as we move forward, um, the school the school sites will, um, begin monitoring their own dashboard data, um, identify priority student groups and
adjust their their SPSA actions. Um at the district level, we'll align um supports to the LCAP goals, uh use the funding sources strategically and provide an ongoing updates to the board.
So that's about questions. Trusty Kitty Um, I saw some announcements about differentiated assistance. Is that will that something that will be presented to the board? I don't know if we got a
Friday about it. Will that be separate later? That would be great. I don't know if um the CSI uh information has been calculated by the state. I saw something for differentiated >> CCI >> the CS the CSI um
>> oh >> the federal accountability that's part of our state plan. >> Okay, >> we are still awaiting that but we will do a communicate on >> when that all comes out. Okay, that would be great. I wondered if Dr. Renoso could tell us so I think you said chronic absenteeism some last fall
before the fire was at 16%. Where are we this fall? Is there a comparable number you have? All right. And as I was in like I need to pull >> I will come back to How about if I come back to that? Oh, okay.
>> Should have known. >> Was trying to anticipate. Um, currently the last report that we provided was at 15.78. Our target goal this year is um 15 >> okay%. >> So we are slightly over. >> So this fall is comparable but a little
bit better than last fall. It's a little bit. Yeah. About a percentage point better than it was a year ago. >> Wonderful. Thank you. >> Of course. >> Quick question for David. >> Mr. Ibara. Sorry. >> Can you So the LPAC test has four levels.
>> Yes. >> But LP, the English learner progress indicator >> when on the dashboard has how many levels? >> Uh six. So uh level two is broken up into lower and upper and three is the same upper and lower as well.
>> Okay. So when we look at the LP we could be seeing someone just moving from a level two to a higher place in level two. So when we look at that progress that's the progress over all six steps. Correct. Okay. Just wanted to make sure that was clear.
>> Um question on CCI. Sorry. Um, I was reading about how the criteria changed from last year to this year in terms of what or I'm sorry from 23 24
to 2425. >> And I was my understanding is now rather than having to get threes on an AP test, if you take an AP course and get a C minus or above, >> you qualify. >> That is correct.
>> Okay. So, so for instance, last year in 2324 or sorry, 2324 we had 215 students who qualified as prepared on A through on AP tests >> or AP I should say advanced placement. This year we had 404.
So that in change in the indicator helped us out quite a bit. >> Yeah. >> Okay. >> I just wasn't sure if that was mentioned earlier. >> No, we didn't. >> All right. Thank you. And then one last question on the funding. It says the district will use title one
CSI equity multiplier and other funds strategically. So remind me CSI and equity multiplier >> are specific >> specific for Rose City and CIS. >> Okay. But there's they're just sight specific. The district can't use them across.
>> Yes, that is correct. But for these two indicators, they are definitely using them towards A throughG and and graduation and college and career readiness. >> And then those are typically incorporated into their school plans. >> Yes. >> Okay. >> We have a separate equity multiplier
plan that we uh submit. >> Okay. >> As well. And so I just I want to reflect that title one I guess we're saying then at the district level we would be hopefully trying to use title one or other grant monies or our supplemental and concentration to
assist us in further academic progress. >> Yes. And making sure that that is a um priority at our secondary sites. >> Trusty Velasquez. It continues to bother me that graduation markers
continue to increase while our performance in English and math continues to decline and what that means in terms of how we are graduating our students.
But it bothers me even more the fact that we continue to uh we continue to fail English learners and their families.
This has been a particularly difficult year for many families in this part in this community and all communities. And often times we accept
the the the the harassment, the fear and um the conditions for the promise of a better life for our generations.
And we're failing on that promise both as in the big picture of this country but also in the individual picture of this district. I just want to make sure everybody
understands that English learners, parents are bright individuals, highly motivated, invested in their families and the education of their children. And we must stop
confusing their inability to come here and advocate for themselves especially in a time of particular vulnerability with complacency. And I am looking forward to what's going
to be presented in January as a clear and urgent need to change the performance for these students and the access that the students have. I'm also particularly concerned with the
representation of English learners families as the recipients of uh our help rather than the centers of a clear and significant
cultural richness that we are failing to recognize. acknowledge and capitalize on not for us but for themselves. And so not only in our perception and understanding of the educational model
as reciprocal but also in the urgent skills that we are failing to provide a community that has been incredibly gracious with us and I hope
that stands no longer. Any other comments or questions? Trusty Harden, >> I um was trying to remember and this is for Mr. Garbone if there had been some presentation for the board of the data
work that you're doing. uh the dashboard. I know it's been sort of walked around the LCAP pack and in the various parent groups, but um >> was wondering if that would be a helpful presentation to see. >> We did a you know special board meeting.
