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quorum. All right, so we have a quorum. There's four of us here. Welcome. Thank you all for being here. The meeting starting at 4:05 here here. Okay. So, I'm going to I'll do the
pledge. No, not right now. Roll call. Student board member Theodore Ortega. Got it. Okay. So, we're moving on. Um, yeah. So, got it. All right. So, um, to the most exciting part of our meeting,
recognitions. Number one, the Black History Month Living Museum. Hello everybody. I hope everybody's feeling good. I'm feeling good because I'm here to talk about something that I love so much, which is the Black History
Living Museum on behalf of AAPC. So, this is our eighth year of this amazing competition. And before I begin, I want to start off with giving some thanks to our partners inside of this very office in the in the district office. So, thank
you particularly to the office of community engagement that does a lot of the work with us, Dr. Turley's team, Dr. Blanco and the ED team. So, just thank you all very much. I also want to acknowledge our partners, long-term
partner Beverly Taylor of the Black and Latino Men Read, who donates books every single year, Jefferson Branch Library, and also Mustang Design Lab. So, I just wanted to put that out there right away and Scott who does our certificates every
year. So, I wanted to just share that this year we had eight participating schools. McKinley, Hamilton, Altadena, Longfellow, Washington, Willard, Donito, and Jackson. And who those students in
that competition represented amazing, brilliant people. And they did it with such excellence. We had in our competition Rosa Parks, Kamla Harris, Robert Smalls, Nat Turner, Pasadena's very own Walt Butler, Serena and Venus
Williams, Malcolm X, Ruby Bridges, Lonnie Johnson, and with us today, our first, second, and third place winners who are representing by their by their given names. It's Joanna O'Hita, who's our first place winner. Give it up for
her from Longfellow Elementary School. And then Langston Griffin from Jackson Elementary School and Varity Christian from Aladena Elementary School. But I'm going to share with you
what you all got to see if you were with us that night. Um them as their chosen person. So I'd like to welcome up first George Washington Carver. Good day. I'm George Washington Carver. Did you know when I was a kid, the only
use for the peanut was oil. It wasn't until a man named Mosas Gilmore Edison made peanut butter. May seem very cool for you, but I made 300 uses for the peanut. Although my life as an adult was very nice, my life as a child was not
very good. I was raised by my mother Mary near Daven Grove, Missouri. Sadly, when I was only 6 weeks old, I was kidnapped by slave traders along with my mother Mary. I did come back to Missouri, but my mother was never found again. So, I was adopted by Moses and
Suzanne Carver, my mother's former slave owners. When I turned 10, I moved to Neos, Missouri with the Watkins family. That was the first time I found my interest in botany. When I turned 16, one of my teachers had noticed my interest and convinced me to transfer to
Iowa State Agriculture College. I started low and climbed my way to the top. Thank you very much. All right. And next, we're going to present our second uh place winner, Mr. Langston Griffin as Prince Rogers
Nelson. I only want to see you. I'm Prince. I just played Purple Rain, which is a song, album, and movie that won me two Grammys and Academy Award. Let me tell you how it all started. I was born on June 7th, 1958 in
Minneapolis, Minnesota to musician parents. As a kid, I was teased a lot, so I turned to music. I built my confidence and support by teaching myself how to play guitar, piano, and drums. I felt like I could do anything and created my own universe
through music. At 19, I signed a recording contract with Warner Brothers. Then I formed my band Prince and the Revolution. After that, I became legendary for the Purple Rain Trifecta and opened Paisley Park.
At 19 I mean in 1995 at the Brit Awards I wore I wore slave on my face to protest Warner Brothers owning my music and controlling my creative rights. I created this symbol to fight for my freedom as an artist.
And now I'd like to bring up our first place winner portraying Mr. Jourer Truth, Joanna O'Hara. Well, children, I'm here today to tell you of a woman. Some of you may know her, some you may not, but her name is
Sjourer Truth. I am that woman. I was born into slavery in Oser County, New York back in 1797. Now, what was my name back in 97? Elizabeth, born to the people. As a negro slave, I was bought and sold four times, each time cruer
than the last. And as I grew, I loved a man, a man who was beat to death for our love. But I later married a man who blessed me with five little children. In 1827, I ran away from the slavery and the injustice with my little baby Sophia. I bought my way to an
abolitionist family for 20 crisp American dollars. As a free woman, just as any man, I worked. I moved back home sweet home and worked for the local minister. Oh honey, I tell you the spirit calling me to speak the truth. Oh honey, I tell you the spirit calling me
to change my name to the woman I am. Traveler of the truth. Jer truth. I tell you, I tell you, I gave those speeches better than any man ever could. I did them all, never learning to read or write or have a man hold my hand. I did them only with God on my side and a passion in my heart. In 1851, I was on a
lecture tour that had one of them women's conference in them. I told them folks good at the woman of this world are as good as any man. Jesus knew I told them good that ain't I a woman. Back with three of my daughters, I settled back home and helped those poor negro men. Which negro men, you may ask?
