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We're going to start the meeting. [Music] >> Carrot. >> Scott Harden >> here. >> Here. here. >> Here. >> Okay. Thank you very much. We are going
to have Miss Karen Anderson. for an arts celebration. Good evening, board of education, uh, superintendent Blanco, Jennifer Holly, President, and my esteemed colleagues on the superintendent's leadership team. We're so happy to be here. I know you
have seen many times I come and we bring lots of big groups of students singing and performing and presenting at things like No Boundaries and our bigger festivals. And um today I really wanted to highlight as our district goals are
literacy, math, and college and career readiness. I wanted to highlight uh three students from three of our high schools and sort of their pathway in the arts from our programs for exposure and experience and expertise sort of what
their journey has been towards the end of high school and going into college and career. So they're going to tell you a little bit about what the impact of our arts programs in PUSD has had on them throughout their K12 experience as well as as they have are making
decisions going on to the next steps. So these students not only uh participated in exposure programs such as my masterpieces and open stage uh they also took a variety of courses in all of the art forms throughout their experience in
PUSD and they have participated in some of our uh college and career readiness programs such as the all-star programs um AP courses, IB courses, all of those types of things. Um as well as internships in the community in the arts. So we are going to start with
Andrew. Good afternoon board. My name is Andrew and I am a current junior at Marshall Fundamental. Before I attended PUSD, I went to a private elementary. When it closed down, I experienced the drastic change of moving to public school
online. During COVID, I struggled to make friends with kids who knew each other from Webster or McKinley. That was when I joined the online version of Lay Miser Robb. Though digital barriers made it hard to make friends, lay miz felt like a real and welcoming community to
belong to. Fast forward 5 years, I just finished performing as Spongebob. I've gotten involved in dance and the visual arts, taking photography and digital media. This summer, I worked at USC creating digital content covering the Eaton Fires. Earlier this year, I worked
on the All-Star Musical, forging friendships with teens all across PUSD, including these two. But my favorite thing was going to the elementary schools. I may not have had any connection to the buildings or the gardens or the playgrounds, but I felt a
connection to the children. If one day those children feel lost, I hope they will find a healing community like I did with wonderful and supportive PSD teachers. Whether that be through theater, photography, or design, the arts give everyone a chance to shine.
Thank you. It's okay if you get out, Kleenex. Um, thank you so much, Andrew. That was beautiful. And I'd like to introduce Scarlet Glick from Pasadena High School. Good evening. My name is Scarlet Glick and I am a senior at Pasadena High
School. Throughout high school, between late nights of studying and endless assignments, one thing has always grounded me. Art. Art has given me a sense of community and connection that words can barely describe. This past
year, I had the incredible honor of serving as drum major for the Pride of Pasadena marching band. From learning to lead rehearsals to standing on the podium watching our music come alive, I saw firsthand how passion and artwork can build something beautiful. When we
made championships for the first time in school history, it wasn't just about winning. It was about the pride in the community that we had created. That same sense of unity carried into my experience as assistant drum major for the all-star marching band where students from four schools came together
through a shared love of music. After the eaten fires, when hope felt distant, returning to perform in Hadestown with the All-Star Musical reminded me how art can heal, how performance connects people and helps communities rebuild. I
also saw this while interning with the Reed Gerki Foundation as part of the visual arts and design academy where my team designed a mural symbolizing Pasadena's strength like a quilt stitched together in resilience. Not only this, but PSUSD arts has given me
the wonderful opportunity in partaking in arts in my community, such as marching the Rose Parade for the past two years with the Pasadena City College Tournament of Versus Honor Band, as well as being inducted into the Thespian Society.
Through every note, brushstroke, and performance, I've learned that art doesn't just express emotion. It builds bridges, fosters healing, and creates family. And as I look toward the future, I carry that belief with me that art in
all its forms has the power to connect, to strengthen, and to inspire us all. Thank you. >> Thank you, Scarlet. I know she's um applied to maybe 15 different colleges, something like that, and so we're excited to figure out where she lands.
And last but not least, I have Oops, there we go. I have Roman Favlla from Blair High School. >> Good afternoon. My name is Roman Favlla and I'm a senior at Blair High School. PD Arts and the teachers who have supported me have shaped my high school experience more than anything else.
Through theater, I've had the chance to stage manage, design lights, and help lead studentr run productions. These experiences have taught me confidence, collaboration, and leadership. And they're now guiding my college and career goals in the arts. My favorite part of this program is the community we build. Students and teachers work side by side creating something bigger than
ourselves and I've found a place where I truly belong. The support I've received has shown me that the arts are not just an extracurricular but a foundation for my future and I'm very grateful for the opportunities that the PUSD has given me. Thank you. >> Thank you so much. These are just three
stories that represent the scope of what we do. Sometimes when we are so focused on quantitative data, it is hard for us to see the qualitative effects that a lot of our programs have. So, we're just so proud of our students and we can't wait to see where they are next. Um, we
have one more year with Andrew. Um, but our other two friends up here will be guiding us into the future and I know that they both have um very strong goals for college and I know Roman is going to be doing this professionally very soon as some of our students from we have a
student from um our first all-star musical who's already assistant directing at Pasadena Playhouse. So yeah, so the the pathway is real and especially in our behind thescenes jobs, there are many many jobs to be had. So,
I know Roman is going to be in that place starting next year as well as um in college. So, thank you so much and we appreciate your time. >> Thank you. That was really interesting and thank you all for sharing your um
high school career with us. It's was is very informative. These things really help a lot. So, okay. Thank you very much for that. Thank you for being here. And oh yeah, we have a comment here.
>> Thank you all so much. I so proud of you all. Um Roman, I remember when you were little like this tall and seeing you just blossom. It's amazing. And uh Dr. Anderson, I mean there was a time where
this was a small program and just amazing how it's grown. So so impressed and looking forward to the new possibil Thank you. >> Thank you. Okay, we're going to move on.
Thank you for being here. Appreciate it. All right, so now do we have any public comment on a what? >> Oh, y'all want a picture? Do you want Let's do a quick picture. >> Oh, yeah. All right. Do we have any public comment for
close session? We have nothing. So, we're going to recess four minutes early to close session. See you all in there. Thank you. [Music]
Yeah. [Music] [Music] Heat. Heat. [Music]
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[Music] Okay, thank you very much. We're we're back. I'm going to read out the language for close session concerning item D1, case number 2025070955.
By a vote of 6 to 0, the board took action to approve the settlement of special education litigation in accordance with the terms of a written agreement concerning item D2, case number 202507 0960. By a vote of 6 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 D3, case number 2025090242 by a vote of 6 to 0. The board took action to approve the settlement of special education litigation in
accordance with the terms of a written agreement concerning item D4 case number 2025080. By a vote of six to zero, the board took action to approve of the settlement of special education litigation in accordance with the terms of a written agreement.
The announcement of closed session actions is complete and the closed session stands adjourned. Call to order at 6:45. here. >> Here
[Music] >> Miss Wick, would you like to do the pledge of allegiance for us, please? >> Sure. Thank you. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, liberty and justice for all. comment. Public comment time. >> Sure. >> Public comments. I know that you want to say I don't think so. >> The board of education acknowledges
receipt of public comment via email. These comments will be made as part of the permanent record of this meeting. Three minutes each person. Claudia Bugareno,
Neil Tyler, M Alde. Good evening. My name is Neil Tyler. I'm a parent of two Jackson uh students. Um, I'm here to voice my uh favor for the resolution regarding teacher reassignments and consolidations during
the the year next year and for the next three years. Um, the core principle of the resolution which I believe you all understand is widely supported by the community and even you'll hear the Altadena Town Council has written a letter of support.
The core principle is about stability and transparency. This district is going through this process right now with a superintendent committee to determine what should be cut next year and in the years ahead to get in line and be approved by LA um
county of education. That's supposed to be a process that has community input is out in the open well thought out over several months and approved not only by that committee with recommendations to this board but then by the board and then by LA County. These mid-year
transfers and consolidations which rippled through our community earlier this year was totally unexpected with no input, no planning along those lines. And what this resolution is trying to do is bring all of this out into the open, create stability for our kids, make sure
that all these cuts and decisions are transparently shared with the community and well thought out. The resolution is something we introduced because there was no other way to get this discussion in front of the board and in the community. We know that there is support on this board for the core concepts.
Please don't get hung up with the language. If amendments need to be made, please make them. If you don't like the word moratorum, then change the word moratorium. If the issue is that we're asking for three years, but you'd be willing to do two, please make those amendments. If you're concerned about
collective bargaining agreements because there's only a subset of schools that are targeted in the resolution, then expand it to all schools. Right now, you are working on making sure that there are 30 to $35 million cut from the budget next year. You're going to get
that approved. You're going to budget for next year and you're going to make sure that you believe you have the proper staffing and resources for next year. You're committed to that after you get approved and after you put it in place. There should be no need for further cuts just to save a h 100,000
here or a 100,000 there. No need for transfers, no need need for consolidations. If after next year you figure out that, oh, we could have done better or we made a mistake here, then you have the following school year and before it goes into effect to correct
those wrongs or find additional cuts over the next three-year period. We need stability. We need transparency. And it's very important that you realize how impacted this community was and our students based on the fire, based on everything that's gone on. The
resolution is related to that. We need it for our students, for mental health, and for stability. Please pass the resolution in some form that gets enough support for this board. The words don't matter. It's the concept. And we know you support it in principle. Please show
us that you're willing to make that commitment for our kids. Thank you. Good evening, Superintendent Blanco, members of the board, and district leadership. My name is Ma Ali, and I'm a parent at Octavia E. But Beller Magnet Middle School. Speaking on behalf of more than 500 students and their
families. I've spoken at both your September 11 and 25 meetings. After almost nine weeks, we finally have a permanent substitute science teacher and PE classes are now manageable sizes. But it should not have taken nine weeks for students to have the basic conditions for learning. Remember, OEB is not
underenrolled. We have nearly 100 more students than anticipated. Our test scores rose significantly. Our families are committed. We are growing and succeeding in spite of instability, not because of district support. More than 60% of our families were affected by the
Eden fire. Many are still displaced and these families cannot endure more disruption. That's why OEB together with Jackson, Elliot, Washington, and Aladena has submitted a resolution calling for a moratorium on teacher reassignments and class size increases. Given the
district's finances, you may not approve it, but at the very least protect the fire impacted Northwest schools. Stop destabilizing communities that have already lost so much. As you know, Pasadena already has one of the highest rates of families choosing private schools. This is why instability, broken
trust, and failed leadership. Please do not balance the budget by cutting classrooms or harming students. You cannot claim equity while dismantling the very schools that serve those who need stability the most. Our students deserve qualified teachers, safe and manageable class sizes, and consistent
leadership that protects their right to learn. Our families chose Pasadena public schools because we believe in public education. But if you cannot provide stability, safety, and adequate staffing, you're forcing our families to leave. Please support the moratorum and
the resolution. >> Good evening, P USD board. I'm um Claudia Breno. Um my daughter Sham Guterres went to Learning Works. I'm here to support them. Um she went to MIR after Mir she went to CIS. from CIS she
went to Rose City and then from Rose City she went to Learning Works and Learning Works really helped her um really nicely. She accommodated there really nicely coming out with a 4.0. She's going to PCC right now and I just here to support Learning Works. Thank
you. >> Amy Gonzalez, Steven Cole, Irene Pan. Hi there. Um, nice to see everybody. I'm here on behalf of Washington STEM and I want to talk about the budget cuts. I
wanted to say that um because we are a STEM school, there are art schools in the district. It would be important to be true to everybody's core. I know that we voted on having more science in the schools, but I think you guys are leaning more towards labs. What good is
a lab if we don't have a science teacher? So, I wanted to make sure to speak upon taking into consideration what every school is offering. If you're saying a school is a STEM school, if you're saying it's an arts school, ours particularly is a STEM school, we should
have those programs that actually benefit and make it a good STEM school. Um, and also I wanted to speak on obviously um what is it? Uh it was uh the other one was safety that you guys have budget cuts with the safety. I think it'd be really important to
reconsider that as well. Thank you. [Applause] Hello everybody. Um, my name is Steve Cole and uh, I've got glasses now since the last time I spoke. I apologize that I'm still getting kind of getting used to them. Um, I've been involved with
PUSD since my start daughter started kindergarten in 2007. I've been involved as a volunteer. I was president of invest in PUSD kids for a while. Um, I was PTA council president as well, but uh, my most relevant role now is I'm an
IBMP and DP science teacher at Blair and I'm also a proud UTP member. Um, going to speak to you tonight about I think how the we're going about the budget stabilization. Our philosophy is a little bit backward in the way that
we're going through this. This could actually be looked at more as an opportunity if we switch our guiding question for how we're doing this to what's the best experience in that PUSD could give. Let me try that again. What's the best student experience in
PUSD look like with our recurring resources? This means reasonable class sizes, teachers teaching in their disciplines, safe and clean campuses. Sorry, I've been talking all day. um proper special ed support and access to
electives and extracurriculars. That kind of means that we need to keep these cuts as far away from the classroom as we possibly can. This is where we need to actually hold the the goblin and keep things that are clear
down there. Um we may even need to rethink how the district is currently structured to actually bring this about. In my years here, um, I can remember a time when fiscal stabilization wasn't I can't remember a time when fiscal
stabilization wasn't the mantra. Every administration has said that this has been their goal. All have approached it the exact same way that we're now approaching it now. And we haven't achieved fiscal stabilization by going about how we're currently going about
it. Um, I went ahead and I reviewed all the scenarios that you've been reviewing. um in the superintendent's budget advisory committee and it's kind of like deja vu. This is this keeps coming up and coming up and coming up ever since Percy Clark. It's been coming
up. Um just one example. I pulled this off of my daughter's wall before I came here. And this is something that she had when she was a junior in high school at Blair last time sports were being considered actually being taken off. And
this says, uh, for anybody who can't read it, I should be preparing preparing for homecoming, but instead I'm here defending my right to play girls water polo and swim. It's the experience that students go to school for. They don't go to just sit in the classroom and have
information come to them. They're a lot of them are with us a lot longer than they're with their families during the day. So, the entire experience is what they need to actually get out of this. Um, in conclusion, don't make our experience worse down at the bottom. Our
cup is overflowing with debt right now. We know. But the old remedy has been to poke holes in the bottom of that cup and drain it out. I think it's time we need to pour from the top a little bit. And then before we get down to the bottom, we >> we need to protect parents and students
first. Good evening. I'm Irene Pan. I'm here for um ch the kids at Eugene Field. I have two kids that are special ed students. They go to learns after school program. Um I'm a little bit emotional
because they've been asking me every day what's going on. They're not happy with the Learns after school. They're getting yelled at by the instructors there. That's what I hear. They were very happy when they would come home with the old team. There's outstanding circumstances there, I
understand, that need to be resolved. Um, I'm here to ask in behalf of the kids if we can resolve it as soon as possible for the sake of the children at learns. Thank you.
[Applause] Men Noble, Sarah Graph, Shelby Gutierrez. All right. Oh, it started right away, didn't it? All right. Good evening. My name is
Moren Noble. I'm a PUSD parent. I teach fifth grade at Jackson Elementary, and I'm a proud member of UTP. I'm here tonight to urge the district to work with UTP in order to implement reasonable class size caps. I have 36
students in my class this year. I almost can't believe that anyone needs to hear me say this, but here goes. 36 students is too many. teaching content, managing transitions, grading and giving feedback, meeting in small groups,
building relationships with my students, and helping them build relationships with each other, meeting their complex academic and emotional needs in all the ways that I'm expected to do, requires a gargantuan effort that is, I'm sorry to report, unsustainable. Let me toot my
own horn here for a moment and the horns of my colleagues with similarly jumbosized classes, we're killing it in there. But it's not enough. It will never be enough. Content goes unlearned. Behaviors go unchecked. Kids fall through the cracks. Teachers burn out.
Teachers know this. Research knows this. Common sense knows this. Parents know this. Those who are here tonight fighting to protect the classroom experience through a resolution because they want to stay at PUSD. And also those who are leaving the district for
greener pastures. you know it too, which is why for district PD class sizes are capped at 25. Let's be crystal clear. The only reason for two big classes is that it's cheaper. But this is a false economy. It
is a shot right to the foot. However, listening to the unified message of your con constituents, staying true to PUSD's values, and implementing reasonable class-size caps is a decision that will
pay off. Thank you. Good evening. My name is Dr. Dr. Sarah Grafe and I'm a professor at Cal State LA. I live in district 7 and have a child in the French DIP program at Altadena Arts Magnet. You know, we don't have a fourth grade
teacher and that the removal of this teacher took an enormous toll on our children. You know that fourth grade was split into two combo classes, each with one teacher teaching two grade levels in two languages, leaving them taxed beyond
reason. You know, we've written, called, and picketed on behalf of our district schools where children have been the casualties of a poorly managed fiscal situation. The average salary of one district teacher is
$467th of the $35 million you must cut. But you know that your admintoteer ratio outnumbers state law by 63%. Most of you have ignored our emails and
our calls and refused to meet with us while you watch enrollment decline. You can blame the fires and the private schools, but you know that families are leaving now because of your inaction.
