Calling the meeting to order at >> Here. >> Here. the same thing >> here. >> Here. How many um public comment do we have? >> I just wanted to ask
um Peter Dryer and Emily. >> So, three minutes, please. Okay. Thank you. Hello board superintendent. My name is Peter Drier. Uh my wife and I have lived in Pasadena for over 30 years. Both of our twin
daughters went to uh PUIS schools and had a great experience there. Um I served on the uh PEF board for about 10 years and um and I teach uh urban policy
at accidental college. Um so I want to commend the superintendent uh for choosing a wellqualified consultant who provided a lot of information. Uh it's unfortunate that the board voted
against that 104 page equity impact analysis. I'm sure it had some flaws. Um but it was meant not to be a final product but to be the beginning of a conversation
that the community needs to have um and not to avoid. um you know we can choose not to ratify that uh draft report but we can't choose to ignore the problem which is right in
front of us. You know and this was a problem when my kids were in school 25 years ago and we were still we were talking about declining enrollment um and the uh uh and the empty school
buildings and it's only gotten worse. Um, and if we kick the can down the road any further, it's going to get worse and worse. So, we can choose to avoid the topic, but I think that would be a huge mistake.
And I appreciate the leadership of the superintendent and uh of uh uh member Harden and uh President Friedri's for taking leadership on something. Taking leadership on something that's controversial is always difficult to do.
But it needs to be get done. That's what leadership is about. And the future of the school district really depends on moving forward and not burying our head in the sands. Um it might make us uncomfortable to have this conversation
uh across the communities, but we need to have it. Um we need to maximize the resources for the sake of our students. We need a program for fewer schools and stronger schools. And I think that's the
way to look at it. Fewer schools and stronger schools. And so the superintendent made a start. Several of the board members made a start. It's unfortunate that people are using uh false accusations to try to divert
attention away from the conversation we need to have, which is about rightsizing the school district. So thank you. Um I know that there are many many people who uh support this idea and I hope they'll be talking to you in the near future.
Thank you. >> Yes. >> So I have a point of order. I'm looking at the agenda. There are two items on the close session agenda and we should be entertaining
public comment on close session agenda items at this time and that topic is not part of the closed session agenda items. >> Yes. >> So I just want to be mindful >> I understand >> about the agenda.
>> Yes. He commended the the superintendent because the superintendent violation >> that's not the point. That's not >> that's part of it. Thank you. I appreciate your comments. >> Thank you. Next public comment. >> Hi >> Emily Sta. >> Emily Sta. Yes. Thank you. I'm speaking
on agenda C1. Um the board is facing litigation uh for alleged Brown Act violations and my ask today is is well I'm urging you to please cure and correct uh for these allegations. Um resend the resolution to rightsize
schools. I know we have a problem and I think we should discuss it, but I think we should start over. Um, caring and correcting is not an admission of guilt or weakness. This is what I believe is fiscally responsible and in the best
interest of the students. Um, which is our advertised priority is is putting the students first. And I know Trusty Frederick's that you've done this in the past. when I was a long fellow student and we were having to move across town to Allenale, you advocated for putting us at Jefferson, which was much closer and much easier for our students and I
thank you for that. And I also have friends at Altadena Arts and I know that you've advocated for them making sure the school is clean, uh, the elementary school, making sure it's clean and it's been tested and it's safe for the students to return in the fall. So, I thank you for that as well. Um, and and
really I believe caring correcting is the next right step to do. Um, we don't want to waste money in court because that takes that money away from the students in the classroom and it also takes away time and bandwidth. You know, we've we've got problems to address and
I want to spend that time and that energy that we all have on solving those problems. Like even even if we did go to court and the board wins, whether the board wins or loses, the children lose. And so my my ask is to please Kier and correct. Thank you.
>> Thank you. Any more public comment? The board of education acknowledges we receive a written communication by way of email. These comes will be made part of the permanent record of this meeting. Thank you so much. >> Thank you. Adjouring to close.
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Doo doo doo doo doo doo doo. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Yeah. Hallelujah. We are going. Thank you everybody. Regarding action regarding action item C1, the board
voted 43 to release a media statement regarding allegations of Brown Act violations by a community member. Motion passed. Regarding action item C2, the board voted to approve the superintendent's evaluation as satisfactory, adjusting each rating area
to the nearest 10th and adding an additional exhibit B with all the academic goals data available. The final vote was six to one. Motion approved. Calling the meeting open session to order. Roll call, please.
Here. >> Here. >> Here. >> Here. >> Presente. Here. >> Here. >> Here.
>> Thank you. Public comment on agendaized items. How many public comments do we have? 21 for the initial public comment. >> Okay. I'd like to have one minute public comment. Do we have the readout of the
printed or written? >> The board of education acknowledges receipt of public comments via email. These comes will be made part of the permanent record of this meeting. Before we start public comment, I'm going to ask that we're trying to accommodate everyone who is here and present wanting
to be able to speak, but we're going to ask you to do a couple of things. One, honor the one minute time limit. And two, do not speak over other people when they are giving their time. Everyone has the opportunity to give their voice. and
the best that we all do our part in being able to be cooperative and respectful. Everyone will have a chance to have their voice heard tonight. >> Thank you, Trusty McKenzie. I will uh stop the clock if there is noise uh
people speaking over the public comment. So, I'm just letting you know who is the first uh public comment. >> Anise Oh, okay. Next is your her.
>> Okay. Yes. Okay. Hi there. I'm Ule. I'm a rising junior at Blair. And I first want to thank you, the board, for voting to reject TSS's report last meeting. No matter the intentions, the desire for open communication between board and community has at least been reflected in some way, which I appreciate. But in a
similar vein, I would like to request some honesty. This summer, people are away on vacation, and this runs doubly so for the active parents and teachers who would normally be here to speak up. To clarify, we're not even close to at risk of LEO taking over. uh nor are our responses to closures an emotional bid
of vested interest. Our community is filled with parents from JPL and Caltech. We are not numerically illiterate. We see the math and it lacks understanding of how our community socially functions. If you're truly going to be working on these steps as a collaborative effort, please stop scapegoating TSS and please take responsibility for beginning this ordeal
in the first place. Let's discuss this from the ground up with fresh faces which starts with terminating the contract tonight. Thank you. Daniel Lakeland. My name is Daniel Lakeland. My two boys are at Blair. Professionally, I do data analysis and mathematical modeling. I've
examined the PUSD website budget reports and I read through the TSS report. Here are your published numbers. PUSD spends about $1 million a day. Over the last three published budgets, the overruns range from 9 million to 74 million per
year as published. All of these overruns come from restricted budget overruns exceeding $50 million a year. Looking at the TSS report, the largest savings of any scenario was 2 million a year. This represents two days worth of
spending or 3% of the most recent restricted budget shortfall. Repeatedly, I've heard that we must close schools to stabilize our budget. Imagine you have no money for your mortgage. Try telling your bank, "No problem. I canceled my Netflix and that
will fix it." This is like that. Factually, school closures do not fix our operating budget. Thank you, >> Patrick Kates. Uh, good evening. My name is Patrick Kates and I'm an associate dean at the
USC Marshall School of Business. I hold a doctor in education from USC Rossier and I'm a PUSD parent. I rise in support of terminating the total school solutions contract. A Stanford study published last month examined every
California district that closed schools between 2011 and 2019. The finding was unambiguous. Closures did not improve district finances. Spending dropped by roughly $440 per
student, but revenue dropped by almost the same amount. defic deficits didn't shrink. Budgets didn't balance. Districts ended up exactly where they started. Why? Closures drive families away. Terminating this contract is the
right first step, but I also urge the board to resend resolution 2852 at its next opportunity. Ending both draws a clear line under this process. Thank you. >> Thank you so much, Heidi. Bald.
Hello board members. My name is Heidi Geraldo and I'm a PUSD parent. On May 28th, the board voted 6 to1 against accepting the TSS report. That vote clearly sent a message that transparency, accountability, and community trust must come before any
discussion of closures. The board spoke, the school consolidation advisory committee spoke, families across Pasadena spoke. Many of us were here very late to make sure our voices were heard. Yet, some continued to advocate for Blair and Marshall Consolidation as if those votes those voices don't
matter. If fiscal responsibility is truly the goal, then we should first address the district's lack of comprehensive strategy for managing the 11 schools already closed before discussing additional closures. Trust is not a governance issue. It's a budget issue. Enrollment future funding and
community support all depend on public confidence. Respect the 61 vote. Respect the process. Focus on rebuilding trust, strengthening enrollment, and supporting student access. Thank you. >> David Marches. >> My name is David Marquesy. I am a PUSD
parent, a Cubmaster with the Boy Scouts of America, and a high school math teacher with 16 years of experience in California. One of the most important things I teach my class is critical thinking. separating facts from interpretation, questioning assumption
assumptions and requiring strong evidence before drawing conclusions. That is why tone and framing matter in public discourse when data is presented alongside interpretation. Those interpretations should be clearly
supported by sound evidence. with tonight's budget items certifying a positive budget and in light of recent statements from district leadership regarding LEO's oversight and fiscal stabil stabilization stabilitization it
is especially important that we remain grounded in verified information and clearly distinguish facts from perspectives thank you Jeffrey Fletcher Hi everyone. Uh my name is Jeffrey Fletcher. I'm a teacher at Thood
Marshall. I love teaching at Thood Marshall. It's an amazing school. Um I just wanted to share a clip of a video that was from the May 28th board meeting. So, if you have a phone, you could use the QR code. I'll just read from it. Uh, this is Dr. Blanco speaking
about the rumors of um, LEO taking over. So, here's the quote. Do we need to close schools because this is a rumor that's out there? Is this what LEO has asked us to do? No. We created a fiscal stabilization plan and we are fiscally
stable with a positive certification plan for right now. And a lot of that depends upon the spending habits that we have moving forward. We're going to get a windfall of one-time money from the governor again. So, here's a QR code if you want to watch that video. Thank you so much. Hope you're having a great
summer. Matthew Struski followed by Emily Stout. Hello. Uh my name is Matthew Stressky. This is my wife Valerie and my daughter Rain who's an enthusiastic student at Blair. Uh I have three budget related points that I'd like to make tonight. Uh point one is in 2019 multiple schools
were already closed down and very little has been done to raise revenue from those properties. I'd like to see those opportunities realized before we close any more schools. Uh, point two is Blair has 140 out of district students. I feel like you should be helping us market Blair and other PUSD schools to attract
our district uh to attract out of district families instead of continuing to threaten more closures and scaring people away from the district. And my third and final point is if you close Blair, which is a new and fully accessible campus, and force my daughter Rain, who is a wheelchair user, to go to Octavia Butler, which is the current
plan, a school we have recently toured and found out she can't even access large parts of the campus. I hope you have a line item for civil lawsuits in your budget because you're going to have a big one on your hands. Hi, my name is Emily Sta. I'm a PUSD parent. The school board has come a long way towards balancing our short-term
budget. Some people support schools closures as a way to save operating costs. However, studies show that cost savings are often less than predicted due to ongoing maintenance of vacant schools and loss of enrollment. Pasadena has a very fragile enrollment environment with almost half of Pasadena
students opting for charter at private schools. Fortunately, our programs such as DIP and IB bring in students and revenue from outofd district students as well as in district families who value these programs. We need to proceed cautiously so that we can keep the students we already have. I'm asking for
a long-term consolidation process that involves meaningful engagement with students, teachers, administrators, and families. Other school districts have taken a year or more to create a solid plan. We need a strategy for moving students that will minimize negative impacts on them. Unlike our last several
rounds of closures, we should plan for the next 10 years, phasing our schools over time instead of trying to solve the problem in one go, which has never worked. Thank you. >> Kirsten Jackson, followed by Kaden Evans Chisum. >> My name is Kirsten Jackson and I'm a
POSD parent. I have lived in this community for the past 15 years, own a small business, and I am also a public school teacher. I'm speaking today about my concerns that through the school closure process and Brownock violations, this district has lost faith of many of its constituents. Budgets are built on
enrollment projections, assumptions, taxpayer support, future parcel taxes, bond measures, and community partnerships. Recent events have brought PUSD into the news and exposed many board members in a bad light. The reputation of this district is being harmed, which will result in financial
consequences beyond declining enrollment. Taxpayers are also losing confidence and will be less likely to support future funding measures. Community members and small businesses that previously have supported you will become less willing to invest their time, energy, and resources into our
schools and our district. At the end of the day, we all care about the students in this district. We want great programs and great teachers and enough funding to pay for it all. Your job is to keep the best interests of the students in your hearts in the decisions that you make and the actions that you take. Thank you.
Hello, my name is Kayen Evans Chisum and I am an incoming sophomore at MIR. The violation of the Brown Act invalidates the entire process of consolidation. It's best to put in it's best to put a pause until we can properly sort out and discuss the scandal. It would be
irresponsible and neglectful to allow the process of consolidation to continue without properly addressing the major ethical concerns of the board's actions. Is the purpose of consolidation saving money? If yes, then why is it still being considered and with such serious
intensity? There is plenty of evidence to suggest that we won't save enough money for it to be relevant. For example, the fact that we've closed schools before and we remain in the same financial situation. Some of the board's actions seem to be disorganized. Why did we approve of a round of layoffs without
while planning consolidation? Logistically, if consolidation did progress, we have to rehire the staff we laid off and our educators are going to get sick of being fired and rehired. Thank you. >> Thank you, >> Elizabeth from Upper Hastings Ranch.
>> Elizabeth from Upper Hastings Ranch. There's no last name. >> Good evening. I live in Upper Hastings Ranch, and I'm proud to be part of such a diverse and close-knit community. We take care of each other, as was evident during the eaten fire. Neighbors helped
seniors and the physically challenged evacuate safely and stayed to manage embers on rooftops. Thanks to our email alerts and block captains, we located missing neighbors and ensured they had the support they needed. Upper Hastings Ranch is a hardworking, tight-knit
community, not privileged or elite. Many residents struggle with fixed incomes. False rumors about our neighborhood misrepresent reality and distract from the real issues like fixing Don Bonito.