Um >> that's right. Okay. >> So perhaps you know at some point as you're progressing would be helpful. >> Still, you know, a huge work in progress. Um we're doing too that you know align with the LCAP goals including data chat another one I just completed
>> um so they're they're rolling in um and you know I'm doing as fast as I can >> yeah it's not a tomorrow thing it's a next month thing >> no but um I would be >> um yeah pleased you know to you know um update you on the progress as it comes
in >> for sure >> yeah so I think that help as we if we're looking at some of the the tools that we're using that are leading to >> our >> like as I as I mentioned too um
>> I'm training the the counselors >> um and different other uh site admins on how to use the tool, how to identify focus groups. So I um I paid them each school a visit. Um we also did a senior survey uh part one that we rolled out
with to try to identify early on. Again we want to move the needle on CCIs to help again this was part of the dashboard another um module that I included in there. Um so we try to get the feedback from the teachers and uh sorry the students rather and uh
identify students who um indicated on our uh senior survey that um have no intention to uh applying to a 4-year although they have um
although they're on track to so um so anything that we can do early on to um help identify students which I call the lowhanging fruit. Um but I think we can you know pull them aside and uh counsel
them to try to um see what's going on. Those are um that's kind of where I like to start with and using the dashboard to u create focus groups again for uh with students who have one or two deficiencies uh and target grade areas like grade 11.
we want to hit those um early to try to get them to see what's going on and and having that data there uh constantly updated like that is is really been an insightful thing I believe and I think it's going to be very impactful. I think it's going to be one of those things that's going to help move the needle
towards >> trusty harden I actually missed did you have a request for thing oh a presentation or something like that? Well, I was asking if progress had been I think the answer was given that progress has been made in the data tools
that are informing interventions on uh students that are at risk uh when it comes to graduation. So, I think that perhaps at some point in the future when the team thinks it's appropriate to show that progress uh perhaps a demo, just a
quick demo for the board would be helpful >> and for the public. just have to confirm with the governance calendar to see where it fits. Okay. U Trusty McKenzie, my question is related to um our implementation of the English
learner roadmap as it aligns from the CDE's standards and their resources. Um the road map speaks very um specifically to uplifting and acknowledging and sort of
honoring um students um culture, their assets, um the home language. And I want us to challenge ourselves to think broadly about how we
apply those values, how we apply that lens to students in PUSD who are um English learners in the sense that while
their home language may be natively English, it is not academic English. And that gap in the academic that's not spoken in the home is contributing to academic proficiency in the classroom. So, how are we looking to support
students in terms of closing that gap in terms of mastering academic English, also being able to create opportunities for um language fluency, um multilingual acquisition skills and ensuring that there are students who are
um reaching by literacy goals sort of across the organization. >> Sure. Um, we definitely are incorporating the EL roadmap elements into for sure our EL master plan that uh we'll have for you at the um at some
point this year. Um, in regards to things that we've done uh over the last two years, we've adopted new uh EL curriculum in um elementary and at the secondary level. And I think that's created a level of consistency across
the board to making sure that uh the ELD standards are at the forefront of kind of that academic language and making sure that we're uh we're doing that. There's still more work to be done as we get more teachers training them. Uh so that's an ongoing thing. Uh, one of the
big shifts that we're trying to do in regards to kind of that is have a more focused intention on getting teachers to be part of the assessment of the ELPAC.
That hasn't always been uh um I guess a strategy or an approach that we've always done. And I think that was that created a lost opportunity for teachers to understand what's on the ELPAC, what skills are really being addressed through the ELPAC that focus on academic
language so that they can start to incorporate those uh skills into part of their lessons. So we're definitely doing that. Um, in regards to the second question, that's definitely been something that we are trying to
capitalize on the fact that we have dual language schools um and increasing our number of the California Seal of Biiteracy recipients at the end of 12th grade. Uh so we've been working with our counselors and
being focused on those transitional years so that we know and they know in particular when a student is coming from an elementary dual language to a middle that they know that and that's a continuous uh promotion of uh biiteracy.