You've asked us to champion this faltering district. What do you expect us to say? We don't have a fourth grade teacher. Mission statements and strategic plans often provide great optics and little
else. Please honor the items in your strategic plan that in this moment feel profoundly empty. Empower our students to succeed. Take responsibility for your decisions and outcomes. Value the participation of
parents, the community, and students, and address our needs. Support the well-being of your teachers and provide the resources, support, and time to be successful. Ensure that families have a more positive relationship and increased
trust in PUSD. And please communicate in a timely and responsive manner. We need a fourth grade teacher. We need a definitive confirmation of your commitment to the future of our French
DIP program. We need reasonable class sizes and to never combine two grades in two languages into one class with one teacher. We need you to treat all of our children
and our teachers with humanity and respect. Thank you. Hi, good evening everyone. My name is Shelby Gutierz. I'm here to advocate on behalf of uh Learning Works Charter School. I am a proud former student of Learning Works. I am a student today at
Pasadena City College majoring in sociology uh on track to transfer to UCLA and honestly I wouldn't be here without learning works. Excuse my emotion. Learning Arts is so much more than a school. It's a community, a lifeline for
students who have been counted out, misunderstood, or labeled as problems. I'm seeing now with um the feedback that you're getting from the community that uh I was a product of the faults of the a broken traditional school system. I
did have just like my mother mentioned um jumping from high schools to high schools because they didn't they didn't uh meet my needs but learning works did. It's a place that recognizes um barriers that young people face, poverty,
unstable housing, mental health struggles, family issues and more. They meet them where with understanding instead of punishment. From a sociological standpoint, this school is what education should look like. It's community- based, trauma
informed, and center and centered on equality. It's where it's a world where inequality and disconnection keep growing. We need more schools like Learning Works, not fewer. The teachers and chasers are truly the heart of this school. They
reach out to students who stop showing up to drive to their homes, make calls, drop off resources, and check in about school work. Not just about school work, but about life. They are what kids need, especially with what's going on in the world today.
They're mentors, advocates, and family. They connect students with mental health services, housing assistance, food, clothing, and more. because they understand something fundamental. The student can't focus on algebra if they're worrying about where they're going to sleep that night. That's what
makes Learning Works different. It's not just education, it's holistic care. People like Michelon and Jennifer embody what the school stands for. They advocate for students when no one else will. The mission to get dropouts back into school and across the graduation
stage is only just the beginning. Learning Works focuses on rebuilding confidence, developing self- advocacy, and helping students see their potential beyond high school. I'm living proof of that. This school believed in me before
I believed in myself. And now I'm on a college track, studying sociology, because I wanted to understand and challenge the same systems that once held my classmates and I back.
This school is a safe haven for youth across Pasadena and LA County. I wouldn't be here without them. We need more schools like Learning Works. Schools that are community- based. If this school closes, it won't just be the loss of a school, but the loss of hope
for countless students who still need that second chance. Thank you, Isis Mullen and Lesie Cruz, [Applause] Isis Mullen and Lesie Cruz. Good evening. I am here on behalf of the
Alina Town Council. Um the Alina Town Council, we previously sent the letter along with our vote and additional comments, but we fully support the coalition of Northwest PUSD families requests that the PUSD board give full and compassionate consideration to the
proposed resolution addressing post eaten fire recovery and stability for impacted students. The January 2025 Eden fire has deeply affected our Aladena community, displacing families, damaging schools, upending the sense of stability that is essential for student recovery
and learning. In the months since, the education committee has heard from numerous parents, educators who have been striving to reestablish consistency for their children amidst loss and uncertainty. Unfortunately, this annual staffing realignments within the
district have f have further compounded this instability. Each adjustment, though procedurally routine, has triggered renew anxiety among families who are still recovering from trauma. What Aladena families need most right now is not another cycle of disruption,
but a commitment to continuity. One that honors the district's stated values of accountability, student centered decision-making, and transparent leadership. The family-driven proposal three-year moratorum represents a measured and compassionate step towards ensuring the campuses most affected by
the eaten fire, including Jackson Steam Elementary, Aladina Arts Magnet, Elliot Arts Magnet Academy, and John Mure early college education magnet have this ability needed necessary to re to rebuild academic process and emotional resilience. We believe this action
aligns with the UTP collective bargaining bargaining framework, the district's moral imperative to safeguard students mental health and long-term success. It also provides PUSD the opportunity to model a traumainformed approach to post- disaster recovery that
other districts can emulate. Our Aladena C town council education committee further encourages the board to engage in continued dialogue with Aladena families and educators to develop a shared vision for PUSD's presence in our Altadena community. One that balances
immediate recovery with forward-looking strategy of equitable sustainable education in Altadena. We urge the full support of the continued discussion. Thank you. [Applause] Leslie Cruz.
>> Good evening everyone. Uh my name is Leslie Cruz and I am here as a parent of my son in Jackson and in strong support of resolution number 2846. Um for our youngest learner, safety and consistency of provision are everything. My own
kindergarten son is experiencing ongoing bullying. And I've seen how quickly a child's sense of security can be shaken when class sizes grow or teachers are re reassigned. The steady adult relationships that protect students and help staff catch issues early are
disrupted. This resolution puts student safety first by preserving teacher stability at highly impacted campuses. stable staffing and manageable class sizes mean more eyes on kids, faster responses to conflict, and the trusted relationship that prevents bullying from
escalating. Please adopt resolution 2846 to ensure classrooms where children are safe, seen, and supported with consistent supervision and class sizes that let teachers do their best work. Uh my son and every child deserves to be in a school that is safe and that he feels
safe to go to. Thank you. Okay, thank you. It's now time for comments from labor unions. All right. Good evening, members of the board and Dr. Black, the community. I bring to you my UT our
UTP labor partner comments. Um, some things that I want to make sure that you walk away with through the the superintendent's budget advisory committee and all the things that you've heard today include this call. So UTP urges the
district to fully fund our classrooms which we've not still this is the fourth year in a row that we've not fully funded our classrooms to focus cuts on central office and to make meaningful improvements at PSD while while uh listen those that process requires
listening to parents teachers students and community members about both our assets and our needs. A reminder of the LCAP best practices, the only people who really run a study are is the learning policy institute. And they found that class size reduction, teacher pay, and teacher
retention as well as access to guidance counselors, health services, and funding quality PD were the most effective ways of improving student outcomes, including closing the achievement gap. In our previous LCAP consultations,
PSD has not incorporated any of our suggestions. Our suggestions have been along exactly these lines and none of these are currently included in the district LCAP. Parent, teacher, community and of course student input must be seen as the most
valuable input. Instead of finding goals to match our actions, which has been the district practiced, we must work with interest holders to meet the needs. I'm going to call out right now that there are 674 classroom teachers and if
you follow the ratio of 100 to8 that means there should be a maximum of 54 admin. If we look our 37 site admin plus the 51 at central office that's a total of 88 that is 34 above the ratio.
The 434 admin is around $10 million in additional spending. Currently, the district is using financial gimmicks to not have to pay a fine for overage on admin. But as grants run out and as we make other cuts, these gimmicks will become more scarce. Our recommendation
is that you rightsize central office and cut central office admin now while we are in this crisis and not find that we wind up having to pay you fines later. We are sunshining today and as we start this process, we welcome a collaborative
problem-solving approach to reach the board-directed education goals. We believe critical is uh reasonable class size and case load to ensure that highquality individualized student learning salary and health and welfare proposals
that help us remain competitive on the health and welfare side and continue to attract the best staff on the salary side on both actually. We also want to renew and enhance the special education. We want to ensure that frontline
professionals can depend on structures to effectively deliver the services students need. To demonstrate that we are unified behind this, we collected bargaining petitions from 649 of our members and we have those to share with you today.
We collected from every school site including ed center and um we are proud that we all stand together in this fight. Thank you. [Applause]
>> There's no other labor unions here. Yes, we do. Hey, CSA, how are you? >> Hello everyone. Um, my name is Julie Venegas. This is Karine Scott. Um, good evening uh, President Jennifer Holly, board members, superintendent Elizabeth
Blanco. Uh, my name is Julie Venegas and I, as many of you know, I serve as a chapter president for CSEA. I stand before you tonight with many thoughts and concerns trying to understand how we reach this point with our current budget challenges.
As as a president of this union, I represent more than 400 classified employees. I have the privilege of seeing firsthand the dedication and compassion and professionalism of our staff that bring to the Pasadena Unified School District every single day. These
are the people who open our schools before sunrise and are often the last to leave. Our classified staff employees of the are the foundation that keeps our schools running. Our security team keeps
our campuses safe. Our health clerks maintain a healthy learning environment. Our instructional aids support teachers and students in the classroom. Our office staff keep daily operations moving. Every single position in PUSD is
critical. Without classified employees, our schools simply cannot function. They are not extra. They are essential. As a union, CSEA stands ready to work with the district to find real lasting solutions. We are not here to fight
against you. We are here to fight for our members and for those students and families we all serve. But we need to make sure that when decisions are made, the people who keep this district running are protected and
respected. In in my role as chapter president, it's my it's my responsibility to be the voice of those who often go unheard. I've seen the impact of uncertainties and fear in our staff. As you move
forward, I ask that you remember the human side of every decision. Our classified employees are are the heart of PZ. Please continue to value the team, support them, and protect the work they that they do every single day for
our students. Thank you. Good evening. I am here tonight to share some um celebrations and some things good things happening at our schools. Uh through PEF, each school received a donation of Instacart credit ranging from 5 to
$10,000 which is very helpful to our campuses. On Saturday, August 18th, we hosted our first team PUSD middle school sports clim clinic clinic at Pasadena High School. I believe that's Learns. This is coming from Learns. This Saturday, the event welcomed 60 middle school students
from across the district who trained with football and volleyball coaches from both John Mure and Pasadena High School. Students honed their athletic skills, developed leadership qualities, and built meaningful connections with their peers and mentors. Uh lunch was provided by Jake's Roadhouse and several
students were honored with coaches awards and received gifts um and tickets to Universal Studios and Six Flags. Marshall's girls volleyball team is undefeated and league champions. I believe they had their first game um a
few nights ago or yes, a few nights ago for the um going towards the championship. Blair's JOTC continues to volunteer at community events and their modern band performed with um Azie Model. I think I misspelled that or I
mispronounced that so I apologize. Thank you. I looked it up and they were like it's difficult for native English speakers and I'm like oh well that's not going to go well for me. Um all during the Latino Heritage Festival and then two of the seven court members are
products of POSD. Um, Naira Wadley attends John Mir High School currently and Olivia Hargrove graduated from Marshall in 2023. Um, additionally, Sierra Madre Elementary fourth and fifth grade choir students have been asked to perform at the Sierra Madre State of the
City address on November 5th. And Normacums would like to extend thanks to our maintenance and operations department for their new grass, which the students got to enjoy today for the first time this year. Some events that you are all invited to that we wanted to extend these invitations is um Webster's
second annual Armenian Festival and Cultural Market will take place this Saturday, October 25th from 10 to 2. It is a free event that is open to the community. There will be food, music, dancing, and vendors celebrating the spirit of Armenia. And Longfellow will
host an Aphrena walkthrough on October 31st at 8 a.m. And you are all welcome to attend. Thank you. Have a good night. Okay, moving on to item J, public hearings. Item J, one, the governing board of the
Pasadena Unified School District is now opening the public hearing for public input regarding the charter renewal petition submitted by Learning Works. Anyone wishing to com comment either verbally or in writing may do so at this time. Hello,
Superintendent, President Hall, and uh board members, staff. Uh I was told to do a quick 10-minute presentation, and you have heard our public comment, so I've shortened your meeting. Um, so let me just get started on uh a little bit
of history about how we got here. Uh, we are a nonprofit public works group which really uh when you get your little slides is a research firm with a commitment to connect research and practice. It's about 30 over 30 years
old just about 30 and in that uh is the charter school. We have worked for the district in research and evaluation capacity and a lot of that paused when I was on then on the school board um as a school board member at um I think that was 2014.
Um we I've given you who's our board. Our board is very strong on advising us in educational practice and some of those names you'll have recognized from long ago in PUSD. Some probably won't recognize them, but let me give you a little bit about the history of how this
school came to be. We were incorporated in 1998 as a nonprofit. I'm going to have to use my glasses, too. Um, and at that point, we created a learning center, a community learning center, uh, that is now called Community Works. So, the idea was that researchers should
always go down and tutor and know families. I still believe that research and practice should be connected. And from that we ended up running into high school dropouts when we were studying 80 high schools throughout the Southern California looking at the pyramids of
kids that come into 9th grade and go out. Um and at that point I was very interested in what it looked like here and the dropout then was 24.6%. I was a little bit outraged and that was at that point I was like we got to do something. We collaborated with CIS. So
Jack Loose is kind of a co-founder of Learning Works because we knew that kids weren't even making it in at CIS that there was sort of another level of high-risk youth. Um in that time period we tried for about a year and a half
under the as like a dependent charter school and it it was clear we needed different rules. And so what that means is for instance my staff can be on 24/7 staff within the district can. And as we've tried to even roll out the chaser model in the district there was always
limitations. Um and so we really had unanimous support. On September 4th we opened uh 2008 in Pasadena and that year had 372 kids. Um the district was a lot different then what I want to say is the
community. Housing has changed considerably in this area. Um we've had our go real dips in enrollment. We we seem to be after COVID on the climb a little bit because kids are coming out of the woodwork. Um but but again then
you know we were established as a school that was in partnership with the district which is a rare sort of charter situation. Um we were accredited have been every year. We just received, I can't actually believe it, but uh perfect scores on our WASK accreditation
last year in every single area. And so we continued to be Wasa accredited. At some point um it was in 2018. I um had already been working with Homeboy Industries and trying to get a collaboration going with the overall
district. Um our adult school at Homeboy Industries is Twilight. Um, and so strangely, Pasadena is the school at Homeboy Industries from 65 years old to 14. Um, and so, uh, I am now the chief
of research evaluation strategy at Homeboy Industries in addition to my other hats, but that's kind of a lifestyle. Um, when and again, when COVID came, we all made it through the way we could and renewal processes were paused. And so, here we are in front of
you all for renewal. Um, we have other things that you've probably heard about. Artworks is a community uh art center for middle and high school. We get a lot of Pasadena Unified students. Hopeworks is uh drop in homeless program for uh students up to the age of 24 to take a
shower, do their laundry, and then Grow Works is our community um gardening program. So, um a few things about Learning Works. You all know we are coded as independent study and don't tell them that. Um we are what they're
calling weirdly now hybrid programs. Um you name it they've come up with some terms uh blended learning. What I always say is we're most we we basically are about uh where we do textbook and we do
experiences and projects. So we end up do being more community- based with every class going out on field trips and projectbased but also there's tons of classroom based experiences going on. All our science labs are in person uh math tutoring full-time English labs,
social studies labs. So there's really not a code for us. We went with independent study to woo kids back. It allows me to structure um for someone who hasn't been in school for six months, never getting out of bed, how are we going to get them back into
school? And so we start with two classes and we get them back to a routine. And what I'd say is one of our number one things we um are good at is getting their time management back into place so that they can continue on in life in a job uh and in school. Our principles are
on the front. I always say there's two different things about learning works. That's the principles. We live by these and strangely these principles have not changed since we were under C with CIS. So that's how stable they've been. Um I think it's terrific to have a public
school that is has unconditional love as it one of its principles. Um the chasers chase the kids back. Each teacher has a chaser. Chasers come from the same conditions as our students and they again are the bridge to get them back to education. given you a lot of stats in the um
actual petition, but I thought I'd give you a quick pie chart of what we look like right now. Um remember, kids do come in and out of the school because they go to jail, they change foster care. Um you name it, things happen. Um
and so, uh the enrollment, uh last year was 334, our ADA was at 221, and we're at a 94.808, 808 uh ADA rate which is quite high for this population. Um we have um a good percentage of uh special
ed students and EL students and literally the only way thing I can the only common denominator is if if they can make it at Rose City I'm bringing them over to Rose City. Meaning if they have credits aren't attaining them or show on their transcript that they are
they should not be with us. It's when we look at a transcript that's a disaster, which they are, that they end up where we know that we can catch them up maybe by year 13 though even. Um, and so it's really the common denominator with these
very very um difficult poverty cases is that they're you look at their transcript and it's a mess. And it's been a mess since nth grade mostly. Um, I I want to point to I I don't like this term, but I think it's important when you're sitting in front of a board about
why charter, you know, why are we liked. Why are we the good guys? Well, I I think I'm a moderate on charters. I'm sort of in the middle. I've been on the board. I've seen good. I've seen not so good. Um um what I'd say about us is we're just different because in many ways um we're doing something that the
district can't do. And in some ways that's what the charters were intended to for long ago. doing some sort of model you can't do. And so I gave you a slide on why why we are seen as the good guys. We take we do not take students from PSD. Our students have disengaged
already. They're already um dropouts. Uh again, when students enroll at Learning Works, the dropout rate for Pasadian Unifi goes up. Graduation rate uh uh dropout rate decreases. Do I have this right? And graduation rate goes up. Um
we're really a true partner with the district. We chase for your own kids and bring them back to your own schools. Um and we've done that for the last maybe five years with um the child welfare office. Um so we we partner with you. We we we really just want this community to
thrive and we want kids to graduate with a high school diploma. So we we take any student expelled from Pasadena Unified and most of them end up with us which is I'll say for board guilt they call it in the literature a great thing that you have a local choice for an expelled
student. They're a lot easier actually than probation youth. Um some of them made a mistake and um we try to work with their expulsion uh conditions and return them to school. um if they end up with us at middle school, we we want
them back in a regular high school. Uh and so we're we're basically sort a hub for all um high-risk youth. And in the beginning, I thought, wow, what couldn't the district do this? And then I realized this is just these are really a
lot of outlier students for many reasons that need to just get back on track. Um quickly, I'll just go through our assets and celebrations. Kim will uh Miss Kenny will not like my stats, but here we go. I don't know if it's right or not, but
when we started, we used to say 24.6% was the dropout rate, and I was out kind of outraged by that in a town like this. The last time they published it in uh uh 201617, this district was at 3.7%. Think about that. We took the dropouts
and took and and got them back into school. you probably at that point had the lowest dropout rate in the county. Um, they've done other things now. So, I gave you some other stats. Um, they now go with more of a four-year graduation rate. PSUSD is at 84.8%.