When reviewing tonight's budget, do right by Don Bonito and taxpayers. Repair the school and honor the bonds. Thank you, Chrisa. Followed by Jolene. Good evening. I live in Upper Hastings
Ranch. Uh I've lived there for 27 years. I'm very concerned about how this board is conduct conducting itself currently. Every time I pick up the newspaper, this board is in the news and it is quite embarrassing to say the least. PUSD
should be proud of their amazing accomplishments. But it seems to be overshadowed by all the negative press this board is getting. This board needs to learn how to function together as a transparent, honest, successful entity working toward positive outcomes for our
students and public education. Taxpayers do not mind investing in school districts when there is proof that our money is being put to good use to make better and more improved school district that we all can be proud of. Tonight, I
urge you to adopt a budget that honors the trust taxpayers place in this district and demonstrate that investments made by this community will continue to benefit our students and schools. Thank you. >> Good evening. I'm a concerned community
member from Upper Hasting Ranch. As a taxpayer, we support measure E and O because we believe P USC future and wanted every student in every school to benefit, not selected campuses. Many of us don't even have children in the
district and yet we vote for these measure because we wanted to build something that will be long lasting. Taxpayer did not approve these measures so that some school would thrive while other face uncertainty. We did not invest in Don Bernito school only to
watch program and the campuses and opportunity become concentrated out elsewhere. We invest with the expectation that every student in every community would benefit. A budget is more than number. It reflects your priority and the promise you intend to
keep. Tonight you must adopt a budget that honor taxpayer trust and ensure that the investment we make to continue to benefit all student and all school. Thank you. The next speakers are Christine
Hakobian, Jessica T, followed by Melody. Good evening, board members. I live in Upper Hastings Ranch and I have consistently supported PUSD taxes and bond measures because we believe the promises made to voters. We were told these funds would strengthen our
schools, improve facilities, and invest in our students future. Well, we were not told that after approving hundreds of millions of dollars in taxes and bonds, we would still be discussing the closure of neighborhood schools such as Dominito. As we review tonight's budget,
a simple but important question must be asked. What have taxpayers received in return for this investment? Residents have made significant financial commitments to support public education and they deserve transparency, accountability, and clear evidence that
these funds have achieved the outcomes that were promised. Our community in Upper Hastings Ranch along with our neighbors in Aladena have already endured tremendous loss and disruption. During a time when families are working to rebuild, recover, and restore a sense
of stability, closing schools does not represent progress. It would be yet another significant loss. >> Thank you. >> Hello. I live in Upper Hastings Ranch and um all of this ongoing controversy is exhausting and harmful. It obstructs
the work at hand and severely limits the ability to move forward. A school board member is an elected or appointed public official who governs a local school district. Your public your primary role is to act as a bridge between the community and the school system, setting
educational goals and approving district budgets. In addition to your many other duties, you're supposed to be advocates for our students. You are to serve as a voice for our community, represent the values and priorities of local
taxpayers, parents, students, and and to the school administration. Sadly, I do not see any of this happening. The board must first restore the faith of those who make this district possible because without their confidence, no budget,
bond, or plan can succeed. Please fulfill the responsibility for which you were chosen. Thank you. Good evening. I am an Upper Hastings Ranch resident. My children were lucky enough to attend Don Bonito. We voted for school bonds to support our public
school only to find out we were lied to and promises were broken. Taxpayer trust is earned through promises and those promises matter. As you adopt this budget, remember that every dollar comes from residents who believe they were
investing in the future of public education, not closing more schools. Community trust is important and absolutely vital in moving forward. How can we continue to move forward when we no longer believe anything that this
board tells us? Thank you. The next speakers are Donald Henderson, Jonathan Neto, and Patricia Herrera. >> Good evening. Um, my name is Donald Henderson. Um my um wife and I
have uh lived in upper Haitians branch um over four decades and we were blessed to have uh three of our great branch and children
go to the to the school there. Um what's happening now in regards to this so many rumors going around that they're going to close down Bonito? Um just a a separate note that
um I don't know if everybody's aware of where Dom Bane is, but it sits on a corner and uh um one of the four corners uh three of the other corners the house burned down to the ground actually. Uh
in fact was the only one that didn't burn. That's a divine intervention that >> Thank you so much, Mr. Henderson. Okay, >> your time is expired. >> It's still a divine intervention. That's why it's still up. >> Test test test. Okay, thank you. Good
evening. I'm a resident of Upper Hastings Ranch. As you review tonight's budget, I want to highlight something you found Sorry, sorry, something not found in any financial statement. credibility. Budgets rely on assumptions. Enrollment,
taxpayer support, future parcel taxes, bonds, and community partnerships all depend on one thing, public trust. That trust is eroding amid ongoing controversy surrounding the pres, the board president, concerns about transparency, and questions about
compliance with open meeting laws. Regardless of opinions, these issues are damaging the district's reputation. Reputation has real financial consequences. Families may leave. Tax mayor taxpayers may withhold support and community engagement may decline. You,
this board, have the ability and needs to fix its reputation and regain its credibility so PUSD can move in a positive direction. Please do the right thing. Thank you. >> Good evening. My name is Patricia Herrera and I am a very concerned
community member from Upper Hastings Ranch. I'm not an angry school parent. I'm a community member and many more like me. This is going throughout the community. As you consider tonight's budget, I urge you to focus on long-term
stewardship. Very important word, financial stewardship that I do not see on this board. Uh PUSD has closed 11 schools in recent years, representing millions in public
assets. Before considering additional closures, the community deserves to clear a clear plan on how those properties are being managed and leveraged. Vacant unused sites carry real costs and opportunities and
taxpayers deserve transparency. Fiscal responsibility is not just reducing schools. That seems like a quick solution. Thank you. All right, we're nearing the end. There's three more speakers. Rita Dener, Jonathan Gardner, followed
by Beth Lra. Hi, good evening. I'm Rita Daos and I've been a proud community member of Upper Hastings Ranch for over 40 years. Our community is very strong and that is because Don Bonito has been part of that
with their children and spirit. I am asking the board to adopt a budget that supports that spirit, supports that youth, and supports all of our young people and honors tr taxpayer and
community trust. Remember, you can balance the budget without trust, but you cannot sustain a district without it. Tina, please restore our confidence and trust in by your decisions that you
make. There are many of us here who have voted for you, including myself, and we still trust you and the board to make the right decision. Thank you. This resolution that we're handing you tonight from United Teachers of
Pasadena, excuse me, is built around a simple principle. Every student in Pasadena, Aladena, and Sierra Madre deserve access to a fully staffed, stable, integrated, and highquality public school. This
means protecting the student experience families value most. Arts, music, libraries, counseling, word languages, athletic, special education services, mental health supports, and strong classroom instruction at every campus.
The resolution calls on the district to prioritize classroom stability by minimizing layoffs and involuntary transfers, protecting direct student services, and ensuring resources are focused on students and schools. We're
also calling for a long-term enrollment recovery strategy that strengthens neighborhood schools, advances integration, provides a range of educational opportunities across the district, and rebuilds public trust in
PUSD. Thank you. Um, do I get to the full minute or Okay, thank you. Uh, good evening board. Um, I want uh in this time when you're looking at the LCAP and our um budget for next year, I want to draw your attention to
the fact that this past year due to all the layoffs and uh instead the focus on uh contracted services, you only spent 72% of your budget on staff and their benefits. The gold standard is 86%. That's what a student centered budget
is. That 14% represents about $50 million for last year. For this coming year, you're doing the same thing. You're only prioritizing our staff at 72% of the budget when it should be 86%. Instead, you're spending 23% of the
budget on uh contracted services. That difference represents $45 million for this current year, for the year that you're approving. We know that solid LCAP expenditures involve stability investing in your classroom staff as
well as nurses um and other um point point of service uh individuals. So please consider that as you adopt this budget. >> Thank you so much. >> Is there any more public comment? >> Everything else for the item? >> Thank you. Item H1, the governing board of the
Pasadena New School District is now opening the public hearing for in public input regarding 2026 20227 local control accountability plan LCAP. Anyone wishing to comment either verbally or in writing may do so at this time.
Is there any comments for this? Okay. How many comments? >> I have a card who doesn't have a name. I have five for item H2. >> So, are we doing one or two? Two minutes
or >> it's a it's a public hearing. So, it's >> Oh, >> yeah. >> Right. >> These people sign to speak at the item specifically. Not on H1, but on H1. >> Oh, no. H1. Okay. Okay. So, are there
any additional comments for H1 on LCAP? Hearing none. The public hearing for input regarding 2026. >> Oh, go ahead. So, I've presented this a few times, but I want to draw it to your attention. These are the five most powerful things
for changing our student uh outcomes. Stabilizing staff, reducing class size to appropriate levels, paying teachers market rates, adequate counseling, psychologist, health services, and quality PD. We have not seen the growth
quality PD. We have not seen the growth in our LCAP uh targets. I believe largely because our um goals, sorry, the way that we're spending our money does not align with these five items which have been proven to work across the
state of California. If we were to invest in these five things, we would have better outcomes and we would see improvements toward our LCAP goals. Thank you. Are there any additional comments? >> Oh, come on up. >> This is for the LCAP.
Good afternoon, uh, evening to the board and to, uh, Superintendent Bunko. My name's Diane Lewis. I'm a community um member and a special education advocate. I've lived in Aladena for 35 years.
I am here to discuss the LCAP fails of 2,182 students in the district who receive special education services which is one in six in PUSD students. The data is your own LCAP has that your
own LCAP data has shown students with disabilities have a 32.3% of chronic ab absenteeism as a rate at an average of the district's average of 22.2%.
They are the lowest performing tier for EILA for math graduation rates at schools and etc. Huh? Can I finish?
May I finish? Oh, thank you. Um I was referring to schools such as Aladena, Hamilton, McKinley, Elliot, Don Bonito, Blair, Webers, and Pasadena High School. The district has triggered technical assistance obligations for
this group under area fours and five. In the 165page LCAP contains no dedicated goals for students with disabilities, no standard, no standalone actions, no
measurable targets, no dedicated funding line. There is something that is missing from this document and it must be said PUSD has been identified as a significantly disproportionate under
federally IDA laws. The over representation of white students in special education settings outside of PUSD. The district is required to reserve 15% of its IDA part B funds which is
coordinated early intervening services known as CC csex cceis the 15% of the disproportionality of cceis sets a size does not appear anywhere in
the 165page document that I reviewed. The community deserves to know about federal funding. The families of students with disabilities deserve to know how the money is spent. Before the LCAP is adopted, I am asking the board
to add goals for students with disabilities that are measurable and targeted. publicly dissolve disclose the significant disproportionality findings and the CCEIS plan the CES
uh protect the services of students with IEPs so that they are provided with the services that are documented in a legal document which is called an individualized program plan the IEP consult with the CAC and confirm that
you have significantly deduct discuss that with them and help them to have an understanding of your con consultation with them. Thank you. Are there any additional comments on LCAP? Hearing none, the public hearing for
input regarding Tuta. Point of clarification, you have two items on the agenda that are LCAP related and there are speakers that are that may have wanted to speak on this and that sign up for the second one. So, >> do you want to just call on the names?
>> Okay, never mind. They're on two. Go ahead. >> Sorry. >> Oh, okay. Okay. Hearing none. The public hearing for input regarding 2026 27 local control accountability plan LCAP is now closed.
Now we're at H2. The governing board of the Pasadena Unified School District is now opening the public hearing for public input regarding 2026 2027 fiscal year annual budget. Anyone wishing to comment either verbally or in writing may do so at this
time. You have five speakers. Alfredo Rosendez. >> Uh, good evening. I guess I'm a lower Northwest Pasadena resident. Uh, according to this budget report, quote, board approved fiscal stabilization actions and reductions due to layoffs
are reflected in the adopted budget and multi-year projection. My question is, who will be assuming the job responsibilities of all these laid-off employees? For example, there were 12 computer repair technicians in PUSD. There will now only be three.
Each high school had one technician on site. They were one of the most invaluable resources in all the district. who will now be doing their work. Prior to their arrival on high school campuses, if a student's Chromebook stopped working for whatever reason, there was a one to three-week
wait time for those students to receive their broken computers back. So, that was one to three weeks without access to the most valuable resource for their learning and their assignments, their computers. Now that 75% of these technicians have been laid off, how long do you think the
wait time will be for students with broken computers now? four weeks, five weeks, two months, I don't know. I guess we're going to be finding out real soon though, won't we? And this, among other reasons, is exactly why we need to
rightsize high schools right now. >> Lisa Cruzie, followed by Joey, then followed by Sam. >> Good evening, board members. I am a PUSD parent and I'm asking that we spend
funding to audit our budgets. Um there's a million dollars in this budget for travel and conferences which I think is wonderful if we can afford it. Um but I don't think we can. I used to work for a member of Congress. You can speak to
them when they're in the district for free and you can use Zoom too to go to meetings and and learn things. Um, I also noticed that there's $7.65 million being spent on utilities. When voters
approved measure O in 2020, they were promised investments in solar power, energy efficiency, smart water that would reduce costs and shift precious dollars back to the classroom. This number has been flat for years. So, I am
asking where those investments are. It seems as if we're being told that things are going to be happening with the bond money that will impact the budget and it's just not happening. Um, so how much
solar has been installed? What energy efficiency projects have been completed or are being prioritized? And what measurable savings have been achieved? Before discussing cuts, program reductions, school closures, the public deserves a clear understanding of
whether the promised investments are delivering the financial benefits that voters were told to expect. This again goes back to our issue of public trust. It's really questionable to ask us for funds and cite specific things that are
going to happen, get the money, and then say, "Oh, no, now we're going to do these other things instead." That's a problem and it's reflected in our budget. You have to deliver on the commitments that you make. >> Uh good evening board members. Um I'm
here to talk about the 26 to 27 fiscal year budget. Instead of spending money on duplicating services and providing maintenance for half empty schools, we could be taking the same money to reinvest in making school staffing whole with full-time personnel
and support staff. Unfortunately, balancing the budget every year means we are operating with skeleton crews, part-time essential staff like nurses, custodians, office staff, counselors, and IT staff to fix Chromebooks students need every day. With the November cuts,
IT technicians were reduced from 13 to three for next year. The cuts are harming our students. A wellplanned rights sizing of our district would address this crucial issue. We would be able to retain critical staff who could perform their duties at centralized
schools. So, thank you so much for your time. >> Good evening, board members and staff. The 2026 to 2027 budget was balanced by laying off or eliminating positions for hundreds of teachers and staff. This cycle of layoffs has consequences on the
morale, stress, trauma for all our teachers, staff, and students every year. How is it that we are laying off our most beloved and quality teachers, including teachers who have recently been awarded teacher of the year? How
are we expected to retain or attract the best staff when this district continues to do this to their educators? If we rightsize our district, the layoff to teachers would be minimized as the district conforms to its teacher to student ratios while enhancing the
program programmatic integrity for all students. No other district in this area has the severity or layoff of layoffs we do. Our district must operate within its means. 80% of our budget supports staffing. So having to distribute our
staff to more schools means less access for all students to our educators. Thank you. Mimi Fitzgerald is the last speaker on this item. Hi, I'm a 40 something year Pasadena
resident and a special ed teacher from LA Unified. And so I know what we're talking about here. It budget is balanced on the the staff on educators.
Um, and the board of education approved $24.5 million in cuts to address a $30 million shortfall and eliminated and reduced positions. This changes the culture of the school
that we are trying so hard to respect and I really hope that consolidation can bring those programs together. Thank you. Are there any additional comments
hearing? None. The public hearing for input regarding 202627 fiscal year annual budget is now closed. Presentation on 202627 LCAP draft presentation by Dr. Chan Hill. Presentation provides an overview of the
first draft of the PSUD 2627 local control and accountability plan LCAP including the district's annual update process, state priorities, funding framework, and proposal proposed goals. Baltimore, >> thank you.
I want to begin with um an overview of the LCAP in general and also to address the um the wisdom that came from some of the public comment that was out there. Um we do have eight goals that are I'm sorry, nine goals that are specific to PUSD that I'll go over momentarily. Um
but in uh transparency, we do not have a specific goal toward special education or students with disabilities because they are embedded as actions within the greater goals. Um I can uh and also special education students are and their the funding sources are addressed in our
SULPA plan and budget expenditures as well as the CESACE plan that is also separately written that has the 15% IDA set aside. So we certainly do contribute um in fact I think there are contributing actions of 2.3 million for special education within this LCAP but
it is not called out um in the goal areas. It's called out in the action areas. So I do want um to express that we um understand that data that um the public commentator provided. We are working toward those improvements and they are um treated with care within the
LCAP just not called out in that organized manner. But this leads me to this background. We are in uh we are closing year two of a three-year LCAP cycle and giving you a draft for our expenditures for year three of this cycle. The goals that have been laid out
are a three-year set. Following next year, we have the opportunity to adjust our goals and fix things such as that kind of specialization. So, the state of California in its local control funding formula um LCFF uh
states eight priorities that we must address throughout our LCAP. We determine our goals and we determine our actions, but we must meet these state priorities and report on them. uh so that uh the public is aware, we receive three types of funds within our
LCFF. Uh as all districts do, we have base funds, but then we also have what you often hear referred to as S and C funds, which stands for the supplemental funds and the concentration funds, which are provided in addition when you have um additional student groups that
require additional resources. So, as I mentioned, we have nine uh goals for PUC in this three-year cycle. And as I mentioned before, we're heading into the third and final year of this particular cycle with these nine goals.