Those poor negro men in the union. I set out troops. I set out supplies. I set out men and I helped those poor negro men. Finally, I settled back home for the last time and went home with the Lord on November 26th, 1883. And I showed them what this little all negro woman could do. And if I may add, my
friend Joanna here made this really cute and sewed the skirt by hand. So next time you see her, you could give her a little bit of love. That would make this old woman happy. Thank you. Did you want to say something? I I forgot in my thank you
remarks, which always happens to me, to thank our amazing principles, our teachers, and our parents. So, I just want to thank all of them and all of our students. Oh, go ahead. Oh, um, we just would like to take a picture, but we just want to say we expect that you all
are going to be seeing these students in middle school and high school performing for us. We want to say thank you for partnering with us for so many years. We hope that each and every year you continue to support the work that we do because obviously, as you can see, we have some amazing students in PUSD.
Thank you. And it's all studentled. All student led. Yeah, we Yes, please. Yes, please. Do you want me to take it? One, two, three. Yep. Which one? This one. So that was just absolutely wonderful.
Thank you all so much for coming. Um does does people want to say something? Would you all Okay, superintendent first. So before you run away yet? So I can remember when we um had the
first museum in the hallways here, right? and um just want to congratulate you for keeping it up and just making it better and better every year. I'm um sure it was really hard to select the students because all of them were
excellent and you know they really pour their heart and soul and I always think if they can memorize all of this I can memorize my speeches better. I just want to say that I am so proud of our students for their creativity, for their diligence, and
for demonstrating what crossf functional learning can be. Um, this is a phenomenal program. Thank you to AAPC for donating your time and your talent and your resources to support our students. and I can't wait to see who we
meet next year. Miss Frederick's, thank you. AAPC and it's it gives me shivers to watch them just shivers. And I remember last year too. Um and my daughter when I think when you first started or the second year she was in it
as well. I was thinking how many years has it been? Eight years. That's so incredible. Congratulations, Miss Bailey. You know, I just really think someone needs to get in touch with one of the movie
studios because each year I think that you can't the next year will not top this year and you just keep doing better and better and better and I almost cried Prince I almost cried Sirjourer and let me tell you with the accent with the
peanut I just wonderful like do you have coaches like how do you accomplish the accents? the teachers, the students, and the parents. Oh my gosh, it's just awesome. And the fact that you can play that guitar. I was like, "Oh my gosh, this is
great." I really appreciate the AAPC for having this vision and for making it happen. And I appreciate the teachers, the parents, and you students for taking advantage of this opportunity and making
it so alive. It's beautiful. Thank you so we just want to say thank you for always being our sponsor Mr. Harden. Well, I I am just uh it's an emotional event for me and it's put on with such love. Even though the topics
uh in that are covered are such serious topics, the heart and soul that's poured into this event for so many years. I'm just so proud of it and just to be a small part of it with with the award certificates uh has just been such a gift to me and I know this has been a
tough year to put this on with everything that's happened. So, um, I really commend everyone, teachers and and staff and volunteers that have come together to really support it this year because things like this mean everything to healing our community. So, thank you
so much. It's amazing. I just wanted to say that I've attended these um since I've been a trustee and the Black History Month Living Museum. You teach me something every year and I love to be
a lifelong learner. So when you teach me something, I get really inspired and I'm inspired by the people that you're embodying so that we can learn. Thank you so much. Okay, so moving on to number two is the
Los Angeles County Math Field Day. talk. Good evening. I'm here um representing Karen Anderson. She had a conflict, but I wanted to make sure to um have the opportunity to recognize our students and their participation in Math Field Day. So, I'll be reading what
Karen um prepared. The goal of Math Field Day is to provide the students in Pasad Unified School District an opportunity to celebrate mathematics through an enriched and fun competitive event that focuses on building team spirit while challenging students to
solve advanced mathematical problems. Math Field Day has been a tradition at Pasadena Unified School District for over 30 years. This year we had 400 participating students at our district's event on March 29th along with their families, coaches, teachers, and
principles. This year brought a few changes to the format of the event to align with changes at the Los Angeles County Office of Education. Their competition teams were judged on collaboration and mathematical reasoning while solving the problems together in
two rounds. This aligns with our graduate profile to encourage critical and creative thinking alongside collaboration and communication. We also collaborated with Mathnasium to bring a festive gaming event uh environment to
the fun zone. We would like to honor our PUSD overall winners who proudly represented us at the LEO competition this year. These teams performed phenomenally in a field with over 45 districts from across the county. At Lake at the LEO competition, only one
medal is given in each category, which is different from ours where we give medals in bands with just one overall winner. No silver or bronze awarded. So know that these medal winners like were the top. So, I'm going to call up the
teams in groups so that we could recognize them. The first team, fourth grade from Sarah Madre, led by coach Natasha Comr. Are you here? I saw you here, Miss Comr. Do you have your students just to come up really quickly? Come on up, fourth grade. And come on
up, Miss Comr. Miss Comr is acting shy. That's her right there. Um, but these beautiful students um won the silver for PUSD in conceptual understanding at LEO. Congratulations. Let's give them a big round of
applause. You may have a seat. The next team come up led by coach Chris Swan. Are you here coach Swan? But students are probably here. Fifth grade from Don Bonito. All that team, please come up if you're here tonight. Fifth grade Don
Bonito. Well, let's give them a round of applause anyway. And then we have I'm sorry too many pieces of paper. Sixth grade team from Marshall led by coach Ron Sto. Is coach Ron Sto here?