That's a good rate that I'd like us to take some credit for in helping make sure that our kids are if they need a special place to be, they're at Learning Works. And if not, they need to be in a comprehensive high school. Um, I'd also like to point out in our partnership
with Homeboy Industries, um, right now over 50% of our Twilight class are Homeboy students that graduate from Twilight. So, financially, it's a real plus, but also think about all those formerly incarcerated folks that we're
getting GEDs and diplomas for. We know we know education is what matters to get people on the right path. Um, it's nice that we're under a research firm. We're very data driven and evidence-based was accredited A to G approved curriculum and I don't want to say strangely
because my teachers will probably jump at me. We increased in achievement on state assessments this year. We did a new English adoption and so our uh ELA is going up and strangely I'm going to say strangely our science scores are going up but we are very strong in
science and English so that makes some sense but I promised I'd never really want to look at statewide testing and so here I am in front of you looking at statewide testing. Um I we have a great special education team and we are the only charter that is in your selva. So,
our special ed is with PSD and we've had good years and rough years, but I'll tell you the group we have of our two special ed teachers and our psychologists and how we're um supported. They're just wonderful. And so, I I want to just point that out as
an asset. And um we we do have money in the bank and we don't, you know, we have our own facility. So, that's always good. Um, but I I would I'd like to say in closing, I have really just uh long long ago I felt very alone in this
cause. And I don't at all. I have the best teachers and students and chasers and staff uh that I could ever hope for. and they they come to us and in my and mostly they come to get a dose of this like a peace corps and then um some
return to the come to the district and we've got some people we could talk about that are stars back here at the district. So, I'm just grateful for the the movement and what all of us have accomplished in alternative education from where I remember when this school
started and we were rough when it looked when we looked at adult ed continuation um and really didn't have a dropout program. So, I want to applaud what we've gotten accomplished um in the time that we've all been together, and I'm
ready to do another another seven years um with this charter renewal. So, thank you very much. >> Thank you. Do we have anything else on Learning Works? Hearing none, the public hearing for input regarding the charter renewal petition submitted by Learning
Works is now closed. Item J2. The governing board of the Pasadena Unified School District is now opening the public hearing for public input regarding the charter renewal petition submitted by Odyssey Charter Schools South OCS South. Anyone wishing to comment
either verbally or in writing may do so at this time. Um, >> good evening. Um, board president Holly Lee, Superintendent Dr. Blanco, board members and colleagues. My name is Lauren O'Neal. I'm the founder of
Odyssey South Charter School and former executive director of Odyssey Charter Schools. I'm honored to be here this evening with Michelle Martinez, our interim executive director to support the OCS South community and leadership team in its charter renewal petition for
July 1, 2026 through June 30th, 2023. Since our founding 2033 Since our founding in 2018, OCS South has deeply appreciated the partnership and support of the Pasadena Unified School District. That collaboration has helped us bring
our long-standing vision of nurturing both the academic excellence of our students and our social emotional growth to hundreds of students and families in our community. Now, we have the pleasure of introducing you to our principal, Miss Bonnie Brim.
Good evening, members of the board. OCIS South was founded with a mission to nurture not only academic excellence but also social emotional growth and social responsibility. We live this mission every day through our workshop model, inclusive culture and strong community
partnerships. As a principal, I see this mission come to life in the small moments. A teacher sitting beside a student who's struggling and reminding them that their voice matters or parents volunteering to support a class project. Those moments reflect who we are as a
community, a place where learning, care, and purpose are intertwined. Throughout our journey, OCS South has shown remarkable resilience and unity, navigating four facility moves, the CO 19 pandemic and the eaten fires while
remaining grounded in our three learning domains, academic excellence, so social emotional well-being, and social responsibility. Our multiaceted environment embraces every learner by offering varied approaches and small group sorry small groupoup support that
honor each students strengths and needs. In recognition of this consistent quality, our program earned a full six-year WAS accreditation through 2029, affirming the strength of our instructional program and operations. We also proudly celebrated our first
graduating class in 2024. Our California dashboard results demonstrate OCS South's sustained performance both schoolwide and across student subgroups as evidence of our continued excellence and eligibility for high track renewal under AB505.
For two consecutive years, our schoolwide academic performance has met or exceeded state averages in both ELA and mathematics. These results demonstrate consistent and meaningful growth across grade levels, even through facility transitions, pandemic recovery,
and over a 100 student population growth, plus the challenges of relocation. We're equally proud of our social, emotional, and behavioral outcomes. At the core of our daily work is that our social curriculum is as important as our academic curriculum, which has resulted
in improved attendance, reduced suspensions, and strong family partnerships. Our chronic absenteeism rate has improved dramatically due to our strong relationships with families and our focus on student belonging. Our suspension rate has also declined, demonstrating the effectiveness of our
restorative practices and positive behavior supports. Our student group data tells the story of both our academic strength and our commitment to equity and inclusion. Both in ELA and math, our students perform well above the state averages across all major
student groups, demonstrating sustained equitable growth, supported by our strong and inclusive instructional model. Our Hispanic and socioeconomically disadvantaged students performed 30 to 60 points above the state averages, and our students with
disabilities outperform their peers statewide by 35 to 70 points. These results show that our instructional model effectively support all learners through differentiated teaching, inclusion, and targeted
intervention. I would now like to introduce you to Miss Brandy Rivera. [Applause] It's up there. You didn't need it. Okay. All right. A little. Good evening, members of the board. My
name is Brandy Rivera and I've been the school counselor at OCS South since 2022. And this year, I'm also a proud parent. As a counselor and a licensed marriage and family therapist, I know how deeply a child's sense of safety and belonging affects their ability to learn
and grow. At OCS South, the care for students social emotional well-being is at the heart of everything we do. Our small school community allows us to truly know each child, their strengths, their challenges, and their stories. Especially after the Eden fires when so
many of our students and families were directly impacted. This kind of close, nurturing environment matters more than ever. Our staff came together to support one another and our students, not just with academics, but with comfort, stability, and care. Kids feel seen,
supported, and safe, and that's the foundation they need to thrive. This year, my son joined Odyssey as a first grader. As a mom, I can't tell you how much I value this school. Communication is strong. My son's services are in place and his goals are
being met. He's happy, confident, and thriving. And that's everything a parent could could hope for. Um, sorry, I'm emotional because, man, it's it's a great place for students. I'm so grateful for this community and for the chance to be a part of a school that truly nurtures the whole child. I ask
that you consider the approval of our OCSL charter petition so that it can continue to enrich the lives of more students and families. Now, I'd like to invite some of our students. Hello, my name is Eli Gray and I'm an eighth grader. I'm tell about my experience being at this school. I've
been at this school since first grade and what stands out to me most is how we've always felt safe here. Over the years, our schools moved around a lot from the Cleveland campus to Edison to the art center to the corner of Lincoln and Oxident Drive. One would think that with this many moves, kids will feel like the school is not grounded, but that isn't the case. One thing that's
that has never changed is the feeling of safety. There's no bullying, no fighting here. Of course, we're middle schoolers, so sometimes things come up, but the staffs invest a lot of time and energy to getting in getting to know us. Not even when issues come up, they can talk to us. They can talk. They can help us
talk things out and move forward. I've never had a bad experience here with any staff members because our school is small, everyone knows me, and I feel like I can go to any adult on campus if I need help or support. This means a lot. I really hope LFC South can keep going because every student deserves to have a school like this, a place where
they can learn, feel safe, and be seen. Hello. Uh, my name is Nick. I am an eighth grader at Odyssey South and I just want to say how much this school has affected me not just academically but also as a person. Um I feel as though all the people whether it be
students, teachers or staff, they're all very nice people. They all care and take to your needs whether it be special ed or extracurricular activities. Um I asked you to renew the seven years. so that
other students can have this experience and enjoy the school as much as I did. Thank you. [Applause] Hello, my name is Parker Green and I'm a seventh grader here at OCS South. I've been at this school since first grade and me and my family love it so much
that we've stayed through everything. Three campus moves, COVID, and even the eaten wildfires. My younger brother is in fifth grade here too and we both love being part of this community. What makes OCL so special is how supportive it is here. I feel like my voice truly matters. Whether it's my teachers, the
teacher assistants, or our administrators, everyone listens and takes our ideas seriously. This makes me feel like I can express my ideas without feeling unimportant or scared to. I know the school is preparing me for my future. Whether I become a lawyer, a marine biologist, a poet, or a writer, in English class, I'm learning how to
make my writing stronger, understanding sentence structure and punctuation in new ways. And in math, I'm learning important skills to help me later in life. Every day, I'm gaining skills that will help me succeed in whatever whatever path I choose. OCS South has helped me grow, find my voice, and believe in myself. And I hope it
continues to be here for future students to experience the same. [Applause] >> Good evening, members of the board. My name is Aaron Foron, and I'm a proud Odyssey South parent. Sorry, the kid the
kids kind of choked me up a little bit. In my time with Odyssey South, I have served as co-president of our parent participation group and I'm currently a parent board member. At Odyssey South, parent voice isn't just welcomed, it's truly valued. Families are an active part of how we make decisions and
strengthen our school community. Through our parent participation group, we collaborate closely with school leadership to support programs, events, and initiatives that benefit all students. It's a real partnership, one built on trust, communication, and shared purpose. We're also proud that
two Odyssey South parents serve as voting members of our governing board, ensuring that family perspectives help shape the policies and priorities of our school. This model keeps our decision-making collaborative, transparent, and grounded in what matters most, our children's growth, joy, and success. As a parent, I see
every day how this approach builds connection and pride, not just in our kids, but in our entire community. Thank you so much for your support of OCS South. I ask that you continue to support us by rechartering our school for the next seven years. Thank you.
>> Good evening, members of the board and superintendent Blanco. My name is Michelle Martinez and I recognize some of you. Um I've been at Odyssey for over 20 years. During this time, I've had a ver variety of roles, most recently as director of operations and now as
interim executive director. As we look to the future, OCS South stands on a foundation of seven years of growth, four relocations, and unwavering commitment to our students and families. Even through tremendous challenges, our community has rallied together, raising
close to $2 million in donations following the eaten fires to help sustain operations and begin rebuilding. That generosity speaks volumes about the trust and belief our families, partners, and communities have with OCS South. We are very proud to serve as a unique TK8
public school option in Altadena supported by a diverse and deeply engaged parent community. As we move forward, our our focus really remains clear. Strengthening enrollment strategies, maintaining financial stability, continuing to advance
academic excellence and social emotional learning as the heart of our program with the ongoing partnership of Pasadena Unified School District. The future of OCS South is one of resilience, renewal, and hope. We thank you for your consideration of our renewal petition
and for your ongoing partnership to ensure OCS South continues to thrive, rebuild, and serve our students and families for years to come. Thank you very much. Okay, thank you. Item J3. The governing board of the Pasadena Unified School District is now
opening the public hearing for public input regarding the United Teacher of Pasadena's reopener proposals for negotiations between the United Teachers of Pasadena and the Pasadena Unified School District for the 2025 2026 school year. Anyone wishing to comment either
verbally or in writing may do so at this time. Okay. Hearing none, the public hearing for input regarding the United Teacher of Pasadena's reopener proposals for negotiations between the United Teachers of Pasadena and the Pasadena Unified
School District for the 2025 2026 school year is now closed. Item J4. The governing board of the Pasadena Unified School District is now opening the public hearing for public input regarding the Pasadena Unified School District's reopener proposal for negotiation of bargaining agreement
amendments between the Pasadena Unified School District and United Teachers of Pasadena for the 2025 2026 school year. Anyone wishing to comment at that time or in writing at this time or in writing may do so right now.
Hearing none. The public hearing for input regarding the Pasadena Unified School District's reopener proposal for negotiation of bargaining agreement amendments between the Pasadena Unified School District and United Teachers of Pasadena for the 2526 school year is now closed. Item J5. The governing board of
the Pasadena Unified School District is now opening a public hearing for public input regarding the Teamsters Local 8 986 reopener proposals for negotiations between the Teamsters Local 986 and Pasadena Unified School District for
the 2526 school year. Anyone wishing to comment verbally or in writing may do so right now. Hearing none. The public hearing for input regarding the Teamsters Local 986 reopener proposals for negotiations between the Teamsters Local 986 and the
Pasadena Unified School District for the 2025 2026 school year is now closed. The Go item J6. The governing board of the Pasadena Unified School District is now opening the public hearing for public input regarding the Pasadena Unified School District's initial proposal for
negotiation of bargaining agreement amendments between the Pasadena Unified School District and Teamsters Local 986 for the 2025 2026 school year. Anyone wishing to comment either verbally or in writing may do so at this time. Hearing
none. The public hearing for for regarding the Pasadena Unified School District's initial proposal for negotiation of bargaining agreement amendments between the Pasadena Unified School District and Teamsters Local 986 for the 2025 2026 school year is now
closed. Item J7. The governing board of the Pasadena Unified School District is now opening the public hearing for public input regarding the Pasadena Unified School District's initial proposal for successor negotiations between the Pasadena Unified School District and the California School
Employees Association, CSEA, and its Pasadena chapter 434 for the 2025 2026 school year. Anyone wishing to comment verbally or in writing may do so at this time. Hearing none. The public hearing regarding the Pasadena Unified School
District's initial proposal for successor negotiations between the Pasadena Unified School District and the California School Employees Association CSEA and its Pasadena Chapter 434 for the 2025 2026 school year is now closed.
Thank you very much. School board member report. Ms. Wick. Thank you, President Hali, esteemed board members, and superintendent Dr. Blanco for your continued contributions and commitments to the Pasadena Unified
District and your support of the student assembly and student think tank. Your dedication to ensuring that every student's voice is heard and valued truly makes a difference. Recently, we saw over 7 million people come together globally for the No Kings Day protests. These protests took place
in numerous cities across the country, including Pasadena, with many students and teachers in attendance. Being in times where federal authority has such a large impact on education and community, seeing the vast amount of people attending these demonstrations reminded us that leadership doesn't have to be a
specific position, but matter rather a matter of particip participation being rooted in community and collaboration. On a local level, there's been a growing concern regarding the possibility of LEO intervening to take over our district. As part of the student body and the
student assembly, we understand that LEO will most likely not take over. But in order for this to happen, district employees and students will have to make significant sacrifices in education and programs. This year, a student board member could not participate in ESBACK. However, we had a conversation with the
only student who participated in ESPback this year and last year, stating, "These cuts are incredibly unfortunate, but no matter what, students will pull through." Encouragement like this shows us that the sheer resilience that students have, especially in times of crisis. We and our families are here because we are invested in the
importance of public education. Despite these cuts, students will continue showing up to school to gain education and be surrounded by a strong community of peers. A quick update regarding the student leadership. The student think tank are currently planning on releasing voting
ballots the week of November 10th. Please note that this is one week later due to marketing issues sent in the POSD communications. We are still swearing in in December. This is the third round of elections we are conducting with 23 students from five campuses including
CIS for the first time. Originally we had 32 students running but unfortunately nine nine withdrew for varying reasons. Many students withdrew after understanding the large commitment while others wanted to provide an opportunity for underrepresented students. Student assembly is a bridge
between students and district leadership ensuring that student perspective is heard and understood when making decisions at the district level. On that note, thank you again for your continued and unconditional support of the district student assembly and think tank. Your engagement, feedback, and
dedication make a large difference in shaping a strong, transparent, and connected community. Thank you. >> Thank you. Okay. Item number number letter L board discussion number one resolution number 2846 moratorum of involuntary
reassignments for campuses highly impacted by the eaten fire. This is to be presented by aladina parents. We will have public comment. Okay, >> we're Are we having the presentation first or >> public comment first? >> Presentation.