The first five are what we consider the broad goals. They're associated and directly aligned to our strategic plan. So, that we address in goal one learner centered um environments uh and academic goals. In goal two is about our
employees and our highly trained qual um qualified and satisfied employee uh employees. And then goal three is around the learning environment both the physical environment such as our facilities and spaces as well as our mental well-being and um wellness in
those spaces. Goal four is around our operational efficiency. Um and then goal five is about our community engagement, our parent interactions and such. Very much like our strategic plan, our targeted goals are what we do call out
to have some specificity around student groups require uh requiring additional attention. Goal six calls out our youth in foster care or experiencing those experiencing homelessness. Goal seven is around our um equity multiplier or I'm
sorry, our English learners um and support for uh uh multilingual students. Goal eight is something specific that the state added called an equity multiplier. That's for schools who um specifically qualify um under uh
criteria for um for uh additional resourcing. And our only two schools that qualify are Rose City and CIS. So those funds are expended specifically for those two schools. though you'll see a lot of actions that are similar to what we do for students in similar
categories at other schools. Um and then goal nine is our um goal specifically written to support black African-American students. And then herein is actually the link uh accessible to the public to the draft. I
apologize because the draft itself is about 130 something pages at this point. So the error here is that in the uh later iterations it will be pages one of and it'll actually say 117 because it
doesn't count the front matter. Um but the numbers that indicate where those sections begin are still accurate. So if anyone is watching and wants to click on our live link and read through that draft or or scan through it, that would
be the quick table of contents. So within the draft, we do an analysis of where we are currently with the goals, meaning how have we done with the 2526 school year and its data. And then we propose how we will adjust any actions
and services for the 26 27 school year and its expenditures. Going very handinhand with the uh budget draft that you'll see tonight. Our LCAP did make some adjustments based on changes that occurred with our fiscal stabilization plan and shifting around
some um some uh services into and um around with that kind of money. So um overall you'll see that we took into account spending not only in the base but also in our very important and
appreciated SNC funds. Any questions? Trusty Kenny, >> thank you. Um, I I just kind of wanted to say that I wasn't sure how much outreach we did for the public hearing. I I didn't see it in our in our weekly messages. And so maybe
that's something we can improve on next year. And also um I know we didn't have all of the components of the documents ready uh you know at the beginning of the weekend for the public hearing and the local indicator reports aren't here yet. They'll be here for our meeting on
June 25th. But it's nice to have those uh especially since one of them concerns parent engagement. And really this is just to make sure that you know we're getting the community engagement in our LCAP process. Um, I had a couple questions. If we see
things that look like they need to be corrected, do we how should we go about >> the other items that you noted that we should correct? I think you sent through email and we can take that as well. >> Okay. Well, I just opened to the parent budget overview and there's only 151 of
LCFF funds instead of 190. So, I'll send that one in. But I So, just direct them to you to >> Dr. If you email them to myself and Dr. Charlie, we'll correct them. the other items that you did not know we um we are working on. >> Great. And so in the version from June
8th, there was only 31.5 million of the supplemental and concentration. And you said that it was going to be spent out of two of the actions that weren't marked as contributing. But in the version that was produced on 610, there now is 34 million in contributing
actions. And so I just wanted to make sure that that was intended and we really are spending that other money out of those two new actions. >> Yes, I can um I can cross check that because that I think I sent you the
response on 610. So I'm not sure why that >> Yeah, I'll check that. >> Okay. And and this I also got a little confused on the item. There's an action for 1.8 8, which is the amount of funding that goes to our school site councils
and school site councils. The allocation that they were given this spring was a total of 1.6 million, but the action here has 2.8 million of supplemental and concentration. So, I wasn't clear if that is additional funds that are being
allocated to schools or >> I can check on that >> if it's some other kind of base. And I can send these in again. I just had time to look at it. only came out yesterday, so I only had time to look at the money things today. Um, and I but I was really trying to understand actions 1.12 and
1.13. >> Okay. >> Because they say that they're learning recovery block grant funded and I know we have to show the learning recovery block grants and we've notated it in the action words in each of those sections. But when I look in the expenditure
tables, there is nothing in the column called other state funds, which is where learning recovery block. So I don't know if these are artifacts from last year, >> but there's $4 million in action 1.112, which is for targeted staff for school sites,
>> which is where I thought we cut the superintendent schools staff. So I wasn't clear how it grew so much for last year if we cut it. And again, I I can send these questions. I just when I looked at I was like4 million that's a lot for something that we spent less on
last year and then made cuts. >> There are additional supports that are not just for those schools that may be included because when we had to move things based on the fiscal stabilization plan there are other things that have been moved into this. >> Okay. It would be great to know and and I guess this is all kind of part and
parcel of the LCAP is our document that makes our budget readable to the public and to the community and to us to parents to students but it's kind of sometimes hard just looking at the descriptions to understand what the money is being spent on. So again, I
know this is something we can improve next year when we redo the entire LCAP, but and then action 1.13 says early childhood and it has a huge chunk of money, but that's not preschool. >> We provide some early childhood
supports. Um, it could also indicate TK. So I will I will pull that up. >> Okay. Because it was a it's $6.3 million. So I wasn't sure what early childhood that meant. Okay. Um, so
that was just like I said, just trying to make sure that when we read it, we can understand where the funds are going. Um, I did notice that we're spending quite a bit less on English learners just for our funding for goal seven is about half of what it was last year. And
I know that was one of the areas where we made a lot of cuts um with the reductions we made last fall. Um, I did want to say thank you for the public comment around special ed. It does seem like we could call out the
CCIS somewhere. It's it's about $750,000 that we're spending that way. That feels significant enough to call out. And then I I did look and I didn't see that the CAC was listed in the parent engagement as one of the groups that was
consulted with. So those seem like important things to remedy for next year. Um, and then the last thing when I was looking at the metrics and I was really only had a chance to kind of
focus on goal one, but in goal one for the student metrics, we only met two of our 11 targets for 2425. And I know, you know, that's last year. That's, you know, that's the data we got last fall. But it would be really great
to get the data for 2526 and kind of look at it. um in a more concise fashion. It's really sometimes difficult to look at it on, you know, 18 different pages. Um having a table would be really good, but I think, you know, as soon as
we get that data in October, it would be good to reflect because I'm not sure three will show up in next year's LCAP. >> No. And that is always the difficulty with the lagging data and the way that the state validates and reports it. Um but yes, in the fall, we can certainly do an informal um update with that. Um,
and we also agree that this template is very cumbersome. It's difficult to go back and forth. >> So, if we have like a dashboard, that'd be wonderful. All right. Thank you so much. >> Thank you, Trusty Harden. >> Thank you. Um, I just wanted to call particular attention. I know in the
various parent groups, uh, the mixer and and so forth, there was a lot of sort of preference towards increased attention to, uh, goal nine, African-American student achievement. I notice in this year's uh LCAP there's quite about a bit
less funding in that area. Um to some extent also in goal eight, but I think particularly in goal 9 African-American student achievement. I know we're there's some state uh allocations to pan-African the the um uh storytelling academy. Can you speak a little bit to
how supports might be um offered in goal 9 uh given there's no funding for power power hour uh professional development the black college expo and and and that kind of thing >> those funding those fundings will remain
um so we actually it's interesting we just recently met with the leaders of the AAPC to review all of that no expenditures will be changed for the upcoming year but uh we are moving some of the funds into other areas is like for example, Black Education Expo paid out of we can pay out of some college
and career readiness um uh funds. So we we are moving forward with some of the expenditures that they have expected. The biggest change would be that the uplift of the uh immersive storytelling academy, formerly Panaffrican Immersive Storytelling Academy, um still very much
centered on that culture and um and vision. Uh many of the startup costs of initial equipment purchase curriculum development are no longer going to be needed in the upcoming year, but staffing and um like consumable resources, marketing, etc. still need to remain.
>> And then uh just u as we enter a new cycle of the LCAP, a new three-year cycle, any reflections on process, changes to process that you might incorporate as you begin a new three three-year cycle. >> Sorry. >> Yep. That's a >> I uh certainly that uh you know I've
heard many comments around the the family engagement, the parent um uh engagement. I think the town hall in year one and the mixer in year two were successful making sure that we can codifi codify things like that, making sure that all parent groups have a voice, but additionally parents who are outside of those parent groups as well.
Um those are things that have been thought about. Um most especially I think we've had reflection on what and how we mark the contributing and non-contributing services because a lot of our general fund is spent and could uh is considered contributing even when we haven't been uh had it in that
notation. So we also have had a reflection on the number of goals and how we categorize whether it's a goal or it's an action um within that goal. Uh so calling out some things specifically but not others. there's been some inconsistency that have has sort of
hindered us in this cycle that we think we could improve in the next cycle. >> Great. Thank you. >> Just to address the public comment about sped special education is there um do we are we aware of other LCAP from other
districts that have sped goals in their LCAP? I just want >> you can you should >> you elaborate. >> So special education is uh is one of the ve very prominent important student groups and in particular in PUSD. Yes,
other districts um in the state of California do recommend that they exist uh prominently in your LCAP as well. So that is something that um you know as we said we're we have already planned to fix for the upcoming cycle. >> Great. Any other comments?
>> Have a question. >> Oh, Trusty Holly, >> I'm looking at um one of the pages in the LCAP, so I know you have a photographic mind and you'll know exactly where I'm talking about. >> So, student perception of school connectedness.
>> Are you familiar with these numbers? Because it it looks like we've come up on that. And um just it's very interesting to see actually very high numbers of children feeling connected to their schools. And I have heard this over the years when we've had WASK come
and it's just something that's really pretty amazing that I don't think I'd like to see some other districts if they have these numbers to compare because I think it is unique. I think these high numbers are unique to PUSD. >> Well, thank you for pointing that out. I
know it is, you know, over 150 pages of reading. So, um, there are a lot of positive numbers in there, even though we also know that there are challenges that we still need to address. I want to give really big kudos to Dr. Reynoso and her team and the staff that she is equipped at the school sites. We are um
very impressed by the responsiveness of our students to not only the surveys because we do know that sometimes students do not uh submit to the formal surveys uh but those numbers do represent an amalgamation of not just survey data but other responses that uh
that we can receive qualitatively and quantitatively. Um we are impressed with you know reductions in suspensions things that are improving the climate but also just sense of safety and belonging tends to be um based in positive relationships at school sites.
We know that there are still students who remain disconnected and maybe not as engaged as we would hope but we um are encouraged by the the fact that I believe a 100% of schools um had positive notations around trusted adults
and relationships on campus. um you know and we hope to improve those numbers as we go too. >> Can you talk a little bit about how that affects student achievement, school connectedness and belonging? Can you give me a few little facts on that? >> So I think that there's you know
significant rectum do you want to speak to it? I could go on as well. >> Sorry she's done a lot of the work. So if she wants to share, >> I think first first and foremost to answer your first question about student voice, uh that's something over the last couple of years that we uh found that we
need to allow our students to prominently take ownership of how they feel when they walk on their campuses. Previously, we had universal screeners where the staff actually um basically decided how their students were arriving
at school. And so now that we have student voice um we do pre and post um in the year now. So being able to see the growth um and our staff allowing that space to happen in the classroom has been really powerful. In terms of student achievement, I think one of the
the great uh changes I think we've made here in PSD is investing um in our classrooms um making sure that our stu uh staff feel very equipped um through multi-tered systems of support. um making sure that they understand what their options are to work with students
um universally. Uh and I think when students first and foremost feel like they have someone that cares about them, that they're showing up or even if they miss school um that they're welcomed back on campus. And we all um every day is a new day and every child should feel welcomed in their classroom. And I think
further something that we need to um continue to work on is making sure that the classroom feels like a place that students can achieve well. And I think we through the new um I think RSC RSSC, I can never say that quick enough. Um I think that's one of the areas we want to
make sure there's a space for well-being. Um because when our children feel well at school, they're going to continue to achieve. I also want to give commendation to the board for including our student board member. Um I think uh they've made several comments, you know, through
through, you know, their their time on the board that represent a lot of the student voice that we're harnessing. They themselves are their harshest critics and say that they need to do more outreach, get more um diversity of students involved. Um and they do not always agree with us. uh then that is
absolutely fine because when you welcome students to feel like they belong then they have to be able to uh lend their criticism of us and we have to be able to respond to it. So um that is an appreciation in this space. >> Thank you.
>> Any other comments from my colleagues? >> Thank you Dr. Hill. Next item, I2 202627's athletic program update. An overview of Pasadena Unified School District's athletic program for 2627
school year, including sports offerings across secondary school, sight specific athletic programs, and proposed funding allocations. Mr. Ibara and Dr. Hill. >> Okay. Well, thank you. Um Mr. bar is going to help with the majority of the
presentation. Um, but I did want to thank um thank everyone for some of the questions that came in so that we could better hone the um the presentation. This was one that uh we uh you know designed with a little bit less preparation time than we would have
liked and there is some data that you've requested that we are working on that will take a little bit of time but we'll get to you. So anything that uh we can answer tonight and incorporate from those questions we will. Uh but in general the conversation today we will be sharing about what sports are being offered um as well as how the budget
allocation is looking for next year. >> Yes. >> Good evening. Um so as you can see here these are the sports that are offered in PUSD um that are by specific to the season.
sports or athletics is designed by three different seasons. So you can see which sport pertains to which season. Uh one of the key elements here is for boys we offer 14 different options and for girls we offer 13 different. Um the key there
is football is a boys only typical sport where we don't have something equivalent in girls just yet. Uh next page here you can see the breakdown of what sport is offered at each school
by season. Uh B representing boys and G representing girls. Um one of the key elements here like we talked about is fall, winter, spring. Um some of the sports are fall for example will be uh
girls water polo or sorry uh boys water polo and in the winter girls depending on facilities availability of facilities so you'll see uh the same sport offered in a different season to allow for the facility use. Um, one of the big changes in athletics that I'm not sure
everyone's aware of is all of our schools for the first time next year will be part of a conference, a 16 team conference. So currently and historically Blair's been part of the Rio Hondo Mir and PHS have been part of
Pacific and Marshall recently has been part of the Mission Valley. But next year uh all of them will join together as part of a 16 team and that conference will be called the Rio Pacific conference. Um one of the benefits of
this conference model is it allows for competitive balance. So the conference will be divided into an upper level, middle level and lower level. And if you're within one of those level you only play schools in that same level.
So, if you're lower level, you're not going to face an upper level. That allows more schools to have more success because you're playing kind of um equal competitive schools. Um and so that's an exciting addition for us next year and that will be year one. So, they're
currently going through all the uh documentation, preparation, league schedules for this Rio conference, a Rio Pacific conference. And uh so with all of that uh in terms of the determinations that the schools
made on which sports to offer next year, it was based on the new allocations that we gave them. So um I should have mentioned before while you know Mr. Ibara typically is our coordinator for language assessment and development, he does uh spend a portion of some hours
supporting our athletics. Um and a lot of it is gathering the information from the separate schools because the majority of the decisions that are made around athletics are with our principles and our athletic directors. So um what you see here is the allocation that each school is receiving for the upcoming
school year. Um the first number in that equation under each school is the allocation that's provided from the school district for the schools to have jurisdiction and agency over. And then the second amount um that I should have called out is um an additional amount
that uh PEF our foundation was able to um provide in additional support to the schools. So to you know increase some of the flexibility that they may have. Um so within those dollar amounts that are listed by school, our schools do make the determinations around um how that
those expenditures will roll out. Um and then in addition, you'll see the line under the school district. Those are fees that we take on um so that they're not spent to this or I'm sorry expended at the school. Um and it's primarily for
items that are equipment that is necessary because of our facilities that we are going to resolve over time with the bond. That's the bleachers and portaotties. And then athletic trainers is relatively new to us for the last few years. ensuring that we have athletic
trainers um or sports um medicine folks um professionals supporting our students in high impact sports. So in the next year we are going to expend approximately 1.9 million for athletics um down from about 2.3 million in the in
this current year or the year we're closing. The funding categories are primarily in these uh categories. transportation and personnel actually take up the majority of uh the funds, but there's also some expenditures for
supplies and equipment, uniforms, and then the miscellaneous is as I mentioned some of that equipment and then uh sports uh app I'm sorry, apps for video analysis and data. Um the transportation is approximately 21% of the budget in
this uh finalized year. Personnel is about uh 56%. So therein between those first two categories you're spending um about 77% of of that allocation. Um the reason why obviously is for the uh
expenses for based on coaches, our ads and then again the athletic trainers that are um new that have been here for a few years. Transportation and personnel costs vary depending on the sport and they vary also year-toear depending on the schedule and the routes
that are needed for the schools as well as the different levels that are competing. And in preparation for our presentation tonight, um we reached out to the leagues or the sorry the teams within the new Rio Pacific uh conference and
kind of see how they go about spending uh or allocating funds for athletics. And as you can see here, every school that we spoke with and every district that we spoke with, uh, the district pays for all coaching stipens and the
the time or the stipens for the athletic directors. Uh, the majority and almost all of them pay for transportation as well. Um there was a bit of a division or differences within how they go about
paying supplies and equipment and player uniforms. We did note the ones that the district does not pay boosters and fundraisers then became a bigger um portion of uh that allocation came from
those two uh areas. So those are the common within all the neighboring schools that uh we will now be entering into the Rio Pacific conference with >> Let's do public comments. How many do we have? >> Four.
>> Four. And you want to do two minutes? Alfredo Rosendez followed by Alex Zapeda Zapala as the athletic director at Mir High School. Uh first off, uh why exactly were the high school athletic budgets left off of the TSS budget reports?
right sizing down to two high schools would have saved $1 million a year in athletics alone. Also, an FYI, this budget includes a onetime donation from the Balmer Group of almost $200,000 dollars, also divvied up proportionally according to
enrollment. So, the following year, these budgets are going to be a little bit lower. Even though we pay $2 million on athletics, our coaches are by far the worst paid coaches in LA County. and we lose quality coaches to other districts
all the time. I'd like to add that we are partaking in wasteful spending that I'd be happy to elaborate upon on a later date when I have more time, but it is mostly due to the fact that we need to consolidate personnel and transportation.