Are members of the team here? Please come up. students. This team won bronze medal for PUSD in sensemaking at LEO. Congratulations. Round of applause. Thank you so much. So, first of all, do do they want a picture? Are you still
are you still talking here? Oh, yes. There's lots. Let them leave. Yeah, we'll push them all up to the front for one big picture at the end. Awesome. People will want to say some things, too. Awesome. So, we now have the seventh grade grade team from Sarah Madre Middle come up. Is coach Kyle
Chapman here? Members, student u members of the team. Anyone here to represent seventh grade from Sarah Madre Middle? Come on up. This team won silver medal for PUSD in sensemaking at LEO. So
congratulations. The next team is also eighth grade Sierra Madre. Also, Coach Kyle Chapman. If members of that team is here, please come on up. This team also won silver medal for PUSD at in conceptual understanding at LEO.
Congratulations. I know we have so many winners. It's amazing. Our high school teams represented PUSD this year again after adding them back into the LEGO compet competition last year for the first time in years. So, if ninth grade Pastina
High School is here and coach um Dylan Rupel, anyone here from that team? Ruple, I'm sorry, Dylan Ruple. Okay, they're not present, but that team took home silver in conceptual
understanding and sense making for the district. Anyone here from Pastina High School, 10th grade? That team took home gold in conceptual understanding for PUSD in the competition. And last team, 11th grade from Pastina High
School. There was a big event at Pastina High School today. They're probably home tired. But this team capped off an incredible day by bringing home the gold in conceptual understanding and the gold in sensemaking as well as the overall trophy for Pasadena Unified. So
congratulations to all of our math leads and we look forward to the 2026 competition. But at this time if we can have all those award winner winners come up and stand in front of the board for a picture. So hold on one sec. We've got some comments here. The board the board
needs to miss Miss Bailey. I just have a quick question. Congratulations to all of the winners. I That's great job. Um I remember putting your medals on you when you were here at the initial um math
field day. So those of you who moved on to LEO and were able to win, that's great. I'm impressed. But at Leo, how many districts or schools were involved in that competition? 45 districts. Okay.
Wow. All right, Pasadena. Amazing. Great job. Anybody else have a comment? Anybody else? Oh, Mr. Harden. Um, wow. What an incredible achievement. You can hear it in the room with all the clinking of the metals around the
children's neck. Um, but I want to say congratulations to you all and great math achievement comes out of great teaching. So, I definitely want to uh thank everybody that's had uh in in in developing these wonderful math leads. So, thank you very much. All
right. Well, and congratulations. And let's do our photo photo. Now, the students please come up. For sure. I can bring it up. I'm probably going to be in the back. actually. Yeah, we can make that happen.
All right. One, two, three. Stay there. One, two, three. Stay there a little longer. One more group of people want to come up.
Everybody got it? Awesome. Thank you so much everybody. He's here. Do I do it down there? Fatima, do you have it? Do you have the oath? Oh, it's in here.