>> Present. >> I filled out the card so I could do either way. >> Okay, so hold on. Presentation. Okay, presentation first. >> My presentation isn't long. I don't have slides or anything. >> Uh, my name is Matt Lorshider. You guys may remember me from month and a half ago when I introduced this resolution
here in um in these halls. Um, I introduced this resolution on behalf of a coalition of Northwest PUSD school parents representing, as you know, Jackson, Altadena, U, Elliot, OEB, and other schools in Northwest and Altadena.
Um, I'm not going to go in too much detail about what we're asking for or the impacts that the teacher reassignments that were instituted in September had on our schools. You heard from our parents. My son in particular is in, as you heard from Miss Noble earlier, he's in Miss Noble's class. His
class went from 26 students to 36 students in the p in the space of a week. Um, he's managing, right? He's a good kid. He's managing, but he he's shared stories of other of his classmates that that are struggling and aren't getting the individual attention that they need. Um the Jackson community
has risen to the challenge as we always do and we've been able we raised 80 more than $80,000 in our moveon of which 30,000 can now be earmarked for adding an instructional aid or a program aid to assist Miss Noble and Mr. Rohos's classrooms. Mr. Rohos is teaching fourth
and fifth grade DIP Spanish. Um what I want to say is I know there's a lot going on in this district. We all know that as parents we we and since we came and introduced this resolution, we are more aware of what's going on. I've been in LCAP meetings. I'm on the SSC. I'm the I'm the chair of the SSC at Jackson.
Um we get that these are challenging financial times, but we also want to make clear that yes, we don't want to make it all just about the fires, but the fires is the most dramatic impactful event that any of us have ever lived through. 9,000 homes vanished overnight,
right? and and all I every day I take my kids a different way to school so I don't have to drive down Lincoln and look at the shell of what used to be in our neighborhood. All right. So we want our kids to have stability, safety, continuity, and a quality education. And and frankly, I sit here in this meeting
and I hear the public hearings and I hear Odyssey and I hear Learning Works talk about the things they're doing to add value and support and bring additional supports around students. And the last thing that we should be doing as a public school district is talking about what we can do to how we can get
away with less for our kids. So what we're asking for is not to move money around or to cost a bunch of money. What we're simply asking for is some measure of continuity. The reason we're asking for that is primarily for the mental health stability of our kids and ourselves because this is also
driving us crazy. And also because for especially, you know, in the case of the Altadena arts parents and ourselves at Jackson, we're worried about the continuity of our DIP programs, right? DIP is structured in a certain way and all of a sudden you mix two grades together in Dip and that structure goes to hell. Um we're worried that we know
we all know families that are currently long-term displaced in Burbank, Clendo, Lockinata, South Pasadena. They can they can choose those school districts. I just saw an ad on my on my phone the other day about how great locking out of schools are, right? But we don't want to lose more kids. Enrollment decline is already a natural
problem. The fires are going to exacerbate it. Let's not add to the problem by stripping away important programs and important services that our schools offer. So, please consider like Neil said, it doesn't have to be the exact language we wrote. We're a bunch of parents, right? But some measure of
protection to ensure the integrity. And if not if if it's not just if it can't just be the Northwest schools, the Altadena schools, all the schools, let's you know, the fire impacted the whole district. It's the biggest thing we've probably ever gone through as a community that this district has probably ever gone through. Let's let's
treat it as such. Thank you for your time. >> Octavio Castello followed by followed by Ellie Gai or Cry Gai.
Okay. Um, thank you. Welcome, Madame President of the board, members of the board, and members of the Pasadena community. My name is Octavio Castell. I'm the director of business advisory services. I was here two weeks ago to talk about your current status of your budget. I'm here just to read a statement regarding the moratorum and
some of our concerns in that moratorum. Um, but first, I want to begin by expressing my deepest sympathy to the families, students, and staff impacted by the Eaton fire. The devastation and trauma experienced by this community are profound. The compassion and urgency behind the resolution reflects the
district's strong commitment to student well-being and stability and the dedication that is deeply commendable. However, the representatives as a representative of the Los Angeles County Office of Education, the superintendent of schools were statutoily cha charged under the California Education Codes
with the fiscal oversight and review of the district's budgets. This authority requires a county office to ensure that each district under our jurisdiction can meet its financial obligations for the current and two subsequent fiscal years and to intervene when the fiscal solveny
is at risk. The Pasadena Unified School District is currently updating its fiscal stabilization plan, a critical roadmap towards restoring and maintaining long-term fiscal health. Any proposed board action, particularly one establishing a three-year moratorum on
invol in involuntary teacher reassignments and staffing adjustments, must be analyzed in the context of the plan. Without a comprehensive fiscal impact assessment, including enrollment projections, staffing cost, and funding
implications, this resolution may significantly undermine the district's ongoing stabilization efforts. Under education code sections 42127.6 and 42131, the county superintendent is required to take corrective action should a
district's financial conditions deteriorate to the point where it cannot meet its obligations. These actions may include directing budget revisions, implementing expenditure controls, or assigning a fiscal adviser or trustee. These measures are not discretionary.
There are statutory obligations designed to safeguard the educational and fiscal integrity of your district. For this reason, I strongly urge the board to defer action on this resolution until a full fiscal and operational impact analysis can be completed and the
proposal can be properly integrated into the district's fiscal stabilization plan. While the intent to support families and students affected by the fires is heartfelt and necessary, long-term stability for all students requires decisions grounded in fiscal prudence and sustainability.
The county office stands ready to collaborate with the district to develop targeted evidence-based supports that address the needs of the fire impacted students without compromising your fiscal recovery. In closing, I commend the board for its unwavering commitment to its students and community. As you
move forward, I urge you to align this compassion with the strategic, financially responsible approach that ensures Pasadena's unified remains phys fiscally stable, resilient, and student centered for years to come. >> Thank you.
All right. So, this is listed as a board discussion. >> No, no, no. Ellie Grime. >> Oh, I'm so sorry. >> Matthew Lada Margaret the and Margaret. Um, good evening board members. Um,
thank you for your time and attention. My name is Margaret Dit and I'm a parent of two students and DIP at PUSD, one at Elliot and one at AM. Um, our family started at AM when my eldest was in kindergarten on an interdist permit out of LA USD. We believed so strongly in
the program that we moved and bought a home in Altadena closer to the school. Over the years, um, we've been deeply involved. My family has housed interns for the French program. Um, I personally volunteered as the garden teacher while AAM was uh, arts garden program was
being built and I served on the PTA board. Um, we've encouraged many families to join the school and the French program, helping grow grow the DIP community at AAM. Um, when the school year began, we had two teachers, a fourth and a fifth grade French
teacher at AAM. Um, one teacher for the English curriculum covering math, science, and English, one covering the French curriculum. The teacher taught both levels. Um, and the the fourth grade teacher taught both levels of uh fifth grade and fourth grade for
part-time each day, which um in only 50% of the day, which effectively was covering 75% of the curriculum outside of the DIP um in 50% of the day. The teacher also had specialized arts integration training and targeted um English support designed specifically
for our dual language students who originally learned to read and spell in French. However, when HR chose to move her, our teacher was not recognized as holding a specialized position even though she filled a unique role in the DIP program. Um, our program has been growing for years and it only began
shrink shrinking after the fire. In addition, our norms across the classrooms include the both the French and the English side which creates an inaccurate representation of classroom sizes for the whole school and this made it appear like we could lose a teacher without consequences which is not true.
Um, now we have one teacher for both languages, both grade levels, effect effectively doing two full-time positions. The class is overfilled. There's no instructional aids, and we are parents being have parents being act asked to come in and to help teach core subjects that simply don't fit into the
schedule that they've been given. Um, this also is the case for the newly created 34 combo class. Um, we asked our principal for help. We spoke to Lilia Romano this week to explain the shortcomings uh in these classrooms. We came to the last board meeting. We made
uh the same request, but the situation has not changed. Um it's not sustainable as a combo class with dual language, dual grade, dual subject configuration and our arts integration on top, which makes less learning time. Um it's also important to note that many of these DIP
families are from inner district permits. A lot of people have moved out of the district. they're going to leave. Um, three students have already left and since the English teacher was removed and we're asking the district offer a concrete and immediate emergency help so that our students can receive the
education they were promised, ultimately we would like our teacher back, but we understand that that you guys are unwilling to consider that option, but you could consider adding to the moratorum and making it retroactive so that we could get our teacher back,
please. Thank you. It could also be Eli. Ellie Gray. No, Eli Gray. I'm really good with Spanish surnames. I apologize. Okay. Molly Dodge.
Hello, Dr. Blanco. Trustees, leadership team. It's nice to see you all. My name is Molly Dodge. I am a parent of two at Alina Arts Magnet. Before the eating fire, I really didn't know any of
you. Now, 10 months 10 months in. Oh, sorry, Matt. You had a turn, dude. Okay. Um, 10 months after the fire, I am getting to know some of you quite well.
more than we'd probably like. Actually, I'd love to be an anonymous parent. Um, I appreciate the time that you spend talking to me, conversing with me, collaborating with me. It is so important to feel that, you know, we're
heard and that we can trust you. But every time I do my little squeaky wheel thing, it's because I love the Altadena arts community. I love my friends. I could cry thinking about them and representing them here tonight, but that's why I am
here. I want us to stay together. I want us to recover together. I trust you're about to have a very productive conversation about the resolution, and I know you've heard about the pain that these involuntary reassignments have caused this fall. I
know that you would like to do something to prevent similar situations from reoccurring in the future. Altadena Arts currently is hanging by a thread. We need urgent help to address the dysfunction happening in third, fourth, and fifth grade. DIP.
The decision to combo those classes was not made lightly and it has resulted in a parent teaching core subjects from a textbook. Turning a blind eye to this fact exacerbates
the growing distrust that families have in keeping their children in this district. We have to request that we have our fourth grade teacher back. It's the only reasonable solution. We need trust restored. We need
stability restored. And do your thing, please. Please. Thank you. Can I Can I yield my time to >> Okay, I'll just
um I just want to address really quickly the comments made by the esteemed gentleman from the LA County Office of Education who is of course meeting his fidiciary responsibility and concerning the board with the potential which we believe would be minimal especially if prior proper planning prevents pissport
performance is taking place would prevent a lot of fidiciary issues with this bill. However, I do want to point out one thing that we've said over and over is consider the fidiciary impact to the district if you if enrollments drop further. If enrollments drop at higher
levels than anticipated because we have significant numbers of families displaced that can choose other districts, significant numbers of families that are frustrated that are only in the district to do DIP and if the DIP program is falling apart, they'll go to you know, Paulie or
somewhere else, right? We're trying to protect the district from additional financial problems as well, right? We we understand that one of the biggest problems we face is a declining enrollment. And if we drive families away from the district by gutting DIP
programs, by gutting schools, we are going to have bigger financial problems in three, four, five years. We promise you that's going to happen. We and we all know it. I urge you to understand there's there's more than just next year's budget to think about. There's budgets in five to 10 years down the
road. My kids will probably well my kids will be graduated by then, but still I urge you guys to think about that as well. Thank you. [Applause] >> Okay, that ends the public comment. So,
this is a board discussion. Um, Miss Frederick's morning. I'm probably going to be raising my hand a lot, but the just to clarify, and this took me a while to understand. So,
the teacher that was transferred from Alina Arts to another school caused two other teachers to be teaching in a different way. So, I'm going to ask Dr. Those
two other teachers, what are they teaching now? And that would be a I understand is a French fourth grade French teacher and a fifth third grade French teacher. What are they teaching now? And what grades
just to clarify? >> I I'm not sure that I think I could programmatically. Sorry, I didn't know if you wanted like a credential answer, but they um they are teaching in a combination where they have third graders and fourth graders multi-grade configuration
um multiple subject and they are doing both French and English subjects >> or subjects in both French and >> and that is a model that's been happening in um the French DUIP program. It has only happened in the French DIP program in its inception when we did
combo. One of the the teachers did combo for kinder and first and then later first and second grade when we had low numbers when the program was inaugurated. >> So they the kinder teacher taught kinder and first both French and English in one
class >> self-contained. Yes. >> Back in the day. >> Yes. It's been many years since we um have not done that. we have um in times of you know having the ability to staff in this way we did have a priority to
not have combo classes in our dual language programs. >> Okay. Thank you. Appreciate that. Sorry Dr. Canel put you on the spot. Um so I'm trying to process the this is very difficult. Um and uh Lego coming today also kind of
it's very hard to balance this and uh the first comment was about hey make some amendments something you know and the point about um the displaced families I mean if we're
trying to be so strict about staffing to ratio and we art. So much is is on one teacher moving. One teacher costs say $150,000 and that is equivalent to say six
students, right? Like let's just say one student is $25,000. So we have to acknowledge that this community is special. Do you have a is it 25? I just picked a number. Um just just imagine these
families are already displaced and like they said it's a program that's struggling right now and what is the reason for those uh families to keep their students here.
And so while we we are focused on one position as we are um digging our heels in this decision, we could be actually losing students. I mean I know that families are already
deciding and they're watching this this discussion right now. They want something. They want a sign. They want to sign that we understand that they are um they're in a special situation and we
are not accounting for that. And when I read this resolution, I was, you know, we're mired in the budget cuts right now. and we are so focused on it that it's, you know, we feel like, okay,
that's the right thing to do is to just stick with the budget and da da da. But then that's not equitable either. And if I had my child in French DIP,
honestly, do I would I stay there with this with the response we're going to give them, which is sorry, budget cuts, you know. So, um I do have an amendment because uh you know, I'm going to try to be creative
with this resolution. While this is not an action item, I'm just going to propose a change to the language that if the board wants to bring this back in that form, they can.
Um, this actually brings to light not so much the right of our um action to transfer teachers, but it speaks to
why can't we have more accurate um enrollment data in advance so that we have better staffing to match our basically close the gap in our estim ations in our actuals for enrollment.
Thus avoiding the need to have teacher transfers. That's really the source. It's not so much should we restrict the teacher transfers or not. Yes, legally we can do that, but if we were better at
getting those estimations tighter, we wouldn't have to resort to that. So my proposal is to just change uh rather than have a moratorum because we are really just trying to get through
the next few years. I would say to defer this decision on a moratorum to next year to reconsider it. But in the meantime, that we could direct the superintendent by this spring to improve its
district-wide strategies to close the gap between estimated enrollment and actual enrollment in advance of the upcoming school year as a proactive approach to accurate staffing and would minimize or eliminate the need for
involuntary transfers. That is I am trying to be creative right here here on the spot and that is what I came up with. I'm trying to balance the budgetary needs as well as speaking to the very unique traumatic situation of
our Alatina community. So I'm just putting it out there. So that is it. Thank you >> Mr. Harden. So, um I think that uh you know symptoms like that situations like this are are u
symptoms of the crisis we're in. Um you know I think that we um we want stability for our children u for all children in PSD. Um but I think and so that's a value. It's a value for me. It's I think it's a value for all of
us. Um but I also think communication is important. Uh transparency is important, honesty is important. Um I think uh you know in in the in in our in our unique programs throughout the district
um especially in the midst of a fiscal crisis, I think we owe it to our families to be as as transparent uh as possible uh in our ability to sustain programs like this, at least in the manner that they're accustomed to. You know, historically, I took note of
Dr. Hills comments that you know in the beginning when there weren't enough students you know there were similar situations where you know we had to be creative about how to staff the classrooms and so as the program became more popular and enrollment went up um we were able to do uh we were able to uh
reduce class sizes and and and u and uh nurture the children in in more specialized ways. Um and so now that we're in the situation that we're in, we're having to be creative. for having to be practical. Um, I have problems with the resolution as written. I pre
appreciate uh um Miss Frederick's attempts to um come at a a more constructive uh outcome. U but I think that what I support, I hope we all support is a
commitment to ensure our district uh operates at the proper size. Um and if you know we all have the courage to think about that um we can be more accommodating to stability. We can
provide programs that make a difference. And I think that we can um be we'll be in a stronger position to be able to reduce class sizes, establish caps, all the things that we say we want uh without risk to our fiscal bottom line.