Lastly, I'm going to share an excerpt from a Facebook comment from a local parent of one of the schools on the list for potential closer. Here's what she says. My son's school cut both his sports and his language ASL. He was told he can
take ASL 2 through PCC, but PCC will have him retake ASL1 through them. And his third band teacher over four years was rifted, so he would get yet another new band teacher. These cuts are impacting kids. My son is frustrated and
fed up with PUSD, and I don't blame him. The best solution is to choose another school, right? Unfortunately, if he stays in PUSD, we have no confidence that additional cuts in the future won't impact him. As long as he stays in the district, there will be always a high
likelihood something he enjoys will be adversely impacted by budget constraints. I feel like staying in PUD for three more years is a no-win situation. Good evening board members. My name is Alex Scopala. Currently, the district is
overspending for athletic transportation. We have 36 girls basketball players in a total of four high schools. That means that nine students on average are on 60 to 40 on a 60 to 40 to 60 seater bus. If we
consolidate our athletic programs, we would be far less wasteful. we'd have a greater opportunity at streamlining athletic programs from frost to JV to varsity. This will actually allow for more opportunities for age appropriate team placement as right now freshmen are
often forced to play at a higher level when they are not prepare that they're not prepared for. Consolidating athletic programs will make us a much better conference partner with the 12 other schools. Thank you. Adakus Mounts followed by John Lada.
>> Hi everybody. Uh my name is Adakus Moes. I am one of the few I think I was like the first a college athlete in I think 30 years or something to get a scholarship for Marshall Fundamental. I played men's lacrosse there. And um I
actually didn't play at Marshall because we didn't have enough players to play this team. My family has family members that are adopted and married into our family who are indigenous. And I just want to talk about some of the sports I did play at Marshall. Rarely did we compete against private Pasadena schools
because I viewed our programs as uncompetitive. The reality is that some students need to move school districts to compete athletically. My sister was a D1 UC Davis athlete and she actually did that. She left PUSD for this reason. I think there's two concepts we got to
look at budget-wise. one, what happens when we maintain the status quo and do not consolidate schools and continue losing our programs and competitiveness at a local level. I've seen this all the time. The thing is that we just cannot compete against the private schools
because so many of these students actually go to the private schools when they think they're doing much better. And I think you have to change that. Two, what changes if we do consolidate schools? we gain the advantage of athletic teams that can be robust and competitive. I think that's extremely
important to think about. Thank you. >> Hi everyone, my name is John Lada. Thank you guys for the hard work you do. It's unappreciated but valued and at least I appreciate it. I come to you because I I re recognize and feel the importance of athletics to to students especially
women our girls is just way undervalued and we need to develop future leaders and contributors to our society and sports can help us do that. Uh, I've been involved as a parent, as a coach, as a manager, as a league president, and uh, when I retired, I decided to get
into umpiring because I want to continue to give back to the game. And so, I'm on high school fields every day of the spring and at other times of the year. And I think that the high schools in Pasadena, like some of our other people have said, face several challenges. One
is competitiveness. The teams are terrible. and high school teams that what that other teams in the area will not want to play them. They have a hard time recruiting players. They don't have a pipeline to get players. They don't have the resources to give the girls the
thousands of time uh times of practices, fly balls for example, to teach them how to play the game. There's no development. There's no pipeline. And I think someone else mentioned many parents really don't want to go to PUSD because of the sports programs. I just
saw the presentation on the sports coming up there. Uh what is the fastest growing high school sport in the country right now? Anybody know? >> What? >> Girls flag. >> Flag girls flag football. It's going to be an Olympic sport and not one of our teams are playing it. I can tell you that Paulie, Westridge, Flintbridgeidge
Prep, all our competitors are playing those games. Now, there is one exception uh to sports here in Pasadena, and that's the mere softball team. After decades of futility, uh a couple of leaders, the Milton brothers, I think,
started to to develop lots of things. One, they began a le a junior league up in Aladena area. And number two, they have a travel team in Aladena. And number three, they uh this is mean I'm done. >> Yeah. >> Okay. Anyway, if we can get more coaches
like the Milton brothers, that's great. But that's a very unique thing. Thank you guys very much. >> Any more public comment? >> Okay. Thank you. I just want to remind my colleagues that this is a a presentation. So if you have any questions about the athletic
program, um if you want to get deeper understanding of we're not debating anything right now. We're advocating. So, Dr. Velasquez, Trusty Bailey. >> Oh, okay. Trusty Bailey, Trusty Kenny,
and Trusty Velasquez. So, I just have a really quick fun question. Now that the teams are all going to be in one league, how does that impact the tussle? they'll still get to uh play each other.
They'll be in the same pretty much uh division and that tradition will continue. >> Yeah, they'll it'll the last week of the season is always the rivalry game and PHS and Mir will always have that option. >> So they're they'll be in the same like division. >> Yes.
>> Okay, good. >> But for all sport? No, no, no. They're not they're not necessarily going to be in the same division. They're but there we will maintain rivalry games from your MP and PHS. >> Yes, >> Mr. Jar. I get a little close to the mic. Thank you,
>> Trusty Kenny. >> So, I just wanted to confirm. So, it was mentioned that there's a grant this year. Did he say Bulmer? >> Yes. >> Is that what the PEF funds are on that slide or >> Okay. Yeah, it's that >> because I added up all the funds on that
slide excluding the district part and that equals the amount from the ESPback slides last year. So, are we saying that that Balmer grant was in the ESPback? So, in other words, if I look at what was promised from the ESPback if we only cut 25%, it was 1.6
32653 and that's those numbers add up to something around 1.6, but that's with this grant. So, are we underfunding >> with the grant? It should be about 1.9. >> Okay. Well, I added them up. The 1.9 was when you had the 300,000 from the
district. >> You caught another error for us. We will fix it. >> All right. Thank you. >> But it should be 1.8. >> Trusty Vasquez. >> Okay. And in my life, I've been a sports person. So I really I'm like beginner knowledge
here. Okay. If you want to talk about fates, I'm the person. So my one of the questions that was not answered, I submitted it earlier is um what is the size and composition of all
of the different sports teams? I'm interested in size and compos composition for two reasons. The first one um is it possible to have or do we have JV
and varsity teams for all of the schools and two um the size and compet composition of the teams also impacts the probabilities or chances on exposure to injury. So I I
just wanted to understand that and then I have two other questions. >> Yeah. Um so to kind of answer your question where where they play two-way um kind of to your question was uh football. Um so
if the team is smaller the most common practice is if for example if you're a and I hope it'll make sense if you're a wide receiver you'll also be a defensive back you'll just kind of play both ways. If you're defensive lineman, you'll be offensive lineman. So, it does uh
increase potentially your playing time. Obviously, ability will come into play. Uh coach decision will come into play. Um we do have different levels for the various sports. Um I know for the ones
basically that you asked for most of them have JV varsity. The only one that also had um a freshman team was the uh basketball teams uh either at PHS or at
Mir. Those are the normally the largest uh teams. They also have less typically players on the team. So you could have more uh levels. Uh football tends to be the one sport besides at mirror where we
just have varsity. So I understand that well I understood that principles have discretion over the offering right? >> Yes. Um however do we have a system that
encourages enough resources are supported to a particular sport so that we can have the infrastructure to develop players right because what I understand is that you can have
seven sports or you can have four sports but have dedicated training to develop those players. and have a better quality or more competitiveness within that particular skill. Right. So, is there
>> Yeah, I mean I I would say those types of conversations have been happening more recently than before we um were allowed to or they were uh given the ability to offer all the sports that
they could possibly offer. Uh but now where each school is getting a specific allocation, they do have to have those conversations and we did have those conversations as a team. We also had those individual where schools were
allowed to have those honest conversations um amongst the school, the community to really think about um either levels or more sports and investing in more. So I would say they've been happening more
recently or this year in particular >> and I would say that that's actually in part and parcel of strategic planning around athletics. I do think that athletics is something that we know heavily engages students and also improves a lot of their academic outcomes as well. Um but because there
hasn't been a lot of centralized um I wouldn't actually say regulation, I think maybe collaboration with the school sites, we do sometimes use athletics as a recruiting tool. therefore we offer everything under the sun and then we take a look back and we think okay maybe that wasn't the best for the quality of the sport etc. So
we're having those types of conversations now in terms of development and resources too I also want to note that we um are also uh sort of using braided funding from ELOP uh because we are now having our high school coaches our athletic directors
have been amazing in helping us staff um the middle school camps and bring in the younger players. This also includes some of the freshmen that um you know we can extend it to that who sometimes don't necessarily have the competitive offering there but can still work with the coach in another setting and then also equipment purchases that are made
for the coaches during their summer programs in expanded learning are utilized throughout the school year. >> I think I have a followup to that and that is um what if any changes have come out of those conversations
>> for the different levels Yeah. So the convers you just said that the team has been having conversations with the principles. Okay. So did those conversations materialize into any actual >> Yeah. So for example um Blair and
Marshall after much uh debate and discussion um made the decision to cut football at their site. So to allow to invest more into other sports. uh Marshall um for facilities does not have
a pool. They had been running an aquatic program and so that was leading to transportation costs. They decided also after much discussion to cut their aquatic program as well so that they can reinvest that money into more sports and
different sports. So those are the types of examples that it it led to those types of conversations and decisions. My third and final question is actually a followup. Um, so when we were talking about the tussle and you mentioned that
we are going to have the event but we're going to have a different division like different division. >> So part of athletics um the rivalry game will be kind of sacred if you will. So the opportunity for uh PHS and Mir to
play the last week or week 10 will stay. Even if let's say PHS is in the middle and Mirror's in the upper or vice versa, that opportunity for the upper division will typically in football have four or five teams. So there's 10 games. So that
ability to play uh that rivalry match will always be there. >> I think that I wasn't clear in my question. Um I think that the question was about um the intricacies of the qualifications
or the the the the qualifications of both teams and and the parody in in skill and then performance and how that >> Yeah, I mean I do think neither team would be in the lower you really don't
want a lower division team. As the former principal of Blair, I'm going use Blair as an example. I wouldn't want Blair playing Mirror in football, but I think the competitive difference between PHS and Mirror will
never be that great that it would be unsafe or that um we would be doing something that's uh would put the kids in harm's way. I think that that question also speaks about and and makes in in some cases
reference to some of the public comment about our ability to um also adapt to um the needs of our students when it
comes to offerings. Right? So, um, >> and actually another key point that I forgot to mention was because Marshall and Blair cut their football program, those students that were on the team now have the ability to enroll in another
school if they choose because uh the decision Yeah. without a sitout period because uh both schools notified CIF that they are closing that. So hopefully that'll help increase some numbers and
participation um for those others. >> Correct. >> Correct. >> Because of the hardship that is they close their program >> if football is what they're going to school. >> Correct. >> I I I guess Trusty McKenzie
>> couple of quick questions. is um the grant from the Bomber Foundation renewable. >> So, as with all donors, a positive relationship and us making good on outcomes that they anticipate for our
use of the funds is very important. So, we are very aware that Dr. Conurs and the foundation have done a lot of excellent um relational work on our behalf. Um and how we utilize the money, we report back to it. We've given them the anticipated use and we just need to
report back and if Bomber feels that it was well used, they could very well renew. >> Well, happy to help with that. Um, >> yes, >> as needed. I do have some good friends who work for Bomber. And then my second question is related to um
the concerns that have been raised around the quality of our athletes that are playing in schools these days. How much of that is attributable to
club sports and the inequities that that system in and of itself exacerbates within high school sports today? That's would you like? >> I mean it it obviously causes a um a challenge for us, you know, um
especially for example in season, let's say soccer and a a student athlete is also on a club team. You can't do that. You have to be on one or the other. And so we've had examples of um a student
trying to do both or playing a one-day tournament and that causing so depending on the sport for sure it has bigger consequences than and in some of the sports but yeah that's definitely uh a definitely challenge for us to um those
club sports and the AAOU type level programs. If I could also speak to the vision of and actually you may already know this but the Rose Bowl just held a two-day seminar of sportsmanship can't remember the rest of the title where they discussed the privatization of sports and athletics and it's trickling
all the way down from the NCAA the college level um and clearly the impacts are being felt here as well. Um, I think coach Nick Sabin is actually speaking to Congress about some of the um privatization that's happening even in in the colleges and NIL deals and all of
that stuff. I would say that a lot of the competitiveness. We have incredible athletes in our community. Um, where they choose to go to school um has a lot to do with, I think, influences that are sometimes beyond our control. But what
we also want to make sure that we state about our athletics program is that we know that we um want to have competitive players here. We also want to have student engagement and development happen here as well. And so we do not think that our athletic programs are intended only for students who've had
outside resources poured into them or have connected to them themselves in in to private clubs. So, um, but we certainly do welcome all types of players to be here. And I think that's the the struggle that we're grappling with right now is making sure that we have options that are available for students at at all levels.
>> Oh, I wasn't suggesting that we're not welcoming students who are playing. Um, I think my concern is about just the inequity in the system because if you have families that don't have the means, don't have the resources, don't have have the access to that kind of
training, conditioning, and um exposure to play. Just on the outset, that's a a gap in terms of opportunity. It's a gap in terms of access to um being able to play. It's a gap in terms
of opportunities for postsecary play as well because a lot of times um recruiters are now going to the clubs to recruit and not to the high schools and so we're exacerbating not we are but the
system itself and the lack of regulation around it is exacerbating opportunities for students post high school which I think is just a travesty. Um my next question is tied to athletic trainers. Um we don't have enough
trainers that are one to one for each campus and for all those sports. Is that correct? >> We have three full-time athletic trainers. Mir, Marshall, and PHS have a full-time dedicated athletic trainer. Uh for Blair, we use uh the sports medicine
team, the teacher. Uh, one of the things we're also trying to work out this year is seeing if potential hours when there's not a conflict uh with the athletic trainer at PHS, for example, to go cover a game or something like that
with at Blair. So, there's intentional or strategic planning around that so that there's coverage everywhere. But, we have three dedicated 100% um athletic trainers. So with the resource that we have that we are doing our very best to
sort of cover all of our sports, what steps are we taking to provide appropriate training to the coaches, administrators, etc. to be responsive to things such as
heat stroke. Um do we have the um the pools to be able to do ice baths? Are those resources available? we have those um equipment on our campuses so that we can make sure that we're doing the best to >> Great question. Yeah, and that's something that uh is >> I just went to a training from the Corey Jr. Institute. They came to Los Angeles
recently and so I'm definitely wanting to know more and wanting to make sure that the simple things that we can do that are within budget that we have that available to our families. >> Sure. Even today was a perfect example. It was pretty hot outside. Uh there's a lot of policy around heat and uh when
you can when you can't. Uh so for example uh the athletic trainer at PHS is keeping log of there's a device that's called the wet bulb um globe and that checks the kind of the environment.
So she's logging it every day on the specific field where the practice will take place so that in the event that it's too dangerous to play or practice that we have the equipment. We are also now that we have dedicated athletic
trainers, uh the training that we're scheduling for early July is kind of what you said, most of the schools and teams are going into this uh dead period, if you will, where there's not a lot of practice. So when July, after
Fourth of July, it really ramps up. So, we're having each athletic trainer train each of the coaches at each of the different sites around kind of what you said, what to do. Seconds matter, and that is super important, where everything is at. We're doing analysis
to make sure we're not putting um let's say the tub somewhere that then the coach doesn't have access to. So, we're updating all those um policies, maps by school so that everyone knows where everything is at. Thank you.
If I could also reiterate too that our coaches follow the policies that we lay out in our school district. Meaning when our health uh director puts out the heat the heat warning or puts out the wind warning or puts out something like this, it's sent to all the schools and um our
schools with due diligence send it to ads who send it out to coaches. I know Mr. Ascend is in the room so I can thank him. My own son has text me and said, "Oh, practice is canceled." gives me a whole reading about the heat warning that I know came from that alert email. So, I do think that there's a lot of um
you know uh own personal care that each of these individuals is taking for our kids. >> Oh, actually I have so >> I just had a clarifying question about the clubs because the issue of the club is sport specific.
>> Is that >> Yes, correct. There are there are clubs where you can train with the club and still participate and that addresses some of the um holes that we have in our development.
>> And you know I know we mentioned budget that's why a lot of the budget goes to coaching stipens to get that specialized coaching and training for all of our students. Um it's definitely a competition and so we definitely want to be as competitive as possible and be
able to provide um the best coaching for our students so that they stay. >> Yeah. But I think that that class difference is very important because there's sports and there's sports and there are sports where the club is, you know, $100 for the entire year and that
is a community that develops a particular sport, you know, for in form and structure. So it's not necessarily a class related issue in every sports because anyway, >> thank you. I want to make sure everybody got a turn to speak once first. So,
Trusty Holly and then myself. Did you Okay. And then Trusty Bailey, >> my question is on this club sports and and you know, I've heard of this. I've thought about it and it's another way where privatization digs away at public education. So, we're talking
about something a lot bigger than just individual clubs because that's going to continue to move into a billion-dollar industry and we're still going to be reliant on the state and the feds and local people to um build our budget.
Is this sustainable at all? Because as more and more money gets pulled into private areas, the public area gets squeezed out. I don't where is the future here for our sports
not talking about competing with them? How does a public education system that relies on federal funds and state funds compete with private funds and it's moving into a billion dollar industry?