Um then the same thing applies to from 8th to 9th grade and making sure that um the counselors are having those talks with those students. A know who those students are and have those conversations started in 9th grade instead of waiting till second semester
12th grade which was past practice. By then it's too late. And so we're just being more intentional of everyone knowing their students and the opportunities that they've been uh kind of building up towards and not losing that momentum as they transition into
high school. >> Thank you for that. I would also submit that in this um kind of rapidly changing world that we're living in in terms of students being globally competitive um students need to know at least four languages to really be um able to sort
of really kind of compete globally. So, how are we looking to make sure that there's like multilingual fluency versus I I appreciate and I am a huge champion of our dual language programs, but just how are we looking to infuse more language and more world languages into
our students curriculum versus having there be limitations? I know one quick answer is we are still looking at uh at Madison exploring and potential potentially starting the what we're calling the heritage program knowing
that it's a one-way dual language program capitalizing on the community that has a dominant language that's already spoken there Spanish and keeping that uh cultural aspect that language traditions but also making sure that
they are still acquiring English and it's more of a 50/50 model versus a 9010 model and we can get into more specifics as we still exploring um the start of that but I definitely think uh we should explore we know that for them to be
competitive at at this new world that we're in and they have to speak more than one language >> and again just my last question is how are we supporting um again students who are native English speakers but are not necessarily mastering academic English.
>> Yeah, that I definitely think is another area that um as we train more teachers in integrated ELD, those same similar components can be used across for all students. But I think we still have to
dig a little bit more to be more intentional of the non-ELL's and their academic language and making sure that we're targeting that subgroup as well. >> I imagine that many of the roadmap resources can map over and be >> 100%. Yeah. >> And if you can sort of integrate that across
>> Absolutely. Especially as we do integrated that's really should impact all of our teachers and all of our students. >> Thank you David. Any other questions?
Um I had a question about um I actually wanted the last slide to be more detailed. Is that I mean that's next steps. So um you know a lot of times we get snapshots and
you know looking at the math is one you know what was it 1.8% 8% or increase and our goal is pretty ambitious over three five years but that still means a double digit increase per year.
So um you know what is the plan to accelerate that? I know we have the going to launch the dashboards and access for a lot at the sites. Um, has that started yet? And is that going to
be sort of um where continuous improvement is in terms of using the dashboard and using it properly or efficiently or strategically? Is that going to be the analysis of improvement?
Like I'm just trying to think the next presentation with the update. Is it just going to be this kind of format where it's just this is where we are? I'd like to hear more of like oh this is working this is not working and we're going to do more
of this thing that's working. Is it going to be more of that sort of qualitative practices? >> You mean the Okay. So I do think that maybe twofold question. Uh the first is that accelerating students who already
demonstrate a gap from what standard is requires us to work at what we call the stretch level um or beyond. Um so what what does occur in classrooms in general this is one of the the insights that have happened through professional
development is a typical growth rate. I teach the curriculum based on a one-year model of growth. And so the work in training teachers and um identifying practices that work best for stretch growth has been really paramount. And
we've been doing that work since the pandemic. consistency and um fidelity or integrity of implementation is a term that you've probably heard us say a lot um because that's really what moves the needle
collectively. We see pockets of growth when those types of practices that are identified for stretch growth are implemented. What we want to see now is consistency and um of these practices. Uh that is obviously the work that
you've seen presented. Um it is a lot of work that has been dependent on teachers, coaches and principles. Um I think the alignment that you you um that we discussed in even developing the interim goals takes into account that
those um observational walkthroughs, the data chats that happen with students and then the instructional practice implementation in the classroom are those three implementation areas that we're focusing on. So we will continue to do that to the best of our ability. Um
admittedly it we are considering how that kind of consistency gets carried out with the change in personnel um and configurations at schools and central. Uh but to the point of what do the future presentations look like? If you would like to um make sure that we
include some of that implementation information how that's going, we can certainly do that. I think snapshot data that is quantitative is is quick for us to pull and we can spend more time um focusing on uh what information we can give you
qualitatively about what's happening with implementation. >> Thank you very much presentation. Um any more comments or questions? Okay, I think that's it for that item.