So, um, I encourage this discussion to see if there's anything I think I I would be interested in a fiscal analysis of what the resolution would do to us because I think it's important for people in the community to see the risk that it creates uh for the district financially. So, I am
supportive of that. >> Superintendent, >> I think we mentioned this to the board in writing. Um, Dr. Chel, can you say what the cost of not doing following the contract this year would have been? Sure. Uh if none of the involuntary transfers
would have taken place, it was hovering around a million dollars in terms of transfers. There were several there was several FTEEs that were involuntarily transferred in addition to this um the one in question today. >> Miss Kenny I think I want to echo what I've heard
about um the value of stability and I guess I would support our approach where we as a board ask our staff to bring back suggestions on how we could increase stability at the beginning of the school year. I know that the the process of
realigning staff is an annual practice. It's actually what brought me as a parent in 2003 to my first board meeting. Um, and but we know this was not a typical year. So, it was not straightforward to um project our enrollment and projections of enrollment
and staffing are extremely important. But PSUSD has factors that can potentially degree decrease our stability. We have a lot of students who use open enrollment. So, they're going to schools other than their home school and we leave that process open until two
weeks before school starts. And then the student body we have can't always I I don't know if if other districts have better um predictions of where people will be, but my experience
has been families don't always know and don't always tell us whether they're coming back or not. I know we did a return uh intention to return form in the spring and got some responses but not not enough probably to really help
us uh guarantee stability. And again even in this this year not all students showed up for the first week of school. So there was fluctuations in enrollment going on for those first several weeks.
Um, I would also support having more, as Mr. Harden said, transparency um, and communication around how our school site staffing is done. Um, a neighboring district of ours did a board
study session topic on that. So for both the board and the community to better understand how do we get from student projections to this is what what staff's going to be at a school and this is our parameters around class sizes and how we
do this work. Um I think explaining how it works and then better communication about the process. I know we we tried to do this a little bit earlier this year than in past years. Um, but I do want to want to encourage us to coordinate when
we do any transfer process with our back to school nights. Um, I actually also as a parent had the experience of meeting a teacher who then was not my child's teacher a week later. And I I think we want to reduce that as much as possible. Um
I think one of the key parts of this situation is we have schools with multiple program tax and I would also support our staff bringing us their ideas for a solution
on how to handle that. So Altadena and Jackson are both examples of that. So there are two separate programs within that school, which is like having two small schools within one school. So when we're complying with our current staffing ratios,
those schools don't have the same flexibility that other schools do because they can't co-mingle the students who are on those two different tracks. And so it leads to, and I think both Jackson and Altadena may have had this issue this year where it was like, is it their program or our program who
takes the hit? and and then that's a very difficult position depending if we're in the larger program or the less larger program or the program who may have fewer low-income students. Um and so
what we did this year I think potentially has caused harm to the programs that is causing enough instability and with people leaving could really have future implementation imple uh implications especially for the French
program. Um, and I I want to say it sounds as though we haven't fully worked out all of the kinks at with the situation at Altadena. And I hope that we will be able to figure out how to provide whatever extra
support is needed before we lose any additional families and have those sustainability issues. I I hope that there could be some kind of solution for the multittrack schools. Um, but I think that is for staff to come up
with that that you know is a is cost-effective. You know, what does that look like? I don't know. But I think you guys could probably come up with a solution. Um, but I do want to mention that because of our budget situation and our need to staff to ratio,
which is not where we've been financially for the last several years. So, we haven't had our class sizes at their normal sizes before we had that influx of federal money. It's going to cause challenges at many
of our schools. And I this I'm kind of speaking about what happened at Octavia Butler. Um as we for our schools where we cannot give them extra staff
we will have impacts loss of courses etc. And so we need to find a solution to that challenge as well and I I encourage us to be creative in that respect. >> Anybody else on this topic? I have a clarifying question.
Is that okay? All right. So, on this um resolution, it talks about moving it to Well, I'll just ask a question and it's for Mr. Octavio. You It's a clarifying question. What's
Mr. Castella? Okay. Okay. if this um resolution moved forward for as an action item and it's a three-year moratorum for involuntary teacher reassignments,
>> what could happen >> based on the fiscal impact and how you're adjusting your budget. If we see a net impact to your budget in the negative fashion in this sense you're overriding your budget and not meeting your financial obligations, we'll we'll file a qualified interimm uh report.
Qualified at that point means the county will intervene. >> And what does that mean? >> Intervene at this point would be a fiscal expert. Uh because a qualified, remember I went back to the red red light, yellow light, green light, green light when it comes September 15th when
you file that report to us, we're looking at whether or not you're going to be fiscally viable. >> December. >> Uh yeah, December 15th. My apologies. >> Yeah, December 15th. So, I'm looking at that report when it comes into our office that you're not making any negative adjustments to your budget or you're not using unallocated
expenditures or money that you don't have in hand in your budget. If I if we see that negative impact on your budget and you can't meet your obligations for the current and two fiscal years, we will have to follow you as qualified report. Qualified means that's the
yellow light. Something is wrong. Something has to be done. An intervention has to has to be done. This has been going on. It wasn't the 0 to 60. It's been going on for years and to the point now we cannot risk a cash insolveny for you. Your cash your cash
is fine. If you do do that, you're risking not making payroll in the future. Your teachers will not get paid. We have to go out for a loan. Then it's a trustee. So at that point, if we review your intern report and we see that and it has a negative impact, we
will certify you as qualified. And that's the yellow light. Something is wrong. And at that point, we will more than likely intervene with the trustee, not trustee, I'm sorry, with the fiscal expert to help you with correct your fiscal stabilization plan. And we'll re reassess you again at
second in. >> Thank you for answering that. >> Do we have anything else here, Miss Frederick's? >> I'm going to introduce this new resolution at the end of the meeting where we have future agenda items, but the title will
is districtwide system for accurate enrollment data to support accurate staffing. And this is my response to address avoiding or minimizing teacher transfers but not a strict moratorum and I will
introduce this at the end. Thank you. So, I don't know if there was any support from my other board members around bringing back suggestions about how to increase stability or how to support our schools with multiple tracks um or if
there was any comments from staff on whether those are feasible. >> Yes, Miss Bailey. I just have a question about the action that was taken to move this particular teacher from this class.
So it's my understanding that it was the French dip, one of the French dip teachers. So she's an English teacher, but was she in the French dip? >> So she was teaching one of the one of
the teachers, but she was teaching the English portion. Okay, got it. Okay. So my question is first of all this type of action that was taken was it connected to the teacher's
contract which is why this particular teacher was selected and my second question is was the principal consulted because I'm thinking that maybe the
principal could have recommended another teacher that would not have had such a great impact on the the school as this particular teacher did in her role as partnering
with the French dealer. Any class would be impacted. I understand that any student, anyone involved with a teacher being removed from their class would be impacted. This seems to have had a great impact on that French deal class. That's
my concern. >> Mr. Canel, >> thank you. Yes, absolutely. We consult always with site admin whenever we're going to make any changes and we do not get to pick and choose who we do involuntary transfers. We must follow the collective bargaining agreement.
>> That and that's the point that's important. That's the point that prevents me from supporting this resolution because this goes through bargaining. This goes
through a bargaining process and we as the board, we can talk to our negotiation team about how we would like something bargained. I get that. But if
we if we at this juncture make a decision to change that process, are we violating some kind of
um article in their contract with the district? That's my first question. And my second question is, are we thinking about the precedent that we
would set for other employees who have um had to go through this same kind of thing and then now will want the same type of reversal. So, I'm just
thinking about trying to think about the larger picture and I'm just concerned that maybe this isn't the way that we should be discussing it in resolution form.
Maybe taking um the points out of the resolution, talking about them from there. Of course, we would have to include our bargaining partners in any dialogue we
have because it in it affects their contract. So, every teacher, every certificated employee could be impacted by this thing. So, I'm sorry. Go ahead. >> So, as you all know, transfer language
is a something that must be bargained. While albeit the odds that um the association would want to um file an unfair labor practice um I would imagine would be unlikely because it favors um the association in terms of not moving
invol uh transfers because that's usually typically a language that is bargain in terms of the conditions of when and how you transfer. While it is unlikely, it is a possibility that um that I informed the board that it can happen because we unilaterally are making a language a change in language
of transfers. So again, while perhaps they would unlikely follow an unfair labor practice, it does open up the district to an unfair labor practice because that is a negotiable item, transfer language. You wanted to do the opposite, then um I'm sure that they would have difference of opinion. Not
only that, as written, um it also addresses the board's ability to make program changes. Um something that I believe, uh Miss Kenny alluded to in terms of how we address programs within schools and any recommendations that we
have, this uh resolution impacts the the board's ability to make uh adjustments to programs as written. So, that's something else um that I would highlight. >> And then I have just this is my last question. What are the consequences
when the district is on the losing end of an unfair labor practice? >> There's several different things that can take place. Um they can range the perb is usually the one that would make a decision in terms of the consequences.
Um so it would depend on perb um on the on it um whether it's um public posting uh whether it's undoing any of the changes and we they would then discuss any of the impacts moving forward that the uh the district must do in order to
be able to negotiate bargaining um conditions of employment. So it can vary um and it would be up to perk to decide. >> Okay. Thank you, >> Dr. Velasquez.
>> Couple of questions. First question, um, could we use insurance money after the fire to subsidize the costs that this would that the teacher
salaries would? Is it possible Dr. Canel, do you have an answer for that? >> I'm processing the question. >> I think there's things that you have to consider when you're um what you what the board decides to do with um the
resources that are being gained from insurance. Um obviously when we're um without going into detail because we are in negotiations with our insurance company now we have not closed any of our open claims with any of our insurance partners and we have several um without going into detail part of the
discussion um there is that the insurance uh funds are going to be used for the purposes they intended in terms of there's different reasons um under the claim that we would get those funds right so it would be Um there's
provisions inside of our um insurance uh that say we're going to get certain we're going to recoup certain amount of funds because we're going to spend it on cleaning. There's going to be a certain amount of funds that we're going to rec recoup because we're going to spend it on building. There's a certain amount of funds that we're going to recoup because we're on designing. So there's uh
conversations and negotiations on getting set funds for those purposes. So, I'm hesitant to answer uh the question because of uh the ongoing discussions that we're having with currently with our insurance um adjusters. What about state funds?
As the state legislature or even the governor or anybody in the state has offered to assist the district with funding that could help us mitigate some of the impacts of the fire.
superintendent can answer them. >> So, um I went to several Senate roundts, talked to the governor's office, the state superintendent's office, and all of them said, "We're going to help you with the future. We're not going to help you with your budget deficit and the gaps that you created prior to the
fire." And so, um the money that we have received, um for the future is very, uh minimal. We're not able to count it into this year's projections because it didn't actually arrive yet, but it will be going to the bottom line. So, if we
use we could use any of our money for anything the board directs us. It just means that you're reducing something else. I want to support one of the things that Miss Kenny alluded to, which is an
alignment in protocols that will support not only our relationship with these particularly impacted schools, but in general in our evaluation of best practices,
right? And so specifically the her recommendation of the alignment of is school visits or meet the teacher or things like that where um our practices and our
relationship with our parents are are not necessarily 100% aligned in a way that makes sense. And so that is uh something that is worth considering. Um, I also want to expand in in
something that she alluded to very conservatively, but that's not my style. So programs that have long waiting lists in
this district will see cuts. Programs that are underenrolled will see cuts. Administration will see cuts. central
office will see cuts. Schools impacted by the fire will have combo classes. Schools not impacted by the fire will have combo classes.
Very popular programs like DEP in all languages will see cuts. teachers, teamsters will see cuts.
We should be cut. Um and in the next redistricting phase, we should seriously consider reducing to five school board members. So the expectation for this community
for today and for next month meeting is we cannot afford exceptions. Everybody will be impacted by the decisions that we're going to have to make next month. It is a sobering reality given the
political climate, giving what has happened to us as a city. It is an unfair burd additional burden that we're facing that is not comparable does not have a
comparison in any other district. We've received a lot of public comment in the last couple of weeks about the exceptions
and the strength of your programs. I understand it. I am not only a board member. I am a parent of the two children in this district. I am an educator and a union
member. We should all expect significant reductions. >> Miss Kenny and then Mr. Harden. >> Just I wanted to clarify some things with um Dr. Canal. >> Um So, the teacher at Aladena,
I believe, was on a temporary contract. Did that change how did that cause something different to happen than if if she had been a permanent in the transfer process?
>> Well, if you're permanent, it depends who would be on your seniority date. Um so again following the collective bargaining agreement outlines whether you go to seniority date. It also has outlined about 10 contracts um and where they fall in the picking order of
seniority uh which they do not. >> So they go first. >> Yes. >> Okay. So this teacher went first. If this teacher had not been on a temp contract a different process would have ensued at Altadena. Uh potentially it depends if let's say no one else was
there then it would still be on the least senior person >> and there's no difference between involuntary and voluntary in in when we do these transfers >> two different uh processes. >> Okay. So when we do this realignment
it's all involuntary. >> Yes ma'am. >> Okay. Thank you. Just to further add to that, um, one of the differences is the number of days before the transfer occurs and another is whether you ask for volunteers. In this case, the school did ask for
volunteers. So, even though they didn't have to follow that process in the contract, they did. >> Uh, just a few quick things. So I do support uh my colleague Miss Kenny on looking at our planning around uh stab
increasing stability uh our communications uh timing with regards to our uh back to school nights. Um and then possibly more uh from a policy standpoint about how we the structure and nature of our open enrollment um
possibly moving that that that process back a little bit. I know that we've been very generous about extending open enrollment through the summer and into, you know, just before the beginning of weeks of school, but it does uh it seems to me has, you know, the the net effect
of um not being cert as certain as we could be possibly with our with our actual class uh rosters going into the year. So, that might help mitigate some uh some surprises um as we begin our school year. So, um,
possibly looking at because I know there was a time when when, um, you know, earlier in the spring when we sort of set the deadlines for, uh, registration and and once that happened, we, you know, the lists were fairly obviously, you know, some families don't show up, um, and changes happened, but they, uh,
may have been less less uh, unpredictable given our current climate. >> Mr. canal. >> Um, yes. One of the things I mentioned when I first arrived to the district was the generosity of that open window as
you uh articulated uh other districts obviously have the window that it's more aligned. Having said that, having been in a district where uh not only open enrollment district but also uh there's a lot of different formats to do that. So that will certainly help. Uh with
that said, uh just to be mindful that the involuntary transfers happening at the beginning of the year, it's something that is very common. So much so that there's language specifically speaking to the beginning of the school year. Uh because it happens um and you
would be hardressed to find any district in the state of California, any public school district in the state of California that does not have language addressing that specifically. Typically, it's between the fourth and the sixth week of school where um the language begin to adjust of having that as a drop
date to do it. My understanding, not having been here um like Dr. Renoso and Dr. Chan Hill for I think 30 years or so. Um um thank you so much. >> You're welcome. Sorry. As as I was saying that, I was thinking don't say how long they've been here, but I did.
Um but this is >> um this was the one of the um we were try because of all the concerns outlined u we were trying to do it earlier in the year as possible and my understanding is this is the earliest that the district has done it and that was my only reason
I was referencing the number of years they've been here. So before I forget, I do want to support Trusty Kenny's uh proposal to um further investigate the multi- small programs within one school.
And then I do echo Trusty Harden's uh point about considering that open enrollment deadline which Dr. Canal had just spoke about to re re-evaluate that and how that impacts the
accuracy of our um staffing beginning of the year. Um with due with all due respect Dr. Canal uh while it is typical like you said I'm trusting your industry experience on teacher transfers our
district is not typical and our emergency eaten fire is not typical. the second largest fire in the history of California. So, we have to be honest about how that impacts our our students and our
families. So, we have to own that. Um, I want to acknowledge though that I appreciate this discussion. I really appreciate this discussion. Even it's not an action item. It's bringing up a
lot of issues short-term, long-term that's been going on since 2012, our district, long before I came on this board. But unfortunately, it's come to this. It's come to some unfortunate side
effects uh um unintended consequences. Um and we have a lot to do. We our board has a lot to do and I I think this is a wakeup call for our board. that things like this happen when we're
not planning well, when we're not evaluating our programs continuously so that they are sustainable. So, I I appreciate the parents for putting
this um resolution before us. And I want to let you know that um the greatest predictor of your children's success and happiness is you and is you fighting for them.