And we are inclusive. Everyone plays. >> They're exclusive. These two things can't exist together. I think the route that we do go right now is not is is not comp not competing with private private sports. >> We know that many students and in fact
for most sports other than soccer truly they do not they don't play on their club teams at the same time as CIF competition. >> Um however they can practice. So, um they we know that high school sports still do have a place because this is
where students play in during their on season regardless of uh them being engaged in a private club or not. I do think that the inequity that that we are seeing a lot of is the level of sophistication an athlete comes in with if they're engaged in private sports
versus their first time exposure. And if we really I mean this almost becomes a a a statement on public education. The intent is that all children have a place if they want to have a place. Sometimes it's becoming difficult when you talk about the higher levels like varsity
etc. You may have a team that's fully fielded with students who have also been you know gaining sports experience and exposure in private ways. Um, and so a lot of your brand new to the sport, brand new to organized athletics may be
playing on the lower levels, which is but again, it's about player development. So we do want to be able to offer all of those levels. >> Right. Exactly. So what is um concerning to me is that since every child plays, every child has access to public
education, but not every child has access to club. Why are we competing with that? Um, well, I do think depending on the sport, club level athletes might choose that route because it's more
competitive. They think they might get >> I guess I'm just thinking in our heads if we keep competing with that. I don't know where that leaves public education. >> Dr. Blanco has a response. So, um there there are these differences that you're speaking of, but we also have a very
strong um learn sports program where we're developing youth and that's growing and um maybe you could explain more about that. And part of the reason we have joint use agreements with the city and we share our spaces with them is because they have promised to help de
develop athletes through parks and recreation as well. So even though uh we might not have the same resources of everybody that's in a club sport, we do have other avenues that we are supporting public education with.
And I also do think high school athletics will always be the most common avenue for college athletics and you know division one pro. The most common route is still high school athletics. It's just disconcerting to hear
criticisms of public education when our budgets are very different from a club. And do we have people recruiting our students to private schools here >> all the time? >> Okay. So, this is another issue of privatization digging into public
education. It's how do you compete with this? >> You know, and this is I'm going to step out and just as a PUSD parent, so I don't want to necessarily demonize private clubs. My son's on a private club because he can play year round, but in the when he's when basketball is in
season, he is not on his club. He's playing here. He's playing for Mir. He's practicing with his team. He's currently at practice right now. Hope he gets home. Um, so we do have the resources to invest in him being able to play year round
because he enjoys it. Um, in high school, our sports are seasonal. So, sometimes people engage in clubs so that they can be in the sport longer than they would be able to when it's in season here. Now, of course, back in our day when we were growing up, we just did different sports, which is also another
big benefit. Kids should do different multiple sports. Um, but that may not be the case as people start to kind of specialize earlier and younger. So, I think the best answer for us as as public school educators is we will always be able to offer a space to kids at whatever level that they want to come
into. Um, and it is difficult, but we're not competing with the private clubs. We know that the private clubs though do try to sometimes encourage kids to go in a pack to a particular school. We do know that maybe some of our private schools have
resources to try to recruit our kids, but I also know a whole hefty lot of students who are in private clubs that choose to come to our schools and bring their talent here as well. Um because their value is to play with the students that they grow up with um in their neighborhoods. And that's that's what I think we're here for.
>> And I would just add, you mentioned earlier about school connectedness. I think building those relationships earlier, I know Dr. Blanco mentioned learns and having those relationships with um middle schoolers, with our high school coaches, um opportunities that
starts to really build. I know as the former principal at Blair, um we were very intentional of telling um my PE teachers, hey, if you see a middle schooler who's an athlete, like let's go build that relationship with that student now and expose them to what high
school athletics is and what it can be for them. And then that really starts to get them thinking kind of long term and those are the relationships that are super important that'll never go away. >> Yeah. So I think we should maybe share more we'll give you an update to on those two things that come out of
expanded learning team PC which we're talking about which is the high school coaches developing our younger students but also Pasadena Learn Sports which is PSL. That's the inner mural league that we do have for the younger kids. It's fourth grade and up. So students can
start development there as well. really really hot topic. Uh fiscal sustainability of our pro athletic programs. I'm trying to wrap my brain around the the
you know our board tried to really minimize the cuts on the athletic program from the November and then we have the P um is it the P no not no this is a grant and then I think some of the there's some PEF funding too or no
>> PEF is the conduit for the bomber donation. Okay. So BMER foundation are >> helping us with that. So, anytime I hear one-time funds makes me So, can you reassure us of the choice
of, you know, accepting the one-time money? Um, and how does declining enrollment affect us being remaining competitive in our athletic programs? So, in terms of the funding, um PEF has
actually helped us quite a bit with transition, meaning that we know that these are one-time funds, but to uh ease what uh the cuts that had to happen with the fiscal stabilization plan, they've provided small amounts of of um either positions or or funds such as for
athletics that will allow schools have some flexibility that increases, you know, what they had anticipated. However, the majority of what what actually all of the sports that you saw listed were already planned out from the principles and ads prior to the receipt
of the Bomber Foundation funds. Meaning they planned around the given budget that we had already projected for them for the upcoming school year. Now that they have these additional funds, um we asked them to report on now what would you do in addition? Um I think maybe
give Blair's example. They said they wanted to invest in additional coaches for development. >> Sure. Yeah. So kind of when that money became available, the conversation was do we bring back another sport we were originally going to cut or do we just hire more specialized coaching for the
sports that we are keeping. So those are the types of conversations that they're having now uh that historically haven't always happened. And then for example, Marshall I think said that if you look at their baseball numbers, they have 27 boys on the varsity team and 18 on their
JB team. Only nine players are out on the field at any given time. And so they said, "Well, then we'll use that extra funding to get a coach to create one more squad. So probably a freshman level um so that they that they can have more boys uh play, you know, at the at that
time. declining enrollment. >> Yeah, I mean it's definitely a challenge as um the less kids you have, that doesn't necessarily always mean that there's less athletes that want to play. So part of that is kind of a a give and take. Um
so it depends on how many want to play, can play. Um but it definitely creates, you know, something for us to to think about and and have discussions around of how are we going to sustain, as you mentioned, um athletics at a at a level
that we feel we're comfortable with and competitive. >> And I understand that the these sort of grant funding or these word one-time funds, the timing of that also is is important. like the PF funding, you
know, sometimes that doesn't come in time and for our staff to really plan and same here. I don't know that you got the that that extra money in time to plan, right? Because you kind of have to make decisions on teams and which sports
to keep and all that. So, >> yeah. And as a former principal, I will say money never comes at a bad time. Obviously, you would have liked it at a earlier, but if they're going to give us money, we'll take it any month that it comes. For sure. >> I think that actually just might need to
be the mic drop end of it. >> Um, but >> Should we end on that? >> There it's the strategic use, like I said, not they aren't going to create something that's unsustainable. Each one of the schools has already reported back to us that they're just going to use it to flourish something that's already in existence. So,
>> um, Trusty, uh, Harden and then Trusty Bailey, >> um, are there, can you talk a little bit about impacts to inclusive practices with our special needs population in terms of sports? Is there any changes next year? Um, challenges that that you
may have serving all >> one of the beauties of athletics, it's open to everyone and it's really uh, competitive based. So if you have uh the ability to play the sport, we will uh give you the coaching um you know the dedication to coming out to practice all
those things that uh come with athletics. So they will have the opportunity just as any other child to participate in our um athletics. Obviously it's a case by case depending on what that is, but they would never be
uh not allowed to participate or um at least try out for sure. Yeah. >> Yeah. There we've unified sports in that um allows everyone uh to play. Uh we
also have title nine that are part of uh athletics as well. So it's definitely inclusive uh practice and approach. >> Trusty Bailey. My um question hopefully it's the last question is about the location of the
AEDs and whether or not um they're kind of better positioned on the campus because I know from experience they used to be mounted in either the main office or near the nurse's office >> and most of our our competitions are in
our gyms and on our fields. Yeah. So, one of the things that we've been doing um recently is creating an EAP or an emergency action plan and within that there's a map where each AED will be located. And one of the things
kind of to what you mentioned was it does us no good if um using PH as an example, if you're on the football field and you got to go down to the locker room, that's too far. So, what can we create that's around there? A temporary housing. So, we're kind of taking a um a
sightspecific approach to making sure that a we have enough portable AEDs. Who should have them? How many do each school need? So, that's a deep analysis that we're going through currently. >> And are they still being donated to the district?
>> Um and I know health programs is also have some extra funding for that as well. And the athletic trainers that we did contract also have a portable one as well. >> Any further questions? Thank you so much. That was a fantastic
presentation questions. Uh we're going to need to make a motion to extend the meeting. Uh we are one and a half hours behind. So that would put us at uh like a midnight almost midnight.
Motion to extend to midnight. >> 11. >> Are we only Okay. >> 11 11:30 >> 11. Um motion to extend to 11. >> I second it. All those in favor?
Okay. Thank you. Next item is uh the annual budget presentation. Dr. Canal. Overview of PSUSD proposed 2627 budget, including key assumptions from the governor's may
revise enrollment and funding projections and the district's multi-year projection. Last time you'll be up there, right? >> Not that I am counting, but yes. >> Second to last.
Well, good evening, Madame President, uh trustees, uh Dr. Blanco, uh thank you uh for the time always. Um tonight, um obviously I will be providing the uh draft of the budget presentation. Um as
in last time, we'll be covering the fiscal timelines, a budget outlook. We'll be looking at uh the May revise overview and some budget assumptions along with multiple year projections. Um this is something that um is customary that we always provide you
with a fiscal timeline. Um, in terms of where we're at in the cycle, I always mention when we get to this slide that it is really always um, uh, you know, a a moving uh, target um, in terms of
there's a lot that happens between each of these windows. And so, um, budgets, um, most districts, not all, are making, um, different adjustments through those windows, um, that when you get from one window to the next in terms of the where
the first interim, second interum, unodudited actuals, you're looking at new data. Um, first start off with a California fiscal outlook. As most people are aware, uh, we recently had the May revise. We're aware that the governor and the uh state are still
working out in terms of the final budget adoption which is has not been finalized. They've gone through some uh several iterations of back and forth. Uh a lot of public information that is out on that. The state revenues continue to outperform projections driven largely by
uh personal income uh growth. The governor's may revise maintains investments in deco education um including their uh fully funding a 2.87 cola. There is an additional augmentation though it is not across all of the programs and it's tied also to a
new proposed mandate of 14 weeks of paid pregnancy disability leave for all employees. Uh ELOP funding continues to support after school and summer enrichment programs. Universal school meals program remains fully funded. There's a significant increase as well
in special ed. Uh districts can use that rate increase to offset contributions amounts or invest in special education. Um there's also a considerable amount of uh new onetime funding funding that is proposed to support student support services, professional development and
learning recovery initiatives um as part of that. And I'll say a little bit more about those um in a few slides. specifically to PUSD. Um PUSD enrollment is uh projected to decline approximately 2.3 annually
through the multi-year projection period with a projected 3% decline in unduplicated people count um in 2627 um and the three-year rolling percentage average is uh 6844. the new round of a discretionary block grant and learning recovery emergency
block grant revenues have not been added to the budget and I'll mention that again in the table shortly for the 2627 budget and um um one of the things obviously is we're not recognizing that just yet and um advised through LEO school services of California um provide
that information of what is to be included in as part of the LCFF calculation additional insurance recovery revenues related to the INFIRE are expected but have not yet been incorporated into the multi-year projection. Current fire related revenues are one-time resources and are expected to be exhausted by 2728. The
district continues to face structural fiscal challenges uh driven by enrollment declines, special ed costs, and other increasing operational expenditures. And the last bullet is as part of the ongoing fiscal oversight process and I'll clarify this uh LEO had requested uh an updated fiscal
stabilization plan to support the long-term fiscal sust sustainability. A point of clarification um in reaching out to LEO is that the resolutions that were passed in May will suffice as part of that fiscal stabilization plan. So us providing them with the last uh board
meeting in May where we provided the final layoff notices uh will be attached and that it will suffice in terms of a FSP as far um in terms of LEGO. The May revise. The May revise increased funding assumptions and compared our
January budget proposal. The discretionary block grant is 5 million state one time. The learning recovery emergency block grant to restore the final uh statewide is bringing the total investment uh to 7.9 billion. This is the slide I was referring to earlier in
terms of what is included in the 2627 budget. again um school services of California and LEO um have conclude uh have agreed in terms of the statutory cola and the augmentation that I mentioned earlier investments the TK
ratio LCFF add-on are both recommended of u school services and LEO to be included as part of our adopted budget um both institutions um uh recommended in terms of not recognizing just yet the discretion discretionary block grant as
well as the learning recovery uh additional funding um that we spoke about and that people have talked about in terms of that as a district we will be getting. It may revise assumptions. Um everyone u has talked a lot about our average daily
attendance and the assumptions that we have. Uh there you'll see the estimated um actuals for 2526 and out years as well as as the statutory cola assumptions that we have. Uh we just compared the two estimated actuals with the two budget years. Um and in terms of
we've mentioned in previous presentations in terms of uh fire ADA corrections um we are still working to get those to materialize. Um so that that is not in our budget but that is still something that we're looking from the states in terms of comfort. We already received confirmation that we
will uh the amount exactly has not been provided to us. So we're still working on that. Um may revise major assumptions. I mentioned earlier that the statutory cola is fully funded at 2.87 and there's an additional 1.4 increase is provided
but does not apply to all the programs. The additional dollar dollars do come with an added mandate that will increase the cost of the district's paid pregnancy disability leave. uh the LCFF based grants are increased by the statutory cola an increase in funding per student and not total funding and
estimated PUSD LCFF revenue is there on the slide deck as well uh but I'll point out again the second bullet um that sometimes garner some attention that the base grants are increased by the statutory cola is an increase to the funding per student um and not the total
funding and also provide there the 2526 and out years the Second interim, the May revise and the difference uh between those two additional May revise major assumptions um that are incorporated um into our
budget adoption. Um, one of the things uh mentioned uh a previous uh prior year discretionary blog grants and one of the uh remind us of one of the sbback presentations I mentioned that that previous uh funding about $4 million that we was received we applied that uh
revenue um to p to offset person and search contributions um and that was in a previous presentation. Multi-year uh projection key points. The multi-year projection is based on the best information available today and best reflects assumptions regarding
enrollment, staffing, revenues, expenditures, and the state funding. Importantly, the fiscal stabilization actions approved by the board in February materially improve the district's financial position and are reflected throughout the projection period. While projected reserves exceed the minimum reserve requirement, a
portion of those reserves consistent of committed stabilization resources and onetime fire related revenue. Additionally, as I mentioned, the district has not included any attendance relief associated with the E10 fire through the J13 request um that was
previously submitted uh to the states. These uh two graphs just want to take a moment. The graph on this, they're both for unrestricted general fund revenue and expenditures. The difference between the two is the one in the left is with uh fire and the one on the right is
without fire. One also important thing to highlight here is was simply to compare the unassigned ending fund balances between the two um of these. It also uh speaks to um some of the uh
ending fund balance. Uh you'll see the same slide in two slides from now where I'll just extract the ending fund balance of these. So it'll be another version of this slide without the revenue and the expenditure. Of course,
depending on how we look at the slides and the lens in which you're trying to look through these um there's different things that can be deduced, but the purpose of this was again just to provide you with um the revenue, the expenses, but essentially the unassigned ending fund balance.