Oh yeah, Dr. Blanco, >> I just um want to thank all of our um teachers and administrators and central office staff that helped our students um achieve during this crisis, right? So, I
think we should be really proud of having the highest graduation rates that we've had. Um I do understand what Dr. Dr. Velasquez is saying about the disconnect, but it only proves my point that the ESPback's not a predictor of life success. Um, and not all of our
students, you know, might do well on a computerenerated test, but once they get to high school and they're taking their college and career courses and they're um, you know, learning other things, they I I do believe that they're really going to be successful in life. And it's
been a difficult year for our educators and I feel like they've really come through for our students and helped them, you know, many of them get to the finish line. And if we go back and remember the graduation speeches that we heard from our students, you know, it's
something that I think everybody who works here could be very proud of. >> Thank you. All right. Board committee reports. this facility in Seattle. Yeah, I know.
Oh, there was a lot. Um, I think the highlight would be the design of the McKinley and the Franklin swing spaces. Um, that's about it. I don't know. And it's recorded, so if you missed it, It's
there. Um, does anybody else from facilities want to say anything? >> And what did we decide about our meeting day and time? >> Oh, right. Thanks. Uh, so we will continue to have it on the Tuesday,
second Tuesday of the month, but it will be earlier. It will be moved from 6:30 to 6. So, we can start early and end earlier. And yeah, I don't think there's any other committees recently. Okay.
Um, next would be consent. Any polls for consent? >> Okay. Trusty Kenny, >> could I pull N3G, the learning works um, approval renewal? Renewal and N3H, the
Odyssey South renewal. Trusty Holly >> 3F >> 3F >> I was going to pull 3F as well. >> Oh, okay. >> Okay. Oh, actually I should make sure.
Trusty Bailey, did you have any polls for consent? >> Okay. I hope Trusty Hold on. We can always go back. Um, so besides N3G, 3H, and 3F
Um any motion to a sweep for the rest? >> Oh, so move >> a second. >> And I just have >> Oh, did you have a comment for one of them >> on the on the sweep? Um I was reminded when we were when
reviewing the minutes from November 6th that we had a plan to do some followup to our self-evaluation. So, I don't remember exactly what it is, but maybe that needs to be on agenda or we have I don't remember exactly what we said we were going to do, but we should probably
do it. >> Which item are you on? >> So, N1A the um minutes from November 6th where we had our um board self-evaluation. I know there was followup and I don't remember exactly what it was and if we've started it,
>> but I thought I would mention that at least. And then um on the new positions for the fiscal specialist and the research tech which are N5C and N5D. Um these um
changes where we are replacing one position with a higher paid position is just indicative that we have a practice of that's that's a common practice for us and I think that's something we need to keep an eye on as we are trying to be
more fiscally mindful. Trusty Bailey. >> Yeah, I did have a question about those two those positions as well. I wanted to know were they replacing positions that had been cut or are they new positions?
>> No, they are not replacing positions that have been cut. These were actually changes that were initiated in the spring that were then um placed into the budget for this school year. So they are positions that um they are um replacing
positions that that no longer exist, but they were not positions that had been cut. >> So they were vacant positions that we just didn't cut and now you're filling them. Oh, >> I'm sorry. the uh we closed the junior accountant position and it's now a
fiscal service specialist. We had a data technician. That position was closed. These are all prior to the budget reductions. So the the scope of the work is different. the research technician is
taking on duties that um are included in our sanction for significant disproportionality in addition to um the role in student wellness and support and academics data support >> because I think what made it questionable was you kind of mentioned a
position alongside of the new position, right? When I looked at it, I thought I saw like data control clerk next to the >> the elimination of the previous position. >> Oh, okay. Maybe that's where I got
confused thinking that one was replacing the other, which I was going I was trying to understand what was the purpose if we were making cuts. >> Understood. But prior to these reductions, there were additional tasks that were um that had to be provided. We
were not going to we did not want to hire an additional position. So instead uh the job description is this. >> Thank any other questions on this week. Okay. All those in favor raise your