Um, this is a really complex situation and um, but you have to do what's best for your children. Thank you. >> Um, can I have some clarification? There's a few requests out there. Um,
one of them being a presentation that was done similar to I believe it was Glendale Unified on the staffing process. Would you like that presentation to be part of your November 13th study session since it has to do with budget? >> I I think later would be
>> Okay. Can you give me a date of when you would like that to happen? >> We love March. >> We love March. Okay. >> Staffing happens in January, but >> I was going to say it might be more appropriate in in February so that when March 15th notices come out, people have
some basis for what what we were planning. Valentine. >> Okay. >> So, I heard March and Valentine's. So, we'll go maybe for January when we're in the staffing process. Um because I think that would be a good time for people to understand. Does that work for you, Dr.
Canel? He's looking at me. No. >> No. >> What would be a good time for you to present that? >> Thank you for asking me. Um only in that obviously doing the two simultaneous roles implementing the SBA uh recommendations. So working on the first
interim, working on going to be doing uh the resolutions, all of that is going to take place in December, January and February. Um so I'm wearing both hats in terms of doing um getting preparing the business department for the first interim. Um
it's going to consume some time. So when you say December, January or even November, I don't know that um I would give it the justice that you would want presentation. And I have not seen Glendos, I think it was. Um, so I can take a look at to see what they did, um, what you're looking for. But, um, for
me, obviously, if you did it after the, um, the resol the resolutions come to you, then that provides a gap of time to be able to work on this for you. >> Sure. And for the public, >> you love March, too. >> Our collective great, thank you, Dr. Velasquez. >> Our collective bargaining agreements are
online. If anyone is interested in reading the transfer language and understanding the process, it is available. Um secondly, uh you did ask for um a couple things. Uh first of all, I would want to say that our staffing was right on this year. Our budget
situation could have been different. We did have a little couple surprises and where the children went to school and didn't go to school, but in terms of projecting enrollment, we projected a loss of 500 students and we had a loss of 500 students during the transition of
the fire. um at Eladena in particular, we had parents that were waiting trying to get into the school even though it had moved to Allenale. So, we were a little bit surprised at the number of students that um did not return. And I
think that had to do with something that was mentioned earlier about people living, you know, farther away and not wanting to commute. And then we did have um an increase at a school that we weren't expecting. But in terms of the overall enrollment, the enrollment
department, human resources, and academics worked very closely to make sure that the projections were closer. You know, um it's when you have anomalies like that have occurred that throw it off a little bit. Um that was
something unusual and I'm sure it was due to the fire. Uh we can definitely look at the open enrollment um dates. We have we were tried to be very accommodating this year because of the fire and we even extended, you know, the
time to families trying to give them grace because they had a lot going on in their life. Um and people were still making some decisions about where they were going to live. So I don't know that if putting a hard cap on those dates would have helped, you know, people feel
better this year. We are in a program um evaluation that was delayed because of the fire of looking at all of our programs and um return on investment. We've always believed in our programs and even when they've gotten small we've tried to I want to use the word
overstaffing staff them to program so that they could you know function well and I think you know Dr. Velasquez mentioned, "We don't have that luxury anymore at this time, but that doesn't mean that we're not providing extra support for our students." Um, we keep
hearing that parents are teaching in the class. When we check with the school, that doesn't seem to be the case, but I would like Dr. Hill to explain the supports that we've been providing to the French program since we made this decision. >> I do so sorry. I do want to acknowledge
that when you when the parents have written to us and come to the past board meetings, you did describe some some situations that we would not agree with either. And so we did immediately go um and check in with um with Dr. Hill, Dr.
Dana Hill, um and the instructional coach or the MTSS coach at at the school. The CIPD team is working with them. We are instating um routine uh pull out subdays for the teachers because the planning around being in a
multi-grade classroom is is something that they didn't have time to prepare for. So we will do that in a regular basis so that they are preparing unit by unit and planning forward. some things that you mentioned tonight I'll also go back through and um and follow up on
because they are things that um I believe in my last update were were resolved and so it's uh possibly a different transition timeline but um they are receiving that support and we've been working closely with um Miss Marl and um some other supports for for
the Okay, we're done here. So, just a so you want to talk about So, we talked about the study session. Do you think there are potential actions you want to look at
around stability or I know Mr. Harden suggested board policy. I'm not suggesting that we're changing open enrollment. I don't know that that is the thing, but >> is that something you want to come back to us with possible solutions or >> I can't hear you.
>> So, you're asking me to stabilize an unpredictable situation, right? I mean, I don't have a crystal ball and people are still going through. They're moving and trying to, you know, figure out what's happening in the fire, right? So, we have an unstable budget situation. We
have an unstable environmental situation with our community. Um, we will continue to do our very best. We meet with our principles. We send a survey home to families. We can try to get a higher return rate on that in terms of knowing
who's returning. Um, but in terms of stabilizing an unstable situation, I don't know that we can do something to really make that happen in a way that would be satisfactory to people when moves have to occur following the
contract. >> All right. So, so you're saying what you have in place is adequate or that is what you think? >> I will look do my very best and talk to the team to if there are different
ideas, right? We always somebody else on the team might have an idea that I haven't thought of. And we want stability for the children and our teachers, too. I mean, this is we're not um foreign people. We're one district, right? And we understand
what it does when there's disruption to programs. We're people who are trying to raise academic achievement and make children feel safe at school. So, we will do everything we can to carry that out on behalf of all of us. Okay, we're going to move on. Thank you all
very much. M action items. Is does anybody have a sweep like to um make a motion for a sweep on M or do we want to go through these starting at number one? Because I think we can do a sweep here if somebody
wants it. I'll move sweep approval of >> one >> items one through five. >> Oh no. >> And no four. >> One through four. Paul >> I'll second. >> Oh fatima. >> Yeah.
>> It's a sweep for one through four. >> Yes. It's a sweep for one through four. I I second it. >> I don't know. >> This is a sweep for one through four. And we have a motion and a second. All right. All in favor? >> I'm sorry.
>> It's a sweep for one through four. >> Yes. >> So, this is M1 including M1. >> Yes. >> All right. Um, I asked the question when will the parents being able to wait inside the campus happen? When will it
be implemented? And the answer I got was that schools will be writing their safety plans by March. So, I wasn't clear if that was the answer is that it's not going to be implemented until after March or if there's a different answer. >> Didn't have a question.
>> The safety plan is the official document where it will be housed. Um however we have a template ready to go. Uh we already um notified all the principles. Um we have a couple that are going to be working with us so that we can identify the best way to do this. Um that's
always you know opportunity to to learn from them. Um but we do have a template that's ready to go. We wanted to wait till this evening to see what the outcome was um before we said go ahead and do this plan if there were other um feedback. But it'll eventually um I think one of the questions was would it
be changed in board policy and so we would have to look through those types of things but um we'd want to include it in the safety plan not wait until the safety plan in March. So we want to implement sooner than later. >> So by December by January I mean I'm just kind of wondering or is this longer
term? >> Yeah. So Dr. Hill and I just need to finalize the template and then we're hoping to get it out to them by next week. >> Okay. And then I know that they had to find space. I don't know if they've already been doing that. >> So, we already told them that last week um that this was coming to the board today and that they needed to begin identifying indoor space.
>> All right. And then as each one incorporates it in their plan and finds the space, they will then communicate with their site community that it's available. >> Absolutely. >> Wonderful. Thank you. >> Of course, >> I want to also say that when it was presented to the principles, most of them said they are already exercising
those kinds of precautions and working with the community that needs that. Um so it's more of formalizing it but um they had a discussion about it and if something would arise they will make sure the families are safe. All right.
We're going to vote on this. Oh. So Miss Wick all in favor. Miss Wick go first. Yes. Yes. All in favor. All right. It's a sweep.
Okay. So, that was one through four. Now, we're going to move to number five, approval of resolution number 2841, authorizing issuance and sale of 2020, measure O, series D, bonds, Dr. Sergey McNau. >> Thank you, Madam President. Um, recommendations approval of resolution
number 2841. We do have Meredith Johnson from DWK company with Nicole Roberts from Dale Scott and Company. Should you have any questions? >> Motion to approve. second. >> Yes, Miss Kenny.
>> So, I believe um that this is going to be a 26-year term or approximately in the in the 20s. Um but I did want to wonder ask a question. And so at our presentation in September, um we were given an example of about doing a 100K.
And so now this is 250 of measure O. That looked like it would add about $10 onto um the amount uh for taxpayers. Will this be two and a half times that $10? Is that how that works?
>> No. So the term will be a little bit longer than the original estimated 100 million. Um but we are um still targeting around a 40 $45 tax rate same as we were for the hundred million. Um and then it would drop to allow for the
remaining authorization um to be filled in after >> when I went back and looked it looked like it was only adding $10 to what we currently have out there for measure O already. It was only going from 72 to 82 on the chart. That's why >> total aggregate tax rate. So for me
>> old was up to 72 and the new was $10, >> right? So measure O itself has an average about $33. This would take it up to about $40, but you have to also add in the additional the new measure R bonds that are coming online as well.
>> And maybe on maybe once maybe once we've issued and have all the real numbers, we can maybe go back and look. And then there was a question asked, I don't think I asked it about how long we had to spend the money. And for some reason I had in my mind that we had seven years, but the answer we got talked
about three years. And is there two different deadlines? >> No, there's actually no rule that says you have to spend at any given time at all. You can take as long as you want to spend it. However, you're intended to issue bonds with a reasonable expectation that you'll spend
it within three years. Okay? But if something happens along the way, like an eaten fire for example, and you can't spend it in three years, there's no penalty. H one more caveat on that is that if you do spend it within three years, all of the interest that you
earned on the proceeds while you were doing those projects, you get to keep. Once the three-year anniversary of the uh issuance of the bonds happens, you then start having to rebate to the federal government any interest you earn
on the proceeds above the interest rate of the bonds. And that's just a rule that that um prevents public agencies from issuing bonds and just keeping the proceeds on hand and and using the interest. You're not supposed to issue bonds so that you can earn interest on them.
>> Great. Thank you. You all ready? Okay. Motion in a second. All in favor? >> Roll call. That's right. Miss Wick, wait. You're voting. >> Oh, yes. >> Yes.
>> Yes. >> Yes. Yes. >> Yes. [Music] >> And so now we're going to move on to number six, approval of resolution number 2848 authorizing issuance and
sale of 2024 measure R series A bonds. >> Miss Kenny has something to say. So again, this one now is going to be a shorter term, a six-year term. The only reason I'm saying this publicly is because it doesn't seem to be on the board report, and I know that it's kind
of blank in all the attachments, but we were given that answer. And so this one looked like it was going to be $60 per 100k of and that's when it was 100. So it's going to be half that or again, I should wait until we've issued it and find out.
>> We're going to target about $40 for each bond issuance. >> Okay. So you kind of target an amount and then work the term out. So that's what it is. Okay. And then this is maybe more for staff. I think this measure our money, the 50 million, sorry if I keep
saying 50k, the 50 million is part of what we're going to be doing for the staff housing. I don't remember what the estimated cost of the staff housing project is and I don't know if anyone else does. And if anyone can point me at kind of the total, you
know, soup to nuts because I know we're already on our way to the first million just in the entitlement phase. >> Uh it's a little early. Uh we don't I don't actually have that information with me right now and um but we can bring it back. >> Okay. Because I feel like we approved this idea. It would have been nice to
have an approximate price tag. My brain keeps telling me it was 100 million, but I don't >> I thought it was 135 million. So, I feel like maybe firming that up or even if it's not affirm but it's just a ballpark would be wonderful so that we are all saying the same thing instead of
different things. Thank you. Anybody else on this topic? Okay. So, roll call vote. Miss Wick. >> Yes. >> Yes. >> Yes.
Yes. >> Yes. >> Yes. >> Who would like to take a five minute break? >> All right. Break time. You might have [Music]
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Item seven, comprehensive coordinated early intervening services update and approval of compliance and improvement for significant in disproportionality. Laura Barbara,
>> we've actually added Dr. Julie Reynoso as well. >> Okay, >> if that's okay. Um, yes, I am joined here um this evening, but I first just want to say good evening board president. >> Hi. >> Hello board members. Hello Dr. Blanco here at 9:20 and my esteemed colleagues
in the community. Um, I am joined here with uh Mrs. Laura Barbara who is our um comprehensive coordinated early intervention um coordinator. And so tonight we are bringing forward um some information that we think will be um highlighting what we are doing and what
actually she has been leading with our five identified schools. And we also just want to make note thank you for the wonderful questions that were asked by the board. Um that was really an opportunity for she and I to sit down and make sure that um really thoughtful um answers were provided.
So uh the SIM report or what we would call our um comp you already said it um the compliance um and improvement monitoring plan otherwise known as the SIM um is an amendment update for you this evening. So we want to provide um
this all includes our extended goals, our activities and the budget. This plan was updated with stakeholder input from the district leadership, site leadership, teachers, and parents and guardians. There was a comprehensive plan that was included in that. We're not going over the entire plan tonight.
We're just going to provide for you um some immediate updates. On the right hand side of the screen, you'll also notice these are um some of the opportunities that we have brought in our partners aka stakeholders um where we um Mrs. Barbara has done an amazing
job of just really planning out the entire year and moving and flowing with all of our site leadership as well as our partners. What you have before you I will not read them at length. I I hope you've had the opportunity to do so. But um these are the four core areas um written in a
smart format. Um, for our audience, a smart format is being able to really keep it specific, measurable, attainable, timely, um, with equity in mind and time, I already said timely and equitably. Um, so really the overarching
goal for us is to strengthen our multi-tered systems of support, MTSS, our framework that we uh, included about two years ago. We want to increase our student achievement mostly in the areas of literacy, attendance, and behavior
for general education students by incorporating all of these strategic professional developments to our staff, creating and improving our systems and our procedures, and improving our communication with the families that we serve. We aim to improve our service to
students, their overall educational experience, and prevent other barriers in their move ahead. and I'm gonna turn it over to Mrs. Barbara. >> So, thank you, Dr. Let's lower this to my height. I'm
vertically challenged. Um, so basically, this is the update to the 2024 SIM. And um, we looked at everything as stakeholders together and decided to extend the activities for this next following year and updated our budget.
um updated where we were in the plan with the from the start of the activities to possibly the completion of several activities and the ongoing process of implementation for activities related to literacy attendance and
behavior. And so again, the plan will remain the same with two small exceptions. Number one, students that were selected as trailblazers during the 2024 plan when we looked at literacy was based on I Ready scores. So in talking
with the principles and teachers and MTSS coaches and district leadership, we decided to broaden the participation identification with multiple measures of identification. So, in addition to I
Ready for third grade and now Amira for first and second grader identification, we've introduced a phonics reading survey to make sure we're capturing the appropriate types of children that need this strategic additional intervention
and then also progress monitoring throughout the year. So we don't just define at the beginning of the year who these students are and measure them throughout the year, but as progress monitoring happens, making sure we're capturing additional students on a
rotating basis if necessary. So everyone that needs the support will definitely get it. The second piece was more of a housekeeping and that was related to our reading intervention teachers and the instructional aid that hopefully we will
interview and um provide a name to the board um after November 4th's interviews and that would be mileage. So in order to meet the needs of the students under this plan we really need to have the ability to be mobile. Um last year um
for example at Webster we had 10 kids that were identified for support whereas at Altadena Sierra Madre and Hamilton we had more and at Don Bonito about 30 and so the teacher needs to be able to travel from sight to sight certain days
of the week and um we put that in for the flexibility. I did want to share a data piece that I found really interesting. So although the progress monitoring window to identify first and second graders with a
will be towards the end of this month, I ready um was already provided to third graders. So we were already able to select who those students are. So currently under the project there are 94 students um that are third graders. 44
are reading on a second grade level. 36 are currently reading on a first grade level and 14 students are reading on a kinder level. So we truly believe we'll be able to make an impact on student achievement
sooner rather than later with the use of UFly reading intervention for literacy. So activities um just to highlight a few um I spoke about Amamira being identified for first and second graders. Are I ready for
third grade? Um the individualized learning plan has been updated to be used districtwide and we are going to definitely be using it with our trailblazers to work with parents and guardians to understand their individual needs based on literacy, attendance
andor behavior. We have a robust professional development calendar for all five sites that is ready to go for the entire year and outlined with activities related to training on section 504, the SST process, best
practices, data monitoring with the individualized learning plans and progress monitoring of data so that we make sure that we're reporting back to the five sites the impact that we're making with regards to student achievement. We're also in the
process of finishing the special education handbook. A draft has been created and we are going to hopefully have a study group by the end of the fall semester. And then I think that one of the most important aspects about this
project that I'm so passionate about is related to our parents and guardians. So right now we have a fall parent survey that's gone out to collect information about what types of workshops and trainings they would like to participate in so that we you know continue to grow
that relationship between the home and the school partnership and um we are also having two listening circles and we're working very closely with the western justice center. So, those are just a few of the activities I wanted to highlight for you. And then
the last piece, if there's any questions, Miss Kenny, thank you for this. Um, in the in the detailed stuff that I know we're not going over, but there was um
what he called the procedure report of findings. And so I saw that you addressed the special education handbook. It also talked about having an SST manual. Is that something that's in the timeline as well? And maybe that's not part of this process. I'm not sure.