This slide is a general fund restricted uh revenue uh and the fund balance assigned uh restricted in the existing fund balance. This again uh new onetime funding uh is propos is proposed to support student services, professional development, the learning recovery
initiatives. NF um this also as part of the restricted NFTts that we talked about and about two weeks ago we brought some um positions to you um we're working on making sure that all that materialized although uh working closely with uh
business uh over 90% of the information that we provided to you is in the adopted budget. This is the slide that I was talking about that this is just extracting the two comparing slides. So this is without the revenue and expenditures and without
with and without the fire uh funds. The ending fund balance will be different with and without the fire since the beginning fund balances amounts are different. these uh graph here. It wouldn't be that you would add the orange, for example, and the blue stacks
together, but it's um meant to be more side by side um and providing two different views of the information of the multi-year projection of the unrestricted unassigned. This slide is the estimated actual for the 26 27 budget unrestricted
expenditures without the fire. And once again it is this slide is comparing the estimated actuals from 2526 and the unrestricted um 2627 from the adopted budget. This slide deck is with restricted
expenditures and without fire. Again comparing the estimated 2526 actuals with the 2627 adopted budget impacts on the AM on the multi-year projection. Um higher health higher health insurance uh cost uh the
employees health insurance costs continue to uh increase with the district absorbing the full impact of the annual premium increase. Ongoing growth in special education maintenance and other unfunded mandates continue to place pressures on the general fund. Insurance revenues
are assumed to be nearly fully spent for the NYP period 2526. The one-time fire insurance revenues far exceeded expenditures and encumbrance boosting the ending fund balance for the second interim and the adopted budget. Fire related expenditures in the general fund increase the district's required routine
restricted maintenance contribution by approximately 6.9 million for fiscal year 2526 and outy years. There has been no changes from the enrollment projections uh for the fiscal year 2627 and outy years from the second interim adopted budget. But the
district's projected ADA decrease for the adopted budget and the MIP is due to a lower P2 ADA factors not reflected in the multi-year any future compensation settlements and collected bargaining outcomes. Potential unknown liabilities, claims or legal
settlements, economic conditions that may impact state revenues and educa education funding. Future reductions in state or federal funding, future board approved program or operational investments, extraordinary fire recovery costs that
may not be in through insurance or grant funding, and potential financial impacts associated with pending insurance claims or litigation recovery efforts, implementing factors in the budget, and additional steps. The board approved fiscal stabilization actions and the reductions due to the layoffs are
reflected in the 2627 adopted budget and the MYP. The district's unrestricted multi-year projection with and without fire maintains a positive ending fund balance while meeting the 3% reserve for economic uncertainties. District administration will continue to work
collaboratively with LEO and Figmat to support long-term fiscal sustainability. Ongoing operational reviews will focus on vacancy management, contracted services, district-wide staffing levels, special education services delivery and expenditures among other things that we
will continue to work um between business and HR. It has been a um a really I think one of the things that have come out from this as well has been just the collaboration um and the business team and the HR and just more
of the conversations and the lens by which each department looks at um at the different items that impact the budget and sitting together and problem solving of how we can um better uh communicate it and better articulate um our needs.
Um, and that has been a uh something that very good has come from uh from this. Um, and I think that only the district can benefit in the long term. And obviously, I would be remissed if I did not thank the PUSD team and Armeny who's here with me tonight uh our director of business. Um, just her and
her team have done an extraordinary effort uh and work um in this process and I really thank them um for all of their hard work. >> Thank you. And any questions? >> Thank you, Dr. Canel. Trusty Harden,
>> thank you. Excellent final presentation. Um, the question I have for you is on the fiscal stabilization plan. Can you talk a little bit about what the status of that is and what's next for that as far as as that goes? >> Sure. Well, we continue to work on, for example, um, grant maximization. So,
we'll continue to look for opportunities for where we can leverage um, our different funding sources. Um, sometimes that may look uh to see whether or not we fund positions to other areas and that will allow for um funding to be
available to to be able to fund other positions. Um so that continues to this day. Um we continue to look at special ed and the maintenance of effort and what we can do to leverage that. So um I remind us I think there were eight work streams um in the fiscal stabilization
plan. So it doesn't end while doesn't end with the document in terms of of with this adopted budget. Um we continue to look at um just today the business team and the HR team met um so we looked at the um the F38s that are um created
because of the adopted budget. We look to see how those aligned uh with HR to see whether there's any vacancies to ensure that there's any redundancies. uh make sure I talked about during the sback how there were vacancies that were double budgeted for. Um the big example
that I gave was um special ed and the example was where we have positions that are going to be filled and therefore we set aside funding for those positions but then we also spend contracted services uh for set positions until
they're filled. So as we fill positions uh and I give the example of par profofessionals um and as we were hiring them we were reducing the contracts uh for the contracted amounts. So those are three examples that continue to this day despite the fact um that um we're already in the adopted budget phase. We
continue to do those and there was a meeting just today between budget um um and business and I know that um budget and business budget and uh HR can't forget about the HR team and um also with um um special ed. I know there's a
meeting I think next week um uh between the business team and um looking at attendance and looking how we're looking at um attendance recovery whether it's independent study that's happening next week. So all those conversations will continue >> and and do we are we required to file
another addition of the fiscal stabilization plan or or are we >> No. Okay. >> Trusty Kenny. >> Thank you. Um there's something on slide 11. Maybe you can help me because it's a little confusing. So for 2627
the revenues at 156.4 million and then on slide 8 it says that our LCFF revenue is 194.
So if our LCFF is 194 then why is our revenue only 156? Why is it 40 why is it almost 40 million less? >> Sure. I think um one of the things that we mentioned um before is the unrestricted revenue is not just the
LCFF revenue. We mentioned that the LCFF uh measure J and the parcel tax lottery home school home to school transportation and reimbursement and contributions I think is one of the reasons um um that you see in terms of of a difference between the two u but we
can provide additional information if you like. So >> you're saying if if we add other things to it, it goes down. >> Say again. So you said there's other things added to it, but it became less when we added measure J and parcel tax.
>> It's it's less without it than with it, >> right? But the 190 is bigger. And then the 156 is less. >> And the 156 is the unrestricted general fund revenue, which should include all of the things you listed. That's the confusing part. It's less
than the 190. So I added things to 190 and then I ended up with less. Sure. Maybe I'm not understanding your question. >> Is that unclear? No. No one's paying attention. Okay,
I'll go on. Um I know we received some staffing documents that were separate um that came after the budget was posted. The um our staffing ratios that aren't included in our labor agreements and our uh
teacher projected staffing ratio by site. Will those be incorporated into the budget document itself for the 25th? Because they usually are. >> Sure. Any documents that um that we send separately um we can add that. >> Okay. And then the one that's still
coming is the year-over-year position change. >> Yes. And that will also be >> that'll be incorporated in. That would be great. Um so you talked about the money that's not included in the budget yet. this the block grants, the learning recovery
block grant, and then Figmat um had a report last November to the legislature recommending that we get money and the governor did put that into the January budget and I believe put it into the May revise and we're going to ask capital adviserss. So the amount that was in the
January budget was 4 million for that. um at least what they're saying the block grant might be another 11 million learn recovery block grant maybe will be another million as well so that's 16 million um I know you your presentation
said you would report that to us in December and I wonder if that's coming to us and we'll know by August is there a better or earlier time you know we could get an update on how we're going to use that
$16 million. It may not materialize. It may be more. Um just so that we're making effective use that we're not waiting to spend it until December year's half over. That would be that would be great. Um and you mentioned the
the um special ed money and I know that school services also talked about the option for school districts to say, "Wow, there's all this new sped money. I can use it to offset my local contribution and relieve pressure on my
general fund. Or I can look at how to make special ed program more efficient and effective so that it costs less in the long run. And I wasn't sure if we had really gotten to the point where we
had thought about how to use that money or if there's if you could speak to that. >> Sure. Yes. the mayor revis um uh did talk about the different options in terms of of of how we can use that funding source. Um I think one of the
things the presenter uh said was that while they understand that most districts will probably use to offset some of the funding that not to lose an opportunity in terms of of what they can do to leverage. I think that's a a conversation that um from two weeks ago I think when when the mayor revisit
happened that's a conversation that um the teams um and academics and Dr. Renoso and I think we can talk about in terms of what we could do with that addition of revenue when it when it gets here. >> All right. I mean I know that the CAC has often talked about being more inclusive and that I think in the long
in the long run not in the short run perhaps that can help us save money um going forward. Um, I was concerned about the change in the coding for the special ed transportation
expenses. It's about 4.5 million. So, even though those expenses are still being used for special ed students to tr transport them to schools, it's not it doesn't appear to be special ed trans uh special ed funding anymore or
expenditure. it appears to be a general ed. And so my concern is really that we already made that change in the current year and it's we can see that it's in the budget in the out years and it it just from a transparency point of view
it's really giving kind of a misleading picture of the cost of special education. I know why we did it. I just my understanding was that we were advised to do it and make changes to our program, but we already changed the
budget coding for this year. And again, it looks like we're spending less on special ed. We're not. But again, it's not really reflecting the true cost of special ed. And that's on that special ed report. Um, one of my other concerns was that I
could see that we have a structural or operating deficit in all three of the years. um it was it wasn't it didn't explicitly say it but on the um on slide 11 we can see that the income is less than the
expenditures in all three years um and again from a transparency issue be able to explain that I know the we've been talking about having a positive certification but I think having three years of deficit spending and we know we haven't given raises now in two years
that we're not out of the woods yet. I guess would be a good message or a message that one could take away. Um, and I did want to echo something that board member Frederick said. Um, in the assumptions, it was mentioning that
we're using the one-time block grant to pay for stirs and pers. And so, we're using one-time funds for ongoing regular expenses. It's on page two or three. Um, and this is really what got us into trouble with the pandemic funding. It
wasn't just hiring new people. It was actually using pandemic funding to fund our existing expenses. So, we're using this block grant that we have for the next three years to to backfill stirs and pers of just regular payroll. And
so, I'm concerned then when when it runs out, we again it's kind of hiding an additional deficit spending that's really happening. I understand that it might be considered grant maximization. I guess I'm thinking more of grant maximization is when we decide, hey, we have this grant. Let's use it to pay for
this resource and we know when the grant goes away that that resource will have to go away. But these are basic payroll expenses. They're not going away. Um and then I would again recommend um that we move the fire insurance money out of fund one. I think um he pointed out on
one of his own slides that we would be contributing 6.9 million more from general fund to routine restricted maintenance over what we would normally do. And again, that's money than then can't be spent in general fund. So I don't know if that's still an option,
but the board wants to explore that. I have the order is uh Trustee McKenzie, Trusty Velasquez, and Trusty Holly, then myself. >> Thank you for the presentation. Um your team has done a tremendous job in trying to um
carry the load of another department. So that effort is appreciated. Um, fun fact, not that it's a good thing, but the state of California is deficit spending to the tune of about10 billion dollars a year and continues to do so. So, I think structurally they have the
same challenge that we do. Even though they have revenues that are increasing, they still have expenses that are outpacing what the revenue is. Even though we are seeing tremendous um revenue and tax receipts come in year well month
over month and has been for the last I think this is month 16 in counting that revenue continues to be higher than expected from tax receipts but by the buy there's still um but we would consider deficit spending at the state level occurring.
So, we are not the only ones and um I'm not sure who slaps the state's hand for um when they get in trouble. Um I also understand that um a lot of our advocacy partners are
having a spirited debate with the governor around um releasing additional Prop 98 dollars that belong to um public schools. um that's the to the tune of about $3.9 billion dollars that would be divided among the thousand or so school districts. I'm not sure that we will get
an answer on where that money will come from by June 15th, which is the statuto deadline for the um governor to actually adopt the budget. And to that point, the legislature um the assembly and the senate are very divided about how do we
get to the point of a deal on the budget >> from where the governor is. So, you know, today's the 11th, they have until the 15th. Let's see what happens in the next um 4 days to get to at least the deal in framework before they can start passing the trailer bills. Um the last
thing that I want to mention is that there is um additional cola that is um recommended to be used to offset costs for pregnancy disability leave. I understand that there's some larger advocacy around um delaying the implementation, not
opposition to having the leave, but just being able to have more than a two week lead time to actually stand up that kind of a program from um idea to um real life. So, I think that um there's a high
probability that we may see an opportunity to have January 1 be the implementation date on um this disability leave program so that districts have the opportunity to begin to make the necessary adjustments to their policy to be able to accommodate um
a change that's a good thing but definitely different from kind of current operational practice. So, all that said, I think that um you know I am optimistic that
he we at PUSD are doing what we have within our purview to do to be responsible with our dollars. Um we have to make projections with like one year of money for like the next two
years. I mean that would be as if you know you had to budget out for the next year with your home budget with um only like your salary for your current year. So I think that that math is always going to be a little squishy in terms of
how accurate you're able to project. And um I you know know that we're going to do another update to our fiscal stabilization plan. Yes. update, not necessarily a new plan, but just, you know, continuing that we're on track and
still implementing the plan as we have submitted in the past. Um, I guess my question is what else can we do in terms of looking to identify any additional like funding
avenues, um, any other dollars and resources that we can sort of bring revenue into the district that we have not already exhausted? Great points. Um I think we'll continue to explore different ideas in terms of implementation of additional dollars. Um
and sometimes it's um gathering more information. Um you know uh Dr. Blanco and I uh will have meetings um for different um entities to see whether or not there's opportunities in the future. Um there's conversations of looking how
other districts maximize additional funding. Um, so we'll continue to look at that and hold conversations with folks and to see if there's any ways other than obviously advocating at the state level. U, you mentioned Prop 98. It would be great if the governor did release the addition of funding and doesn't continue with the fashion that
he has done in the last two or three years of calling it a true up um in which he holds um today's dollars for some time in the future. Um, that would be um additional ongoing dollars. So I think advocacy that I've heard at the times uh talking about it at the uh with
the state level would be great in terms of being able to do that. Um you we have different opportunities that we'll continue to look um in addition to the eight work streams. Um but um I know that that is something that we continue to to entertain of how we can maximize
not only the dollars that we have but also the dollars perhaps that can come in the near future. Trusty Velasquez and Trusty Holly. >> I'm laughing because I have the stupidest question. >> No such thing. >> Um well, I had some of the same concerns
about um uh fire estimations and using the fire and then whatever my stupid question. So, the the cost of supplies is so high, is so
much higher. And I have a collection of books that I get every August that we put in the closet. We never touch, nobody wants them back. And I'm like, okay, so why don't we just return these and don't buy them again. Yes. Right.
So, um, that's my stupid question. Why do does the cost of supplies and books keep increasing when we're not using them? >> And I want to be sensitive to the fact that, you know, we do have a big
reliance on online and I agree especially with elementary parents that we should not be using all of this online equipment and but like literally I have so many books that have never been opened.
Yes. Um, remembering back to my ac I would do my best. I it it's a great question. It really is. I I >> I want to clarify that it's not because my students don't study. It's just that there's a digital copy that they use and they only use that digital copy and they
don't use any of the paper copies and they just sit. >> I'm going to date myself in a second. Uh but remembering my academic days when I was doing textbook adoption um and meeting with publishers on textbook adoption, making sure that we're complying with Williams, making sure
that we had a every child had a textbook for the house and for the classroom and I remember back in my day uh we were concerned in terms of the obviously also the weight of backpacks. So we were always providing additional textbook for
folks to ensure that they had not only a textbook at least in the classroom but additional textbooks um for home. Uh but with the transition to a lot of online um access to folks um it adds to the
cost did not reduce when publishers go to digital formats. Um in fact um some of it was actually um charging quite a bit more for that. So in terms of supplies the uh textbook adoptions and the digital version of it did not reduce
our costs when we were adopting books but obviously um Dr. Chanhill is the academic >> I guess yeah I I don't think that algebra has changed too much since last year to next year and other than the hallway of the White House history
hasn't either. Um so >> I'm sorry. No, I what I will say is it is difficult because children do have uh different modalities that they prefer to learn in. I have a child who's all about the digital and I have a child who's all
about the print. So we do uh supply both. Publishers are no longer um giving us the option to do one or the other. They just come as a package deal and like Dr. Canel eloquently said, they've also increased their prices. the shift to also having consumable workbooks.
>> We also know like what change happened between this year and last year but we know that they will come as a refill anyway and those are just sort of costs that come with the publishers. Uh because state board approved publications tend to be very large
entities they do tend to also do things lockep so there's not a lot of deviation from that option. >> Okay. And then um can somebody >> I need to stop this because >> we have 55 minutes left because we
approved a extension to 11 pm and we still have um another presentation as well as our consent agenda. So please wrap up uh this item as soon as possible. >> Um can you provide an explanation on the
increase of contracted services? Um yes, the the fees have uh gone up from this year to next year. So that adds in terms of part of the contracted services for next school year. Um not only that, I mentioned that we're taking
a look again not only for the contractor services, but of how we can uh reduce that amount with um hiring our own folks. So that's something we'll continue to work on, but the the fees did have gone up. Um but we are trying to work really hard to uh remove ourselves from the dependency on
contracted services is a short answer. >> Thank you Trusty Holly. >> Just a comment. Thank you very much for everything and just know that um nobody here directs you what to do. We do that
as a team through her. So, not one person can tell you what to do as far as putting things somewhere or something changing for next time. So, I just wanted to put that out there. Thank you. >> Okay. Last, >> I just want to clarify. So, the 3.9
billion that the governor is holding back is from 2526. So, my understanding is it would be one-time funds. >> Yes. For the Prop 98 you're talking about. Yes. >> Oh, okay. I thought you said ongoing. >> Okay. I thought I heard you say ongoing. Okay, Trusty Bailey.