hand. Any against? Any extensions? Motion passes. Thank you. The pools are 3G, 3H, and 3F. So, let's do 3F first. >> I'd like to know um how are we going to
pay for this? Does is this like a monthly thing? Um it's a consultant and could you explain? >> Okay. So, this is the um trainer that is going to help us with the is the board
retreat governance and procedure training. There's the parliamentary procedure brown act training and um this was also something that um Montoya
and um Zila was interested in getting a Brown Act training as well as training to all staff who support board committees or a committee that follows either the Brown Act or Green Act um training to our
student assembly members so they can become better student assembly members, student board members. And as far as the funding um maybe Dr. Blanca you can speak to that. I actually >> how often >> only expected to be
doing January and February. Um beyond that it was optional. >> Okay. So, I guess my question is because I'm looking at this um contract and it's 20 not to exceed a total of $20,000 and then it says from January to
December on the on the agenda. >> So, to me that's $20,000 for 12 months of work. And this these are board retreats. Is that what this is? That's where I'm unclear. Honestly, I had only
wanted two months of training and so if Dr. Blanc, if you want additional training. >> Okay. All of our outside consultants that are lower than the threshold of $414,000
have a numeral in the contract where it says that whatever number you put in the contract, the consultant must provide monthly invoices with ours. So you could have a contract for $20,000. It doesn't
that you are paying that $20,000. They have to give you the hourly that they they are going to invoice you. The reason why we and I made that request to soil is because um November and December have been
really busy months for our office. And um when I heard that Miss Frederick's has this idea and found this person, I told Soila, can you please increase it a little bit because I would
like this person to be available to us in case we have questions regarding Rosenberg rules or the Brown Act because like several times when people ask me questions, I don't know the answer. I mean, I'm really good with numbers, but I know the Brown Act is something that I
know I need to learn. That was my first thought. My second thought was that um because when I got into the position, and I'm sorry that I'm going to spam a lot. When I got into the superintendent's office, unfortunately,
I did not get the training that I needed to feel competent enough to be in board meetings and I still struggle with the requirements of the Brown Act or the Rosenberg rule. So I always feel like it
is my duty as a person to make the life of whoever comes after me easier. So I want all of the executive secretaries, the admin assistants, all of the people who
have to deal either with the green act committee or a brown act committee to receive the training because when they get into the superintendent's office, they don't struggle as I have struggled. That was my second goal. And my third
goal is because I see the kids, right, our student board members, they are so smart and they're dedicated and they study these documents like like you guys like they see it as as their responsibility
and I want them to be more independent and more um secure of themselves on how to advocate and what they can say, what they can do, when they can make a motion, where they can say, "Hey, I have a comment. Hey, what
can I just say something?" So, I want someone to train them and tell them, "Okay, I know you're a student board member. I know you have a preferential vote, but this is what you can do as a student board member." So, those were my goals. And because I never spoke to the
lady, right? Um, unfortunately, because I didn't have time, I just told Soila, can you just put it for $20,000? I'm sure it's going to be less than that, but I just want to do these three things. >> Okay. >> And and >> I guess my question is where do we find this person and did we vet them? Do they
have reviews and stuff? How do we know? >> Okay. Yes, good question. Um I I was looking for a parliamentary p a parliamentarian certified parliamentarian and there's like a national organization. There's a California
statewide organization that are certified and I literally just went to the website and I just typed in LA. There's not that many um registered on this website and she was the only one that was close enough. Maybe two people
were close enough. She answered my my inquiry. I talked to her um and she's uh advised us advised me on a little bit of our um public comment um issues where
we're trying to have more structure to them and cited a bunch of Brown Act, Government Code, blah blah blah. So, she's Does she have a business? Do we have testimonials? Did we vet her? I mean, I've seen her work. She's posted
on her LinkedIn. So, I I I want to try her out and that's why I wanted you know the first couple months to be um you know the initial and if we want more we can have more. >> So, where are we getting this money?