>> It's definitely part of this process. And I will update you and let you know that I'm working closely with the focal schools MTSS coaches. We have taken all of the district forms from various elementary and secondary levels, put them all together, packaged them in a
new, easier, friendlier checklist, and they've been shared with the principles, and our next step is to implement at the five focus schools to tweak it if necessary to make sure it's user friendly and parent friendly. And then we're going to go ahead and build the
SST handbook around it. and my my timeline for that to be done would be June of 2026. >> That sounds great. Um I wonder and I don't know that this is the best place, but if the CAC
uh body weighing in um and giving you feedback would be um a group who maybe has gone through SSTs on their way to special ed and they might have good feedback on it. Speaking of the CAC, in
in the document on page five, in the plan document, it says that this was presented to the CAC in September, but I don't when we say CAC, I'm never sure if we mean the CAC board, which is a small group, or if we mean the body of the CAC at one of their meetings. And I
don't remember it happening at the CAC meeting in September. So, is that is it going to be presented to the entire CAC at a date in the future? We would be open to um attending a CAC meeting to to share out our and report on what we're doing and get their input.
It's very invaluable input. We did have an educational partners meeting on October 1st for the review and input and the CAC was invited. >> I know. I heard they couldn't make it though. I did forward them a draft of
the SIM 2025 plan and offered to meet in person to review all of it with them and get their input because they're a very important body that I greatly respect. >> All right. Now, I have the part the question where I'm still confused and I
know I asked this question. What fiscal year are we required to put aside our 15% of our IDEIDA funds? 2425 and 2526. Is it two years? Is it three
years? >> Great question. It's a 27monthlong process. So, it kind of bounces around several years. The end date for the project will be June of 2027.
So it affects two of our fiscal years, not three though. Correct. So that's why the 1.4 million is approximately two years of our 15% of IDA. Is that >> correct? It's about split in half for the first year from 2024. We have our
new allocation. Once the board approves a document and CDE approves it, we will be able to spend that allotment as well. And then in fall of next year, we will receive our last round of funding um to carry us through to June 2027.
>> But to be clear, this is funding that we were already getting for special ed that now we are diverting earmarking for this purpose, meaning that our sped budget needs to be backfilled, if you will,
unless we're spending less on special education. Do you see what I mean? So this is money we would normally have spent there. >> Yes. It's federally federal money under IDA 15% of part B funding and um the accountability piece with this as we um
expend the budget um complete our activities hopefully successfully the CDE on a quarterly basis um continues to provide us guidance and approval on our quarterly reports >> and so this is 27 months but the
identification of being significantly disproportionate happens annually. So >> hopefully the percentage will continue to decrease to where we are no longer identified as significantly disproportionate in this particular
area. And the goal is the funding itself is to create the systems, procedures, and practices to become um independent of that 15% from special education funding. >> Well, I just want to clarify that if
within the 27 months they did their annual check-in and found us still non-compliant, it doesn't create another new 27month process. They say, "We know you're already working to address this." >> Yes. And that's such a great point, and
I know a lot of this is confusing because it's a lot. Um, but the goal again is to be independent and along with the state's monitoring of our plan and activities and success rates. It is the board's also your your um duty to
also monitor and implement on behalf of the of the project as well. So the last question is when we spend these money on general ed students for general ed supports,
are they coded in our budget system as special ed expenditures in goal 5000? I'm hoping they're not because they're not spent on behalf of special education children. I just want to make sure because they're in a pot of
money because it it affects our maintenance of effort and and other things. So, just wanted to double check on that. >> Great. Thank you. >> It's usually in the IDA code with a different number at the end.
>> Okay. >> Anybody else? Mr. Harden. Um just briefly on the um parent engagement piece. I know timing is kind of important for if you're trying to reach out to parent groups, being mindful of their leadership cycles as well. You
know, coming coming from the world of PTA, uh new uh boards get elected around March and April. And so those you may have a a good opportunity to uh intersect with a new group of leaders
that can be then very mindful of how they uh manage their programming and outreach to u to be more uh inclusive and more engaged. So just a a thought
towards the right time to sort of engage with with parent groups and their leadership. Can I get a motion on this? >> Move approval. >> Second. >> Okay. Student board member. >> Yes.
>> All in favor? All right. Well, thank you very much, Miss Barber and Dr. All right. Item eight, approval of the 2025 Pasadena Unified School District Governance Handbook and Resolution 2849, resolution in support of the Pasadena Unified School District Governance
Handbook and the California School Boards Association Professional Governance Standards. We um as a team, Mr. Harden and Miss Frederick's and I pulled together this final draft for our approval
and we implemented one trust's comments because those were the only comments we got but we enjoy >> approval >> second. Do we have any commentary on this? >> Thank you. Thank you very much for
including comments. >> Yes, we enjoyed the process. [Laughter] Oh, okay. So, um, Miss, uh, student board member.
>> Yes. All in favor? Okay. 6. Wonderful. All right. Now that that's done, we're going to move to item N, staff presentation. Dr. Chan Hill, goal monitoring. literacy, math, and
college and career. >> In the meantime, let's extend the time. Who wants to make an extension of time? Does anybody have an idea? >> 10 10:45. >> All right. >> Move approval to extend to 10:45.
Second. All in favor? We're going to move to 10:45. >> You're off the hook. You can leave if you want. Yes, I can't hear you. >> I thought academics were our priority. Good evening. I'll you have
um in your minds probably already ingrained the slide that I'm going to speak to. So I'm just going to introduce the um the presentation. I want to say good night to Miss Wick. Thank you. So, uh, we're here tonight to present,
um, the formally approved board adopted goals, um, that I know we had several conversations about, um, and also to introduce some interim goal, um, suggestions that we, um, were able to frame our implementation of these goals
around. Uh, with me tonight are doing the majority of the presentation are Dr. Dr. Nadier Nayo, our director of curriculum instruction, Dr. Christina Turley Payne, our director of state and federal programs, and Mr. Chris Carbone, um our new D uh coordinator of data and
research. So, uh yes, there are a number of slides in here. I do want to preface that you will not be hearing um commentary on every one of them, but they are provided as uh reference documents for you, especially um the
data slides. Um, but we wanted to really primarily explain to you where we plan to take the implementation of the board's goals as we aspire to the five-year um progress. So, as a reminder, we have circulated everything
around our strategic pillars. In particular, this is truly about learner focused instruction, but as we're really seeing through this difficult budget season, all of our pillars will impact learner focused instruction in some way, shape, or form. The teachers that you likely heard from tonight, as well as um
ones that we work with and um and coaches are very much focused on making sure that we achieve these goals. And we appreciate that the board um set some confirmation around what you expect to see in five years time. What we'll discuss tonight is what our current
status is and what our intent for progress looks like in terms of interim goals. Thank you. Uh as Dr. Hill said, uh learner learner focused instruction is where we are and it is inherently
dependent on our our strong uh local implementation because what we're doing with that imple presentation is really reaching for the goals and the visions that are defined by the state in the accountability. So that's why we're that's why the the blue is really our
our real big focus because that's what we can control. That's where we can we can use to get to what we need to do for for our accountability. And these next slides, these next couple slides, you've seen these before um or I can say we've presented them before when
we talk about effective implementation that it does take more than one claim to do that. And when we're talking about instruction and content, we're talking about strong instruction, uh, high quality instructional materials, and fidelity of that implementation. Once again, it takes all three of those
things to be effective. Any, you know, misstep of not using one of those, it just makes it a little bit less. Same thing when we think about career and college indicators. there is an implementation structure there things that we have to focus on in order to
make sure that our students are ready for these areas. So using the dashboard we have the CTE IB the dual enrollment those things like that check-ins A throughG completion rates student grades all of those things together. So right here we have is our these are
the board's goals um from June to be done by June 2030 June 2030 uh in literacy and mathematics and career and college indic uh indicators. Um we what we do have here are the goals that are set for the five
years and then our focus uh students or our focus groups I should say uh where we will do more targeted instruction and um with What I'd like to do is bring up uh Mr. Carbone just to talk about very briefly our current data and where we are with
those. >> Good evening. Um presented in front of you is the um our last CASP scores. As you can see um the dotted black line is the district and we're looking LA and um as we can
see a nice um upward movement in the last year, excuse me. Um subgroup right here. Um down in the bottom right hand corner we have the actual counts of
some of the smaller subgroups to make the the information a little bit more understandable. Um, for example, the green line which indicates foster youth is a very small subgroup and um that that that weird movement up down is
because mostly they're a small subgroup that is more likely to move because of their size. So they're more um the other one is the homeless too. Um right here we have the ethnicity
as well. You can see um onward to mathematics. Um again we can see the district has a a nice steady upward movement. Um again sub uh subgroup data again I have the uh the counts at the bottom
right hand corner for your reference to help identify and help understand the smaller subgroup movement. Um, we're looking at math ethnicity.
Uh, we can also also see the district a modest improvement in the last few years. And so thinking about our movement and what we're doing with um with our students and seeing those modest those modest increases we should say uh we've
come up with some things that we want to do in the interim in order to meet to reach our goals by 20 the board's goals by 2030 in literacy and mathematics college and career. Once again we'll be coming back on in February 26 for our midterm to give you an update of what
we're going to be doing there. And I'm not going to read it all for you, but once you you can see that we're focusing on third grade uh and literacy of heavy focus. Doesn't mean we're not going to be doing other students, but we really want to make sure we're monitoring something very targeted. And then our
subgroups who we want to even provide even more targeted um uh and strategic support with. And that's across different sub different uh grade levels, but across uh both subject areas. And then kind of the same thing in the
college and career indicators. And this is just our this is our uh multi-tered systems of support uh triangle as you know many of you may have seen this before. The idea that tier one is universal support for all. We have targeted in tier two and then
those intensive where we're trying to focus ours right now based on our tier one our tier one uh strategies are those tier two. We really need to move students and need to do something just a little bit extra to move them along
and these are some of the ways in which we we have thought about and planned to do this. A lot of this work happens it no not a lot of the work the bulk of the work happens at the school sites at the classroom level. We need to provide those supports for teachers at those
levels in order for them to help move students because they're closest to the students. They understand them best. They know what they need in this. We would like to we're going to be using uh site learning walks which we started over four years ago now. We've been
doing those kind of steadily uh uh centrally and now the sites uh principles will be kind of leading those on their own. So moving that to the sites for them to take ownership of of these things led by their admin teams and sites and things like that. Uh at least when you see the frequency those
are at least there there'll be more in some of those but at least that that that amount. Uh we thought about the students and the thought about data chats. We we know that speaking to students and understanding for them understanding what it is that they need to do instead of living in this black
box of here I did something and now I have a grade where am I at um and how can I move forward so those things and it's not necessarily all individual we have different ways in order to perform those in order to alleviate kind of that strain I I heard the teachers you know
today this evening talking about all the things that they do and they do a whole lot But how do we help them um do these type of daily chats whole class and just having students take more ownership in that in that um in that realm so that
the student will learn and do more coaches site admins to help lead that to model those things for for teachers. some of it has started already. Um, and then for the students to ultimately take ownership of that with teacher lead or facilitation I should say and then the
empowered ed pathway uh check-ins that'll that'll happen for the career in uh in college. This one is just one of just one of our observational tools just some of the questions that went through a a site
walk through. um a tool that we've been using like I said for the past four years understanding that when we go in we're looking at ecosystems you know which is the culture of the classroom depending on what they're they're working on when that's fine we talk about are we looking on the the quality text are we looking at instructional
strategies and the thing is that the teachers also have a say in this like we have some places where they're like hey I want you to come in and I want you to focus on this because this is what I'm working on and I want to get better at and Just real briefly the timeline.
We're here um we administered the first diagnostic uh for 3rd through 12th in uh September. We're here now to present to you our you know the goals uh the interim goals that we plan to meet the board help meet the board goals going through November December. We'll be
doing you know progress monitoring and all and the things that we're saying we're doing. January is when we have our second diagnostic, first one for kinder and then we actually do have the Amir reading difficulties screener that is administered there for K through two.
Now we had to push that back for um for first and second grades for various reasons. And then February we'll be back to give you an update on our goals and then somewhere in May or June we'll come with our kind of our last one last update for the year
and very much. We have a few comments here. Dr. Velasquez and then um Miss Frederickson, Miss Kenny, I know we're going to ask you to do more with less. Um so my first question is
which of the planned initiatives are at risk under a deficit scenario? You know what? My team, we've been talking about this a lot. And like I want to say is I'll have to see once we
know what we're working with. We have some ideas of what we can do. We've talked about some things that we can do, whatifs, but I don't like to live in whatifs. So once we know what it is that we need to focus on, we'll use what we have >> again because
Is there any way to start thinking about additional grants, additional partnerships and um summer alignment with our existing practices? There are there we've we've been
exploring um some things um right now for for partnerships and grants through um some nice benefactors. So, we're kind of looking at those things. Um and that to me would be the kind of like
the cherry on the top or the gold standard because what I'd like to work on right now is is plan for what we might have or once we get that I of I often wonder if
the the generosity of the city far exceeds anybody's expectations consistently, but um there's a lot of pulls into different directions
um well intended but become distractions And it's not to undermine any particular cause or direction, but if we had uh list of priorities that we shared
with the community um for concrete ways in which we can use support then people didn't have wouldn't have to get so creative with their efforts. Right? It's something very very tangible. All right.
So these are the ways in which we can maximize and and I mean people are just going to do and organizations each one has their own mission and then they they they want to like there is so many efforts and I'm
sure that this is true for all board members of like people that contact us individually or as a group or in the street for like oh there's this grant money or there's this activity Oh, we want to do this project with the
Pasadena public schools. Oh, we want to take the kids on these field trips. Like it like daily I get information from like well-intentioned people in this community that want to do all of these. I don't know if I'm friendlier than all
of you or we all receive that type of feedback. But so I am always tempted to say yes you know this is important and this is the
alignment in which you could >> contribute and I know that that's more work but I think that I don't know it would be helpful. Yeah, I I agree with that and knowing what our alignment will be will help us
better align like any of those things that are coming in. Um because it is true like as Dr. Blanco has said and our former TJ has said is free like a puppy or free like a beer and what's going to cost us, you know, more work to do and what is actually going to be aligned
with what we need to do um moving forward, >> right? and and and there are some basic needs in the community that we need to address, right? People need to be sheltered, people need to be fed, people need to those are basic needs that are
need, but the rest of it is just stuff. >> All right, M. Frederick, >> there was a slide called tools and monitoring or something. Yeah, that one. Um and then I think you were actually talking about
um the coaches are the the principles are taking over what the coaches would do. Is that what >> No. No. So what we have when we're talking about doing data chats, data chats are just really being able to sit down with students um to give them more
feedback on you know what this is where you are. This is how can I help you as a teacher move forward? what do you need to do and how can I help you? So, it's kind of one of those things. >> Is that already happening or this is a new thing? >> It's been happening in some schools more
than others. We're trying to systematize it more so than anything else. So, what we're asking our principles to do is like just and and coaches is run through these like you we've done honestly we've done data chats when you think about it in this district for years. every time we get our ESPback results or these
other results and we sit down and we analyze the data. But I think more in a um and then they tell like your math people to sit down and look at it through this lens or whoever is doing this through this lens. but really to make it more intentional and then using those type of things to talk about
because we always talk about so how can we get better that's the data chat right what do you notice what do you need how can I help you and then doing that same things with the students themselves so some of it is already going on >> so um with the ambitious word goals
I was seeing that the increases need to be double digits 12 whatever 10 to 40 20 that's really shy. So I'm just wondering how the
this monitoring is speaking to that ambitious level acceleration. So what we have found and and speaking personally from being in the classroom when I was I knew that when I walk when I talk to
kids about what they needed to progress it was an eye openener for them and so it's more it takes that alleviate that that mystery away from them really what honestly it becomes like hey I did some
work here it goes in some black box and you gave me this grade. There's no rhyme or reason as to how that happened, what happened, what they did, what the teacher needs to do um to help the student. And so in that way, it it almost be I I likened it to this and I
give this example. So if I went to go take my driver's test and they said, "You have a driver's test." They didn't give me a booklet. They just said, "We're going to have a test and you're going to be tested on driving." I get there, I don't know what it is, but I've been practicing doing some things because my dad or someone's taken me
out. I go there and I drive and I don't pass and then they say, "You didn't pass. Come back again." What do we do? So, that's what we're just talking about. We're just talking about making it more transparent to
students what they can do and what uh teachers can do to help them. and for teachers them asking the students what can I do to help them. So really that's all it is and like I said it's been going on in some places more so than others. People have started it already and they've seen some very interesting
responses from students. We also plan on actually asking for students on their feedback on these this as well. >> You're speaking to the methodology but I'm not hearing where does the acceleration and you know those steep
gains So what what happens there? So if I know what you need as a student, I know where to pinpoint and help you. I know where if I'm a student and I know what I need to work on, then I need I know how to do this. Like I said, a lot
of what we're trying to gain is at the is all at the classroom level. I can't do it here from the district office. I can tell people what they can do. I can give them training of what they can do, but the best I can do is support them in getting to this.