>> So, um, thanks for this really great job and I appreciate you doing both of your jobs at the same time. I know that hasn't been easy, uh, but you made it appear to be. So, thank you. My question is actually a followup to, um, one of
the statements that was made by, um, board member Kenny. So, um, she mentioned that the payroll expenses are being paid right now using one-time funds, and I'm
wondering, is there a plan for how those expenses will be compensated for once those funds are exhausted? >> Sure. Oh, well, it's point of clarification. So, yes, that is correct. Um that was part of the ESPback in terms
of the presentation that we provided. Prior to using that um they have been paid um they were have not been being paid through onetime funds. So it was just something that allowed us to get to our target area in terms of part of the
aspect process and to maximize but prior to using that onetime fund that that one time uh before that has we have not been using onetime dollars for that. We have been using ongoing dollars to pay for that and I think that was referenced to the sters and purse. >> So we'll continue to do it the way we we
have been doing it beforehand. >> So you'll go back. Okay. Thank you. >> I get my question now. Um slide 18. I don't know if you have the clicker. Implemented factors in the budget and the additional steps. And then there's ongoing operational reviews. will focus
on and there's four things. I know we don't incorporate raises in our budgets and I that's probably normal but of these four things I I think if we get raises it would come out of some one
of these bullets. Is that would you say where would the reforms come in where it's helping to generate or not we're not deficit spending basically and then we'll have some extra to afford raises.
>> Yes. Well, I think if we manage vac typically when you see vacancies um the ones that I mentioned before that we found those are vacancies that are um budgeted for and ongoing. So those are ongoing dollars for example that when we
find that happening and we're able to maximize that it isn't a one-time approach to that. The same thing would be for contracted services. For example, I mentioned we were hiring pair professionals, the BIS and things of that nature. The issue was with we were
budgeting for both the vacancy and budgeting it for the contracted services for the same position. So those are both ongoing. So if we maximize that, that's also uh something that I think we can leverage that we don't keep our eye um we don't remove our attention from those
things. So, these are uh ongoing expenditures that we can maximize by recognizing that we're doing that. So, if we're able to do that, we're able to save those uh that funding. So, we're able to not, for lack of better words, blow up the budget, make it seem like
there's more in terms of expenditures, then a that helps uh with um uh the deficit of spending, but also depending on the amounts that you can do that with. uh making sure that we staff um the staffing levels that we're mindful in terms of how we do that. Again, those
that's also ongoing. So, doing all of those things can add up to uh serious dollars that are ongoing. >> Thank you. Any further questions? >> Oh, you have a clarification? Just I I
have a clarification question for the board in terms of there were a lot of ideas um some good and some that I didn't catch. So could we have an agenda item on the 25th maybe to clarify for the new CDO exactly what we're asking for in some of the things that were
mentioned this evening. >> Okay. >> Because there was like I think a request to bring back the budget sooner than December. I just want to make sure I capture all the requests and that we're all in agreement on them. >> Okay. So, we'll bring that back for June the June 25th or no after
>> during the budget item because we're adopting the budget on June 25th. >> Want this? >> I just want to know when I'm going to get clarity for the things that were suggested this evening that everybody's in agreement on them. So, >> can everybody just email us their ideas
that they told they expressed today? Yeah. >> Okay. Okay. I just want to be sure we give the right directions to the new CBO. >> Okay. >> I >> This isn't my new item. >> I'm not clear that everybody was in agreement because I'm just as unclear as
you are. Um but I'm I'm not sure that it requires a budget item. I can go back and look at the tape, but at the recording. >> Okay. So, we're we're we're venturing into not not agendaized items. So, let's let's just take it offline.
>> Thank you. All right. Next item is Dr. Canal. Uh Dr. Gal, uh staffing presentation 2026, overview of the district staffing allocation process and the factors used to determine staffing levels across schools.
That did not work. Thank you. Um so seven presentation um one of uh wanted to put up there our board of education priorities. Um and as you have seen these slides um and a couple of the
different uh presentations that have been provided um at different points um and obviously located on our website. um want to make sure that uh as I go through this presentation um want to frame it in the way that it's intended.
This is a staffing framework at a glance. Staffing is multifaceted operational process involving numerous decision points throughout the school year. So there's different decisions that are being made throughout the school year for this. So this presentation provides a high level overview of the district staffing
framework. Um and those are some of the um uh four ticket items that I'll be discussing. Uh I want to note that this presentation focuses on district level staffing allocation process. It does not address site level administration decisions including master schedule
development, class balancing or individual student placement. And I'll provide a little more examples of what I mean um on that site level staffing and scheduling process. Um these are some of the items that are are outside of the scope of
what I'll be discussing today. Uh site administrators engage in numeral staffing and scheduling activities after the district staffing allocations are established. These site level processes are not addressed. So for example at the elementary level collaborating with grade level representatives on placements and recommendations. Principles very often will meet with
their grade level reps. They'll meet with department chairs um at the secondary level. So I'm covering both the elementary and the secondary. They balance classroom compositions including academics, demographics, student support considerations. This is done at the site level, the principal meeting um with
their staff at their site and determining of what's the best course um for those classrooms makeups, promoting balance in classrooms and environments across student groups and needs. Again, um typically at the elementary, uh they'll have uh the different cards of
the students and when they sit there and they're dividing into the next grade level, they'll have those ongoing conversations there. So, that's really sight driven. An example of that at the secondary is course planning, annual program offerings, analyzing student
course requests to determine the number of sections that are needed for a specific whether it's core or electives. They also do a lot of conflict resolution. um how and this might be um more than happy to answer questions on this uh but that's really goes into master scheduling. How do I structure my
singletons? How do I reserve scheduling conflicts and balancing section sizes? A lot of the times you'll see where someone will come and say hey this classroom or this section is another word for saying period. So period 2, period 3 and the day is not out of
balance. So you'll see a higher enrollment at that particular section or that particular period where the other sections are not high that typically attributes to a master schedule conflict whether I how I schedule my singleton. Singletons are typically classes for
example an ASB class that's offered once in a day. So typically right before lunch it's a one-time offering of that. Sometimes it can be depending on the on the school it could be an EL course uh that is only offered one time a day. So those are singletons. if I schedule um
that class um at during a time where if the majority of my freshmen take said class, then it's going to create a conflict in my master scheduling and it's going to make all my other sections um um run either too high or too low. So, those are things that are done at the site level when it's balancing.
That's not something that we work with sites on how to troubleshoot that, but that's typically something that's done at the site level. um auditing teacher loads, cross departmental singletons, linear course sequencings like API, all of that again is done at the site level.
Um and that's something that uh Dr. Malone works with folks um very often they'll seek guidance from from HR either Dr. Alazar or myself uh will work through the schools um and help them with their goals in terms of what they're trying to achieve. So that you
can really get into the weeds when it comes to master scheduling. Um but that would take us down a different rabbit hole which I like talking about master schedulings but um that's not the scope at least of of today. Um I am going to talk about census day and norm day. I it's a word that I see used sometimes
interchangeably um with uh uh most places census day it's uh state funding. What is it? It's a state designated date used to capture official student enrollment and demographic information uh the first Wednesday of October for California public schools. And the
purpose is for districts to report the data to the state. The state uses that as a baseline for enrollment funding formulas and state demographic reporting and things of that nature. Nornday, it's an internal district resource allocation that still all public schools do. Um it's an internal process to align
staffing allocations with actual student enrollment. Typically most districts you'll see that in collective bargaining agreements you'll have that reference. Some districts will reference it in the fifth or sixth week of the starting of the school year. Um or for example an or collective bargaining agreement, it's
referenced at beginning the fourth week of school. Um so when it happens typically the fifth or sixth. The purpose again it's used to review and adjust staffing allocations. Staffing adjustments adjustments may be considered based on enrollment levels, the contract contractual staffing
ratios, program needs and other operational requirements. Um it's important uh at this point to I'll talk about how we use this data in overall district um allocations. Um the why the census day matters. Uh while
census day is primarily used as a funding and reporting purposes, the district does use this census enrollment date as a starting point for the enrollment projections um using staffing development in subsequent years. We look at the historical enrollment um of these. We provide an important
foundation for forecasting for future enrollments and staffing needs. We'll look at a 10-year data. So, it's a snapshot in time for all of our schools on this specific day. What was the enrollment like uh either uh by school, by grade level u? So, it provides a
great snapshot in terms of um where we have been the census day. We captured that data and we drilled down a little further into it. Um again, one of the key takeaways is the projection provides informs the starting point for the
allocations. Um you'll see the different colors that you'll see and we typically refer to that as a cohort. So uh as an example in a particular school year, you'll look at the first grade level for that school site. Then you will follow that grade level progressively. So that
first grade in a particular year, the next grade that cohort how what is that size in second grade, third grade, fourth grade, fourth grade, fifth grade and typically we refer that as a survival survival cohort rate. So meaning in that particular grade level
are they declining or is the enrollment increasing in that particular grade level? And there's different reasons um that that happens. we try to look at um when we look at those progression patterns, we try to find out where if there's any local enrollment factors
that address that. So, for example, um if there's a new TK class opening, so you'll see obviously growth um in the overall cohort. If you see when there's been in districts where there's a change in the grade levels, a particular level where in elementary goes to sixth grade
but now goes to fifth because there's been changes of how we do middle school. you'll see that if there's sometimes you'll see a bump in grade levels and it's attributed to because a school was closed. So you'll see that um bumps as well. So there's different factors that
um also impact that survival cohort rate. And then we do an attrition rate in terms of the growth or decline of that specific cohort at that specific school. and we use that as part of um our projections um and looking at uh
whether or not and how we can forecast what's likely to happen um in the future. The norm day enrollment patterns I talked about a little bit. Um the potential outcomes uh include the can could include the additional staffing or um the adjustments that are fall below
with the projections that are being day that are being done. So again, now I'm moving to norm day versus the sensor day. will look to see if the actual student enrollment materialized or did it change over the summer. We have a unique situation in Pasadena in terms of
our feeder patterns. Um it isn't traditionally as it is with other school districts. Sometimes the feeder patterns isn't very simply this group of elementary schools will feed into this particular school. There's a lot of programs uh choice that students make.
So they'll make choices because of the feeder in terms of the programs and interests of students. we allow for this open enrollment uh window that I'll talk about in a little bit. So that changes the feeder pattern from one grade level or from one school to the next. It is not stagnant meaning it's always
adjusting and even looking from year to year. I know that the um uh academics has a a system where now we can track and looking at the number of students that are going to a particular school site. Um and it is a a interesting way
to look at those patterns because they don't always follow a prescribed um feeder pattern which makes it more challenging obviously when you do make projections to see what that um enrollment is going to be. So the student mobility transfers no shows we
take all that into consideration. There's a lot of adjustment that happens in transferring of students during the summer. Open enrollment is still open. Uh we welcome that. We give a lot of flexibility, choice uh to our parents which is a great thing but that also puts stress in terms of the predictors
for the following year for the next school year. So all of that does have an impact uh on norm day to see whether or not uh though there's changes that need to occur. Um so again there's a lot of program considerations contractual obligations that we need to look at that
have an impact on this operational um uh decisions and the impact that happens during the norm day in norm day uh article 107 of the CBA uh in fact um acknowledges that and you'll see that actually in every collective bargaining
agreement um in public schools. So they acknowledge the fact that this is going to happen and there's it's a negotiated item. Different districts negotiate in terms of when that happens. In our particular instance, the staffing ratios are initially applied using the district enrollment projections for the upcoming
upcoming school year. The actual enrollment, the actual enrollment during the fourth week is then reviewed to make any necessary staffing adjustments. Last year or this year, the years are blending together for me. So it was either last year or this year um we made
some staffing adjustments at at the beginning of the year and typically what happens is um in a in order to not overstaff. So in other words in order to not hire someone from the outside if we have enrollment patterns where a school
has lost enrollment and they move to another school then we use that. Um and I know there's usually a lot of uh pain when it comes to that. I know there's a lot of um uh concerns when that happens, but that purpose of that is so that we
don't um hire additional staff when we do have staffing at other locations at the site that can accommodate that increase. And typically it is because the number of students um that were predicted to go to one site in fact went to another school site. So a key
takeaway is that um the site union rep meets with the principal. They'll go over the allocations. they'll talk about um to see whether any of the classrooms um are in violation of any of the collective bargaining agreement in terms of ratios and then um that information
is passed on to HR. I will say that when we look at staffing enrollments and projections, it is something that we're doing all the time. Um so we and there's different times of when we take a look at that. One of the there's three typical occasions when we'll look at
enrollment trends and the enrollment office will typically um give us a uh will provide us some information that there's additional TK enrolling for example in the district um principles reach out to us to have a discussion about enrollment and their staffing and
there's also four weeks counts so those are the different mechanisms that will alert us that there's a change in enrollment um so if there's additional TKs that are um that are being uh uh enrolled through the uh enrollment office. Uh we'll meet with the
principal. We'll look to see in past years how that enrollment has actually materialized. A lot of references that educators will talk about um you know waiting to to see whether or not the students actually um show up. There's several decisions again either last year
or this year where there was an anticipation of growth and the growth did not occur. So there's a lot of times where that does happen. So some, so you'll see that's part of the headcount. As you know, we do um actual headcounts in the first two weeks of school. Uh we'll start counting and and the
enrollment office receives actual um student counts and we use that uh information again to uh to notify whether or not we need to make any staffing changes. Sometimes a growth in student enrollment does not necessarily materialize in additional staffing. So,
it doesn't always translate, meaning there's not enough kids there to warrant an additional um teacher or FTE for that site. Looking at master schedules, this is just as an example of an allocation to master schedule at the elementary level. Really um just as an example,
what we'll look at uh we look at the CBA, the collective bargaining agreement staffing ratios. We'll look at the projected enrollment for in this case uh TK for 47 students. We'll provide the ratio and then we'll use the calculation and that provides you with a rough f
with an FTE. The letters FTE stands for full-time equivalent. Each number represents a staffing or a teacher in that um setting. Um then we'll look at the breakdown in terms of the actual grades to see how many teachers per
grade level that particular site is going to need. And these meetings typically in most districts happen right around February. If you're in HR, you like to wait as long as possible to do that because the longer you wait, the more better your predictions are going
to be. So most districts um been doing staffing for over a dozen years. Most districts typically folks will wait till March or April. If you look at the timelines for enrollment, if you look at the timelines of when counselors at the secondary level, for example, will go
down to the middle school, that process in terms of course tallies doesn't happen till March and April. Um so it's a lot of moving targets um in terms of making the predictions. Um this year uh we started meeting with staff in December to get a better reference in
terms of um what sta what the principles think they're going to need to see if the enrollment patterns are materializing and to see whether there is enough enrollment patterns change in order to warrant an FTE. So we meet roughly with principles uh formally at least three times informally meaning
phone calls and uh other conversations happens around on average about five times with each principal in terms of meeting with them um getting to understand about what they feel um they feel that the allocation might be where their staffing is materializing. Um a lot that happens in our district is
principles will give tours uh to uh um prospective parents which is a great thing to showcase your school. Um, the question that I typically will ask a principal is, have they provided all of the enrollment information into your school or did they did they just share interest in going to your school? And
there's a big difference between parents saying that sharing interest into that school and actually taking the steps to enroll that child into that school. And typically what I'll say to them is I do not see them enrolled in Aries. make sure they're enrolled in Aries so that I
can account for them to at your school and remove them from the other site that we had them where they're going. So that step is an important step as part of the FT allocation or the full-time equivalent or teacher allocation is that the sites have to put those enrollments
into our ARIES which is our student information system. uh otherwise we still show enrollment of that particular student at another site and therefore that site is what's warranting that particular teacher. This is a a very
nice example of a secondary example. Um one of the things that happens with uh secondary that I'll speak to is I mentioned that not all FTE will not all student enrollment will materialize in um an additional teacher. An example at
the secondary level would be if I get 30 new students were at the elementary that might warrant an additional teacher. That's not the case at the secondary level. Why? Because those students are going to go be going through all the different five sections of classrooms. So I have
to look at to see the sections and the enrollment, the grade level, the enrollment of the particular sections to see if it warrants an additional teacher. Um it may be that if a particular uh core or a subject is impacted or a particular elective, it
may be that a one6 is offered. Uh many times instead of hiring an additional teacher, if I just have one section or one period that is impacted, uh we would offer a one six assignment versus hiring an additional full teacher. So just to
represent a one section. So it really depends. uh there's a little more complexity in terms of 30 students enrolling into a secondary versus 30 students enrolling into an elementary site. Um at the elementary site, I would look to see whether what grade levels those students are particularly entering
in and to see what the impact of that is on that particular. So at the secondary level, it's a little bit um more um fine-tuning that we have to do with the master schedule to see where those 30 students are. Um, as you know, if you have a senior, uh, some of you do, you
know, then that's going to might impact a government econ class, but seniors are the only ones taking government econ. You do not have freshman, sophomores, or juniors taking government econ. Um, is it a US history class? You do not have freshman taking a US history class. So, if that's the impact, then that's where
we'll look to see where the gaps are, if there are any, and if it's um, enough. The this is the first that I mentioned was a core example. This example is an elective example. So again there's difference between a core setting or
math, English, science, social science versus electives um at the secondary level. Um this is preliminary uh staffing meetings that I mentioned that we hold with folks there. We review enrollment trends, we review projections, we ask principles to
come in um with their own. There's a lot of folks that will come in already with um some information of what they think that they'll have in terms of projections. They review the current staffing allocations. We'll review these are the folks that we show. Uh we access the program and operational needs. We also identify potential staffing
adjustments for the school for the school year. When I arrived here three or four years ago, again, the years are blending. Um one of the things that um um was pleased to always welcome our chief academic officer, Dr. Malone joins
us in those meetings. I invite um the CBO. I invite the budget supervisor. Um we invite um uh our enrollment office. So when we meet with principles, there's usually about an additional seven to eight people there so that we can answer
questions and look at trends on those. Um um one of the questions when I first arrived when I when I opened the doors um to Dr. Chan Hill and others was about I'm not sure how you do it but the more people that are in the room and that we can have a conversation about this uh the better outcome that we're going to
have. So u we always uh invite um other departments in HR we don't um do that in isolation. Um, so that's something that um that I think has worked very well and I I I believe that academics and others are very appreciative to be in the room when we're talking about staffing. And
the key takeaway here is the allocations are developed through a collaborative process is my key takeaway with the preliminary staffing meetings and alignment of budget enrollment and staffing timelines. This is something there's been quite a bit of articles
that have been done on this topic. Um in this topic is about the staffing decisions are influenced by three interrelated planning timelines whether it's the budget development student enrollment staffing and contractual uh requirements do not always align um not
only AXA uh uh school services of California and many others have talked about how these timelines don't align um it would be great if they did um I mentioned about our open enrollment process and allowing uh for choice which is a great
But that adds to the pressures that are put in terms of the predictors. Um key planning milestones are the budget development that require staffing projections. Um in the spring um schools developing the course offerings and the staffing based on the projected enrollments. Um staffing assignments are
provided in accordance with the CBA and the ratios. The enrollment activity continues throughout the spring and the summer. So even in the summer there's students that there's a lot of movement and excuse me there's still movement. uh continue through the opening of weeks uh the opening week of school. So staffing
adjustments are a routine part of the staffing process and occur uh as actual enrollment data becomes available and it's always um an effort excuse me to obviously get it right. Um it's always a progress and it's always something that is changing. As soon as we find um that
there's some adjustments that need to be made, we notify the business department as as part of the budget planning. talk to the principal um and uh to make any necessary changes um to either master schedules um or staffing. And the last slide is just taking all the key
takeaways that I mentioned on each slide and I place them at the end in terms of just some of the key things that to think about as we move forward when we do these type of staffing um allocations for districtwide. And with that, thank you for your time and open to
questions. I can always count on Dr. Canal to like be very efficient when he wants to be with the presentation. Okay. Uh any questions, Dr. Velasquez? Um >> yes, I first I looked at the projections
provided uh to the board and they seem very off uh what some of the in the ground reports. Um is that process ongoing through the summer so that you can do a more accurate um >> Yes ma'am.