>> Okay. So, Scott uh Trusty Harden is >> Yeah. So, uh the looking at at the scope I think there's a phase one that basically is you know governs January right so I think some of
the initial goals that you just stated uh can can we not it do it's a much smaller spend and so we can do we can commit to that and evaluate whether this person person is effective um and get
some benefit out of it. I think your goal is the Brown Act training and the um U Rosenberg's rules of order uh role play. I think that you had framed it as that we would all take that and and and develop our skills within
Rosenberg's and that all seems to happen in the month of January. So I guess the question I'm I'm asking is can we segment it that way and say phase one scope which is I believe it's not it's not to exceed uh
uh what 4,000 >> we can evaluate the Brown Act training but I also wanted her to facilitate with the protocol uh review as well. We can start try her out and then go from there. But
can we have a budget in case we do continue with her? I I guess I don't know. Uh >> the protocols >> in advance >> the protocols is phase two. It would have to be because Brown Act is the first one
>> which it does show some time overlap in from January but most it looks like the majority of the phase 2 services are rendered in February and March and through the end of the year so with the email support so I guess >> I think we just I think the two January
and February is >> okay >> Dr. Blanco. >> So I am taking this out of my budget, not the board budget. So I mean unless you object to the content. I have
supported every president in ways that they would like to accomplish something if the board budget isn't there. This is training. Um I have a line for strategic planning in the budget which we've significantly reduced because we're not
strategic planning um right at the moment. Um and we'll use some of that money also, you know, to support um some of the things that we talked about tonight. So I if it if it's a financial concern, it is a line item in in my budget. That's
why we're also going to train the secretaries. I'd like to move approval. >> Second. >> All right. Any further discussion on this? >> Any advocacy?
All right. All those in favor of item 3F. Those against abstensions. Motion passes. Thank you. Now we have item 3G and 3H. Kim. >> Yeah, I I pulled um these two. Uh the
first one is the learning works uh renewal. Um, I think what the board report says here is that staff is recommending five with an option at the board's discretion to go to seven.
So, um, I wanted to say a few thing a make a few comments. Um, you know, learning works I think is well I could probably go on for quite a while about learning works. I think I um I like their mission. I think that the way they
approach our students um is fantastic and but for Pasadena Unified there's there's two benefits that we gain as well from having learning works as a partner and one is a
destination for um youth that have discipline issues with our district and need a place to go to continue their education um and then work their way to get back to us And by virtue of students
who do not succeed with us and do not um aren't successful and enroll in learning works, as soon as they enroll in learning works, they no longer are part of our graduation cohorts. If
the students for 23 24 I'm sorry 2425 had not enrolled in learning works and had remained unsuccessful with us our graduation rate would have fallen from the 91.1% that it is to 85.5%.
So in addition to her actually working with those students to help them towards graduation, it also helps us in that regard. So I did want to move approval of this recommendation
to renew for a period of seven years. >> A second. >> Any other questions? >> I do have a question. Is there a reason why for learning works
the renewal is only seven years? I mean is that a charter thing? That's the max that you can >> Oh. >> Okay. >> So, um both charters meet the criteria
the the coden criteria for a five to sevenyear renewal. So um yes it is ed code and and there are standards. >> Yeah. I I don't know. I think learning works is like I see them as an extension
and I'm just like we have to just continue to renew them, renew them, renew them and it's like can't they just be permanent? Why do we have to keep renewing them? But no. Anyway, >> okay. Thank you.
>> Any other comments? I think learning works is I'm so sorry you have to you stayed the whole time the purples and the blacks. Uh yay. >> Um yes, learning works is our bunch of
angels. So please keep doing the great work you're doing. You're just changing a bunch of lives every day. And you have to get up early probably. But um >> you're saving.
Okay, I think we're ready to vote on um renewing seven years on learning works. All those in favor? >> Any against? Abstensions? Motion passes. Thank you. >> Okay. And now we have Odyssey Charter.
>> Yes. The ne the next one I had pulled was Odyssey Charter South. And um again, there's the same language in the board report with a recommendation for five, but a board option to go to seven. And I believe this report says that they do
meet the high performing category. Um so the five to seven years is on our our um discretion. Um I know they've had a very rough year as well and uh continue to perform. So, I would like to move approval for the Odyssey South renewal
with a term of seven years. >> Second. >> And didn't you say we're renewing a little early or something and that's why it's seven that you No. Okay. >> Any other questions? >> I'm sorry. Go ahead.
Odyssey South. Where are you? Where are they located right now? >> Oh, >> so you're not south. Just kidding. >> Hey, Odyssey Charter South. You should
be south. >> Okay. No further questions. All those in favor? Any against? Abstensions? Motion passes. Thank you. I think that concludes Oh, wait. No, I'm sorry. That's it for
the consent. >> Any any board comments or questions? Board requests questions. >> All right, I think we are journing now. Meeting adjourned. >> Thank you.