Okay. Thank you. >> Um, the first question I wanted to ask was about the CCI when those when that data comes out when the dashboard does, which is early November. No, I can't remember when the dashboard's coming out this year.
>> Okay. Will you bring that information back to the board? I know we had a a early look, but it's nice to have the actual dashboard. So I that wasn't on the timeline, but I'm hopefully that can be something that comes to the board. >> Can we have a presentation since it's
one of our board goals? It's always nice when our high level goals want to see Dr. Turley. Yes. >> Yes. >> We'd love to see all of you. All right. Um what I just if we can go back to the data for a second. I had just a
formatting question. I don't know how much this affects how people read the data. I notice that every graph has a different left axis range. And so
while if you know the numbers and you're looking at the numbers that works for you but if you are looking at this very very quickly when something one graph goes to 90 at the top and then then the one before it goes to 60 and you're just
looking at the the relative position of the lines on the graph. You're like oh look they're doing really well. You know >> because that's the top of the graph. So something to keep in mind when we do presentations, if there's some standardization in the scale that at
least helps people see the reliveness of it that they might overlook and say these are all showing me the very similar things. Do you see what I mean? >> Yes. Yes. >> Well, I just to comment on that >> just a comment on that. I expanded it
because there was a lot of overlap and it was hard to read. You couldn't read the numbers. They were too clustered together. So, I expanded it just so we can it'll be a little bit easier to view the actual numbers or else it just it was too clustered. >> I know. I'm not I'm not sure how to get
around that, but I I worry about people glancing quickly and kind of taking the wrong impression. >> It's one thing or the other. I mean, yeah, I I at the time I just figured >> something to keep in mind in the future about how can we do it. Maybe we just
need every score really similarly. Um, we'll just make that happen. >> Yeah, a table perhaps. >> So, I'm not sure if this question is for Nadira or Helen. So, our African-American scores here on both ELA and math
are not only not recouping um pre- pandemic, but have been trending downwards. >> Is did you want to say anything about that or address that? We need to do some work. We really do.
Um, and we've been thinking about I've been talking with the team about some of the strategies that are specifically um used for some these populations of students are African-Americans of a team of students to actually
move the needle to actually move the needle. So we've been really that is that has been something that has been I mean for us I mean honestly for many years and so we do know that one thing is building that culture and having that
strong um background or or foundation because those things are the foundations for learning and we do know that from some of our uh students even our higher performing African-American and black students this sense of belonging and how
do we create that for them genuinely. >> Okay. Um, this question is I think for Helen because she came to the LCAP pack. I'm pretty sure that's the meeting that it was >> one of them this week. >> They started to work together a little
bit and and you talked about well we we had an interesting discussion with our our pack members about our board goals and their opinions of our board goals. But you made a comment which I'll probably not paraphrase correctly
about the CASP not being the best I'll say this this way. Not being the best measure or your preferred measure. I can't remember exactly how you phrased it. So our interim goal is the I Ready.
So two questions. Do you feel the I Ready is somehow different than the CASP as like that single interim measure and are there and even if it is different and therefore somewhat better, are there
other student achievement measures for literacy and math that we because I think in the framework as we've seen there's usually two or three interim goals for each goal. So for literacy and math, are there other
things you that are student outcome related that you would also want to measure? >> Yes. So you I I spoke a lot about the CASP so I can understand why the paraphrasing is difficult. Um I my my sentiment was that
it is not an ideal singular measure and so it is uh tricky when when we put outboard goals that people will you know reasonably ask us whether they're smart or not um because they are marked toward this one
singular data point and what I was trying to express is that there are many other data points that we can be looking at and actually use with different purpose when we're talking about implementation. So, I know we've talked a little bit in the past around the concept of street data and then map data and then
satellite data and how the further away you get that standardized test of the CASP is really kind of like your satellite level. You're really looking at it from, you know, up in outer space, you know, to that degree. But when you're in implementation, your I Ready data is kind of at that map level. It is
still essentially a local standardized assessment, a local common assessment. um but it is toolled um with its intent and purpose is to guide what you do to for instruction. The CASP is not used to guide your instruction. It's a
summitative here's how you did and now you know and you can continue onward. Whereas the I Ready does give you the ability to calibrate and intentionally informs you on what um students are ready for next and what things that they
should have been prepared for and we need to close those gaps. But then there's also that street level data that we have historically said it's difficult for us to report because a lot of it is either observational based on student work um things that in include
discourse or writing that are um difficult for us to systematize. So I think in an ideal setting we would love to be able to use some of that. That's why I actually don't know if I should go back to this if it's this slide, but that's why we selected um the date the
student data chats. I'm going to use a different slide, sorry, to illustrate my point. Um we utilize the student data chats because in that setting, we will utilize the I Ready data. we will utilize their student work samples and
then the teacher's observations, but it ends up being conversational for the teacher with the student or or with the group of students. What Dr. NY was describing though is it's what gives the student the most knowledge to have some agency around okay then I understand
what my status is and I understand I want to go. So from there we can do student surveys so that we could see was that effective having that knowledge and a review of all of your different data points is a this is what we can control at that that level that we could report
back out. But in terms of when we work with teachers we are looking at all sorts of data. It's just difficult for us to report back out. So while it's not wonderful, it is the main easily reportable number
that we have. >> Correct. >> And and I get that I Ready is used for something different, but it's similar in that it is I believe when they do the diagnostics, it's again a single point in time and and you're reporting a
score. >> Correct. So, it's similar in that way and I understand that it probably gives teachers more information and we use it differently. Okay. Thank you. >> I have a question about the CASP and um the smarter balance. So, even though
it's not really very helpful to us on an individual basis, we're kind of stuck with this. >> We're judged by this. our our whole system is judged by this. Even though it's not something that we
use to help an individual child, you really do have to use many different forms and drill down to that street data to help the whole child. So, this is really it's very hard to move ahead in a system where we're kind of stuck in
these old ways. So what you speak to is really the sentiment that I'm you know that I think I was in a jumbled way expressing at LCPAC. You know how many evening meetings can I be articulate? I can't. So, if you'll remember um David Renie
when we first came out here trying to really establish academic goals and interim goal monitoring, we talked about the difference between what is the accountability um system that we live in CASP and what is implementation.
And so, we really do understand that there's a purpose for CASP in this society. It does give information to families and the and the public about where we are at a singular point in time, but it's to hold us accountable to particular progress. It is not the best
tool for us to use for implementation. And that's why what our goal was to think about what in the interim goals we could do that could pull implementation data. So yes, I ready, but like Miss Kenny said, it is also, you know, on a
local level kind of seen a little bit like another common assessment, a standardized assessment, but it if you use it, and that was why I was toggling between the other slide for the fidelity of implementation, the intent around the I Ready assessment and diagnostic is
actually to inform you about where these students are. So you can group your students appropriately and you can teach them what the next step is. But if we are going to just use it as another singular point in time assessment and not not use that to inform how I group my kids or how I um you know instruct my
kids, then we've kind of relegated it back into that accountability section and not implementation. So that's why it is very important when you um see that cascade of what are our principles doing as instructional leaders, what are our coaches and teachers doing in terms of
their own professional development and planning together and then where is where do we get to that student level where that information cascades to them and that's in the data chat. An example that actually um Dr. as far as I were talking about earlier is the um when we
did have that grant with TNTP, we did a significant amount of work around student data chats and walkthroughs and the learning cycles at middle school mathematics and we saw significant gains. Coaches who participated in that who have been continuing that work are also correlated to the schools where we
saw the the greatest gains and so we would like to continue pursuing that on a more consistent basis. >> Thank you. Yes. Did you give an a grade range for data chats? Is that I don't know how
young you start those and how much you continue it through high school. There you can do data chats at any age and in fact our preschool students um Dr. Lewis uh with her early childhood uh teachers actually when they
do DRDP assessment that is essentially a data chat conversation you're having with the kid and often the parent and so that's really kind of the goal we have in all the way through high school. >> Anything else or I think we all learned a lot.
Thank you very much. That was a really great discussion. and I appreciate it. All right, so um now we're going to move to our board committee reports. Does anyone have a board committee report to tell us? Yes, Miss Bailey.
uh the COC met and um even though I'm not going to bring an update from what they meant about but I have another thing that I want to bring to the board because we just get updates at the COC
from facilities but on their agenda is an item for the COC uh liaison report and I wanted to
extend an opportunity to this board because I believe the role of the liaison is to be a liaison. Mhm. >> So if there is any thing that you would like for me to communicate
to the committee, please let me know so that when that item comes up on the agenda, then I can give them something from the board. If not, I totally understand. And then I will reciprocate the same from the committee to the board if they ever have any concerns or any
thoughts that they would like communicated to the board. then I would bring that forward to the board and I think that's the appropriate way to handle that role. >> That sounds good. >> Okay. >> All right. Anybody else? >> Just a quick thing. Michelle, the
I believe Mr. Dunning had the revised facil the facilities meeting is meeting at a special time in November. >> Okay. >> Okay. Well, just because of the holiday on on November 11th. So, anyone who
>> Okay, just so everyone knows, sorry, and I was also vamping until I could pull up my >> bring up my policy agenda to see if there was anything I wanted to talk to you guys about. It would be really great to give an update on DAC, but we can't
because it meets at the same time as facility. So, I hope that the revised schedule of November does not conflict with DACA in a new way. I believe that they in the subsequent duct they've changed the the the week. >> Yeah.
>> It's >> a >> a different Tuesday of the month like I it's the first of the month versus the second of the month. So anyway, they should have the ability to see that in
their calendars. So, I'll just say that we did have a policy meeting. You saw most of the fruits of our labor and Scott, was there anything else to share with the board from I think we didn't get to everything.
We talked a little bit about um the facilities fees and civic center fees and realized that there was an outdated form on the website. So, that was at least useful for that conversation. Um but we are
ensuring that our policies and our fee schedule is easy to understand is where that's moving. That was just a discussion item. So that's why you haven't seen any changes yet. >> All right, we're going to move on from
that discussion. Consent agenda. Do we have sweep? Seems appropriate. I have one poll. >> Okay. What's the poll? >> P4A, the consultants, which is board report
43B. >> Okay. >> Motion to approve the rest. >> Is there any other polls before we Okay. Sec. I'll second that motion. >> All in favor? >> Can I ask a quick question? >> Yeah, sure. Dr. Canel
Dr. canal be in my memory. I went back and we used the board used to approve a lot of pips and stips provisional intern permits and short-term Oh, I'm saying it for I just
used I just use wonderful acronyms that I barely remember what they mean. We haven't we don't do those anymore lately and so I don't know if I'm trying to understand exactly what might have changed.
>> I would interesting to know why um in terms of them coming to the board. >> Okay. So perhaps just different methodology. Okay. I will I'll share with you at some point because we used to we would get a a board report and it would have like four names on it and >> Sure. Yeah. Typically there isn't very
many. Uh but um I'll take a look at why it was occurring in Pasadena. >> Okay. And and maybe we don't have very many in real life anymore. >> Okay. >> All right. Thank you. >> All right. So you want to talk about your poll? I I pulled the consultant list. Um there
is one item for Kilter LA that says we're going to spend 20,000 of unrestricted general fund to develop a creative concept that will
speak to POSD's defined goals. Um so I I I'm assuming this is talking about our three board goals that are new. I very soon. Um, >> custom messaging, graphic design, and
illustration are included. So, I guess, um, in thinking about our goals of literacy and math, and CCI, I wasn't clear why we needed to spend $20,000 of our limited budget where we are
$30 million at a deficit to develop a creative concept to speak to our goals. that it wasn't necessarily going to help our students achieve more in the classroom. So, I would like to not approve that, but
explain to you what it is. >> Wow. And I was calling the bonds 20,000 when they're 20 million. 20,000. Very sorry. >> Okay. So my question was the public information offices are is here that put
the contract out. Would you like her to speak to the contract >> to how it improves our academic learning? Sure. >> Sure. >> Alternative we can skip CSBA and then we have the 20,000
>> push to. >> Okay. Good evening board. Um the the kilter contract is for $20,000 and it is for marketing for enrollment. So, it's um the the wording, I'm sorry,
was pretty was um maybe not as clear as it could have been, but it is for uh for enrollment marketing and for some concepts that we're changing to um to really reach um the age group and the
age demographic that is likely to enroll children in schools right now. And so going with a social media concept, that's what it is. It's for for enrollment. Um this is a a a reduction in our reflects a reduction in our
marketing budget. Um and so we have decided to take a little bit of a different direction with this um making the most of digital media um and social media to um to reach um our target audience.
>> Maybe we can make the short descriptions describe things. >> Yeah. Apologize for that. All right. Thank you. All right. So, um
motion for P4A. >> Move approval. >> A second. >> All in favor? >> Uh there's no public comment. No public comment. Any board requests? >> Yes, I have three. >> All right.
I would like to request three agenda items. Whoops. Um the first one is a resolution that establish a process for developing optimal school size. um a framework for establishing optimal
school size by a grade level. Um the second is a resolution that requests a report of all district positions established since 2020.
um and allows us to have that information for fiscal transparency. And the third one is an evaluation of the property
footprint reduction as asset utilization. Meaning we have an asset management study. Um and this would add to the asset
management by including uh properties that are currently in use just reducing the footprint of such er of of those schools.
Okay. So I just want to be clear um the >> I have written all three resolutions and will provide copies of such. >> Okay. So can you just expand on what optimal school size means because I just want to be sure that I understand what you're asking for.
>> Yes. uh is a resolution that looks at the current footprint of some of our schools and includes a reduction on the footprint of our schools that are in use and considers that reduction for asset
management. >> That was number three. I think she might have been asking about number one, but oh, while we're on number three, so you're saying that if there's a school site that doesn't need all of the school space to be a school that we reduce how
much of the footprint the school partakes and look at using the remaining square footage for asset management uses. >> Correct. >> Okay, that's what number three >> does.
>> Okay, I was asking about number one. Number one is uh the board would provide direction on a transparent datadriven process for determining school site sizes by grade level that would then um
start a process of equity impact and community engagement for potential consolidation. So when you say grade level, grade span. >> Yes, >> that is correct.
>> I will submit a copy of these three resolutions for the inclusion in our next board meeting. Thank you. >> I mean you say next, you mean November 20th? I I I am open to I am open to December
given the considerations for one and three but not for two. >> Yeah, I did look into what you asked me. I'm not sure that we have the data capacity to do that because I think it will be manual. Um we don't on the F38
reports have dates people were hired. Do you have another system, Dr. Canal, that you can go in and push a button and tell us who has hired central office from 2020 or is it manual? >> It is a manual process. Um, typically C
we're trying to research to see there's someone from to see if we can get some assistance um in terms of capturing data that is no longer there. >> So, would we just look at the list of positions, the list of
positions by job title and number of positions we had in whatever the first year is and compare it to the number of positions now. So, and then it could be more, it could be less. >> Yes. Um, >> and I don't know if it's the entire
district or certain segments of the district. >> Sure. The interpretive request is from 2020 and every subsequent year till now. Didn't you already produce that document, Mrs. Kenny? >> I have not I have not done a fiveyear
change in positions, but I'm assuming that if something was added and already left, it's not as of as much interest. >> Well, I I don't know that that's true. >> Okay.
>> How about if I share the document that Mrs. Ben Mrs. Kenny's been keeping track of for several years. I think you have a 10-year trend and then you could let me know because if we can try with LEO too, but I think you've kept year-over-year
central office positions. I have. I'm sorry. I wasn't sure if we wanted it. All depends on if you just want a total or if you want to see we added these five positions and got rid of those other five. It depends on what the
what the person is looking for. >> Said resolution can fail in November. You will receive a copy of all three. And then is our process that if these resolutions are sent
they will be handled as a regular request through our board policy where as long as you receive them 10 days before the meeting they will go in the meeting or do you want a consensus here tonight and we are we're down two people now. >> I just don't
>> I understand that as the rules go any board member can introduce a Thank you. Well, she's asking to place a specific item on the agenda. So, I think the protocol does requ
lend itself to um 10 day the 10day policy. If somebody wants something on I think we're adjourned.