>> Okay. And then the second thing is that within a same campus like sometimes people come and say oh um the education that my child is receiving it's it's better than a private education. Yes, it is true because depending on the configuration of your
programs, you might be uh receiving an education that in fact is costing us $50,000 while at the same campus we have a student that is receiving um a completely different allocation of resources, right? And so we continuously
have this conflict. So what uh concerned efforts is the district doing to provide some sort of parity or equity within internally within the programs. >> Great question. I think the slide um
when I first arrived three or four years ago, there was a concern in terms of how the staffing allocation was done. meaning uh at times it we provided an FTE when perhaps in at least with the person that's standing in front of you feels that it could have been addressed in a different way. So you'll see
classrooms um that may be uh smaller in nature uh which I think is a reference um than in other settings. some of the times is uh just honestly master scheduling and making sure that we don't create conflicts in the master schedule so that one student experience isn't
different than the others because their classroom is much lower enrolled and somebody else's classroom is higher impact. So I think there's a couple of different things that we could do. One of which is making sure that we provide um some professional development in terms of making sure that master
schedules um do not create conflicts and that create that uneven um classrooms within the same even core subject um in math for example. Uh so that's one thing that I think um that we've been doing. Um the other is I think slowly through
attrition we've been working on making sure that we bring that I think the word was par in terms of all across the the grade levels. Um I think we've if we would have done it from one year to the next I don't know that the system could withstand um that type of change. I
think we've done it gradually over time. Um I feel much more comfortable where we're at today for stamping for next year. Is there still work to do? There's still a lot of work to do. Um there's still quite a bit of work to do but I think we've made some adjustments to head in that right direction and you'll see less and less kids in that example
that you just gave. So is there a system where you can where you notify the superintendent or where you will notify us if there is a program that become unsustainably mathematically to achieve that parody. >> Um yes it's it's a a conversation that
I'm having with academics. Um there's a conversation that I had with the superintendent in terms of where I have a conversation and I mentioned that there's a concern in terms of um continuing the interest in a program for example and if there's any other ways
that we can deliver that same service and not the same way that we're doing it or if it is something that we cannot continue or that it seems that um the interest is not there then is there any ways to create some offramps so where if there's a cycle of folks that are going
through a specific sequence of courses that we begin to think about how do we not continue to feed into that program because the interest level has dropped so much so that perhaps it is not a viable option. So those are the those are the two different ways where they're
looking at possible offramps and um or giving can we still deliver that same uh program but looking in a different model or a different way of having that delivery and I think hopefully um my academic partner feels that that is a conversation that I've been having um and with the superintendent and um with
Dr. Chan Hill in terms of how we can accomplish the same thing but just differently. I would be interested in knowing if this if there is any intention of presenting the board with such information. We are finishing up the program review
and um if you're asking like every time a class is underenrolled that would be something else but we are going to present the full program review. August, >> we should receive the preliminary AROI on the academic review at the end of
June, beginning of July. I do want to just to manage expectations. When the study was first initiated, it was intended to be an academic return on investment study. So the core questions are related to the academic viability around the programs alongside the fiscal
um expenditures. In the past year, this conversation has shifted a little more heavily on the fiscal expenditures um and focus. And so that is something that we are going to do an initial review with SLT so that we can take that study alongside what
business and HR are seeing in terms of the patterns. Um I will say that internally even in programs that we've had to shift without reducing the program um the conversations have always begun um with the academic team and the program um sort of champion either the
lead or the department um alongside HR and then we've brought it to SLT. So if anything has risen to uh sort of a concern that we wanted to express to you those were encapsulated in the board communic case that come through HR kind of talk about general staffing shifts
right but it it there's a significant difference in our approach to staffing that's going to be implemented and so that will significantly shift the conversation. Trusty Candy and Trusty McKenzie.
>> Thank you. Um I requested this presentation uh after last fall when we had to reallocate teachers and um actually we also looked at a Glendel Unified um study session presentation that uh they looked at last summer. Um
and at the time there was a lot of concern from parents and so it seemed like just kind of understanding better how the system worked. So, thank you for bringing this. Um, I got some questions ahead of time to questions because I wasn't sure how much time there'd be. So, it does sound like
we round up for our TK the three staff calculations so that we don't violate um the 1 to 24 and lose our funding. We round up at 0.5 for fourth and fifth and we are still rounding up to the nearest 2 FTE for secondary. So, that's kind of
equivalent to a a period I guess. uh class period and but PSD doesn't have any class size maximums for elementary or secondary and no minimums for secondary. Um this is something that I personally would be interested to see if we wanted to add
some limits to our board staffing ratios. Not I'm not talking about the um labor agreement. I'm just talking about that I know that we had some dual immersion classes that went up to 36 last fall. And so I just don't know if
that's something we'd be interested in as a board. Um, and I know something that people are often they look at our staffing ratios for secondary of 29.5 for middle school and 29.75 for high school and they think that's the class
size. But the way that works, since teachers are only in the classroom five out of six periods because they have a conference period, it results really in about a 35 to 36 students classroom. Um, for a six period day, when you go to
block schedules, teachers actually are teaching six of eight periods. And so it raises class size to about 39 if you use the same staffing ratios. And I thought I'd sent in a question to ask if we could cover that in this presentation, but I
don't know that we've adjusted. The question I I think I asked if we'd adjusted ours for block schedules and the answer was no. So I don't know if we'll start seeing some of those larger class sizes at the two sites with the block schedules, Blair and Mirror, if we're now kind of moving away from some
of the overstaffing we've had in the past. And I do think we're going to see a decrease in the number of overall teachers at our high schools because now with CTE being in the UTP bargaining unit, they will now be included. So like for
instance, according to the numbers, Blair would be losing 20 to 25% of their teachers from last year to the coming year. Um, and then the one other thing I thought was interesting in the Glendel presentation is they offered a small stipend to teachers who had to teach
combo classes. So something that we could think about as well. >> Trusty McKenzie, >> I know that we are always trying to make decisions with the best possible information available to us. It may be a stretch to ask us to see if
we can accelerate the timeline for when we begin um budget development, which I know it's a big ask. And then the second thing I have a question about is do we ask families to
send back any communication or intent to sort of return to the school that they're currently enrolled in for the following year. So, if I'm currently a student at Mirror, do I send back a card that says I'm going to go back to Mirror in the fall?
>> We do a letter of intent every spring. So, yes. So, people have the um ability to let us know I'm staying at my next school or I'm moving on because of and it gives you an indication for why >> or if I'm leaving, you tell us where you're going.
>> Thank you. Trusty Harden >> sort of on the vein of acceleration of process. Um, you know, I think we experienced a a few more than a few incidences this year where especially in elementary,
you know, norm date open houses were, you know, significantly before norm dates. And so there was a lot of you know kind of relationships established with parents and teachers and then shuffling and so just to you know if
there's opportunity to and I know we're some of that is at the behest of our bargaining agreements but you know try to alleviate that make make those decisions for those affected schools before those relationship
building uh milestones so that you know there's less There's less um um what's a better word than turmoil. Less less turbulence. >> We did try partial FTEES declining enrollment how
what is your innovation in handling that? And I I think you shared some ideas with me. Is is there any practice that's helped with that like helped to to manage the staffing for say a partial here at this school and partial here?
Yeah. >> And I think I think you've shared an idea with me and I don't know if that's >> going to be practiced moving forward >> due to declining enrollment. >> Yes, thank you for the question. Um yes and it's not um
it's not unique uh would not be unique to us. uh I mentioned um and I think I'm gonna mention it to the entire border on a different situation where at times when again I mentioned about if there's a program that is having some declining enrollment and or there's less interest
in a particular program uh where you can have an FT or a full-time equivalent teacher who can teach for example in two different campuses uh because there's only enough student interest for two sections or two periods. So typically you wouldn't hire one one person for two
sections or for two periods but what you can do is leverage and use that one individual to teach at two different campuses. So you provide you know uh first and second period at one campus you have a period for traveling you have time for a conference period and then they teach the other sections at the
other site. So that's something that has happened in PUSD. Um um we do that a lot with um um itinerary teachers in terms of PE when they move around to different campuses. So it is not unique um at all and I think it's a way to have these the
person in themselves is a full-time person. So you are still hiring someone that is full-time with full-time health and welfare and benefits and so it's still an attractive position but it is somewhere where they'll be split between two different sites as an example to continue a program because we want to continue that offering. Um but um
financially that it still makes sense because we're still providing an FTE for two different sites for lower interest. So that's also another way that you can still not remove the program but still offer it >> and the little new information is to
accommodate the travel time. I didn't >> Yes, we provide traveling time and and uh prep time and all of that still awarded to the teacher. >> Okay, any further questions? >> All right, thank you Dr. Canal. And we have 12 minutes for consent. Any
polls? All right. No pulls. It uh >> I do have public comment on item J 2B. >> Do we need to make a motion yet or >> motion to approve? >> Is there a second? >> Second. >> Okay. Now public comment
>> Unelli Jo followed by Jeffrey Jo. Uh two minutes right? Or how many cards we have? Okay. Two minutes. Okay. Hello. I'm Uni Yoast, PSD parent.
Sorry. Thanks for the board's 6 to1 vote rejecting the TSS consolidation report at the last board meeting. By doing so, you stood in solidarity with the people, the diverse group of 33 community
members across our district that made up the consolidation advisory committee, the 14 member PUSD student assembly and council representing all four district high schools, the 78 community members that gave public comment at the last board meeting, all saying no to school
closures. And by your six to1 vote, you also aligned with the research on school closures, including the May 2026 Stanford study, which shows, quote, districts should not assume that expenditure savings due to closures will translate into improved fiscal health
under California's funding system. That assumption is not supported by the evidence. and then quote given the null findings observed in this study the case for closure regimes as a general purpose financial improvement strategy for California school districts ris rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rests on
thin ground in quote so I urged the board to terminate the contract with TSS and take school closures off the table instead of rushing consultant-driven recommendations launch a community centered visioning process for the future of PSD and continue to make
decisions that align aligned with the people and the research. One that follows an evidence-based approach focused on revenue optimization, enrollment growth, and strategic use of district assets. And perhaps even consider keeping the 33 member
consolidation advisory committee and call it instead the revenue optimization advisory committee. So, thank you My name is Jeff and I'm a parent of a student at Marshall board president Tina Frederick's in emails and op-eds you have criticized
Marshall and Blair parents for being invested and emotional. I'm invested in my kids education and when did that become a bad thing? You have dismissively said that Marshall and Blair parents are emotional. Of course I'm emotional. You're trying to
shut down the school that is the center of my kid's social life. My kid who you have met personally when he was just a little guy goes to Marshall. He loves his school and has close friends who would have been displaced by the fires who would have to
leave the district if his school closes. This is merely a social and an emotional thing, but it's very real. I had to change schools multiple times as a kid and it wrecked me. It set me back. It hurt me. I don't want that for my son.
Tina, you know this kid. School board members, I thank you for your recent 6 to1 vote to reject the TSS consultants recommendation on school closures. Please terminate this TSS contract. I don't want to see that bad course of action come back from the
dead. Ashley Lincoln followed by Lisa Cruzie. Hello, I'm Ashley Lincoln and I'm a PSUSD parent. I'm here tonight to express my support in cancelling the TSS contract and also rescending board resolution 2852. It has been suggested
that parents from schools on the closure list are selfishly opposing consolidation because they don't want their school to close. I find that insulting and misleading. Obviously, I did not want my children's school to close, but on a more macro level, I believe that closing any school would weaken the district and contribute to
the dismantling of public education. More important than what I think though is that the consolidation committee made up of community members from across USD KUSD reviewed the re recommendations and after months of work overwhelmingly rejected consolidation. Looking at many of the recommendations, it is apparent
that TSS did not take the time to do appropriate factf finding about the affected schools. their contract should be cancelled. And if you are serious about rebuilding community trust and you are insistent on having a consolidation conversation, have that conversation better. Come to your school sites. Speak
to the community at large. Have meetings at times and places where more working families and PUSD staff can attend if they choose. Offer child care so more PSUD parents can attend. Take the time to have an intentional conversation with the community. PUSD has tried closing
schools four times. Our own history shows that closing schools does not improve financial stability. The May 2026 Stanford study also shows that. Please rescend board resolution 2852 and cancel TSS's contract and find better solutions. The Stanford study found that
struggling districts should focus on revenue optimization first. It is time to be more creative in your thinking. Thank you. Oh, good evening. I'm Lisa Cruzie. I'm a PUSD parent. This the role that I'm here
for today. Um, and I wanted to say thank you to those of you who voted to uh reject this contract. I hope that it will not come back again in some other form. It's clear that this was not
supported by the community and I think that there's a lot of mischaracterizations out there about, you know, the people that are rising up against this being upset parents. Um, the truth of the matter is a lot of parents that I talked to are open to
having conversations. We want the district to be strong, but you've not convinced us that this is the best path forward. We have to look at our past results. We have to look at current research. When we closed Wilson in 2019,
now there's a charter school there. And this is exactly why we have not succeeded anytime we've tried this. Our district has resources that other districts do not have. We have opportunities that other districts do
not have for growth. If you will stop attacking our schools, if you'll stop picking favorite schools, telling parents, "This program is good at this school, but this these other kids are not good at that school. You're only good if you go there and you're in this
program." Or, "I want the schools to be where the children live." The schools were built a long time ago. We know where they are. And parents are the ones that are choosing where to go. It doesn't hurt any of you if parents go
across town. We're the ones deciding what's convenient for us. So, I hope that you'll embrace all of our schools and all of our students. There's a lot of talk about equity and that would be what would be equitable would be to do that. Thank you.
>> Any further public comment? All right. So, motion seconded. Any further comments? I think you had one. No. Anybody? Oh, Dr. Velasquez. Okay. All those in favor of the sweet motion. Anybody against? Substensions. Motion
passes. Meeting adjourned.