Oh, thank you. I'm so sorry. I see it. I see it. The oath. Only Lucas is not here. Okay, we're going to move on to our oath of office for our newest student board
member, Mr. Theodore Ortega. Is Mr. Ortega here? There he is. All right, I'm coming down there. All right. So, everybody hears us or you you ready? Madame President is getting ready to
administer the oath of office to our newest student board member. Thank you so much for allowing us to proceed. Thank you so much. This is an exciting part of our day. All right. Iodor
I, Theodore Ortega, do solemnly swear or affirm that I will support and defend the Constitution of the United States. Do solemnly swear to or affirm that I will defend the Constitution of the United States. Mr. I, Theodore Ortega, I, Theodore
Ortega, do solemnly swear or do solemnly swear or affirm that I will support and defend to support and defend the Constitution of the United States the Constitution of the United States on the Constitution of the State of California and the Constitution of the State of California against all enemies, foreign
and domestic against all enemies, foreign and domestic. that I will bear true faith and allegiance that I will bear true faith and allegiance to the Constitution of the United States to the Constitution of the United States and the Constitution of the State of California and the Constitution of the State of California that I take this
obligation freely that I take this obligation freely without any mental reservation without any mental reservation or purpose of evasion or purpose of evasion and I will well and faithfully discharge and I will well and faithfully discharge the duties which I
am about to enter. The duties of upon which I'm about to enter. Thank you. I go up there now. Okay. And now we have public comment for close session agenda items. Fatima will do that.
Erica Elliott followed by Bethl Lera followed by Barbara Ishida followed by Karen Parker. Hello, my name is Erica Elliot and I am a classified employee and I am speaking on behalf of CSEA.
I have been with Pasadena Unified School District going on six years this coming year. Pasad Pasadena Unified has a number of great benefits such as healthc care benefits, educational benefits,
flexibility benefits, flexibility benefits, and programs that help people who possibly want to become teachers themselves one day, such as the Elder Program. Because of this, I have decided to go
back to school to further my own education to get into the elder program so I can become a teacher with Pasadena Unified School District and give back. I am appreciative of the increase of wages you guys have given us um throughout the
years. But due to everything increasing now and due to things that were out of our control, such as the fires, times have been a lot harder. Some people weren't affected directly or had to move physically from
their homes, but many colleagues in the community were affected. With the wages that we occur and with the costs going up, it is it is very hard to live in the area. It is hard for us to support ourselves with everything going up. I
can't imagine how the people that have lost their homes and are more affected because of that because of the fires and such are dealing with the increases of rates and food and housing etc. I want to stay at Pasadena Unified
School District a very long time and I am investing a lot of my time and going above and beyond and I want to stay with the company until I retire. I'm hoping you can invest in us classified as much as we are invested in
staying with PUSD and working as hard as we do for you guys. Remember, we want to be here. We want to stay here and we want to be here a very long time. But in order to be realistic, it's very difficult with low wages. When things are increasing that
are out of our control, we ask you to keep in mind with an open heart with us and think about your loved ones if they may be struggling and if you could help them. What might you what might that look like for
you? Sorry, I lost my place. Okay. Um, sorry. Sorry. Okay. Okay. And what might that look like for you? Maybe by just increasing our wages
wages just a little. Every little bit helps. We are also trying to provide the best of best of the That's your time. But thank you so much. Okay. Thank you. Not really nervous except I have my
student here. Congratulations to you. All right. Good evening, school board members, Dr. Blanco and Theo. Uh my name is Beth Ela. I'm UTP bargaining chairperson speaking on negotiations. Tomorrow is our final
scheduled bargaining session. So, the UTP team has cleared its calendar and is fully prepared to negotiate a tenative agreement that is fair, reasonable, and responsive to the needs of our membership. We've gone the entire school
year working under an expired contract despite our efforts to get an early start back in September 2024. UTP has brought several proposals to the table and we are hopeful that during your close session tonight, you will guide and authorize your bargaining team to
collaborate with UTP in finding common ground that would move us to reaching an agreement. Some of our key outstanding issues include child development salary. The teachers were told many years ago, go back to school, get your bachelor's degree. They did that and the district
has not fulfilled its commitment to align their salary schedule with that ask. We're seeking an adjustment that honors that long-standing commitment. Staffing ratios. We want to move from ratios to class size caps. While this might feel like a significant change,
our proposal maintains similar class sizes. Implementing class size caps would support better planning of the district's budget, better planning of the master schedules, and reduce uneven class sizes across the district. We also believe
it's a positive selling point to parents who know what to expect at every grade level. At our last session, we were told that cost sharing of the UTP president position is not a priority issue for the school board. However, we know that
several of you have voiced support for this proposal. We are looking for the district to show us that you value our labor management partnership, especially when it comes to safeguarding the position of the UTP president. Cost sharing this position is a practice
already in place in at least 17 comparable districts. It is an investment in collaboration, problem solving, and it's a signal to the UTP membership that you are committed to supporting them. We need clear language in the contract for our elementary
teachers for planning time. This is essential not only for effective instruction but also for teacher well-being and retention. As far as special education, we reached an agreement early on to consolidate three art three short articles into one
in order to allow space for a new education article. We believed we had common understanding that our negotiations would result in a comprehensive special education article. Instead, the district's counter was a limited one-year that ignored 70% of our
proposed language and introduced case loads that strayed from the current practice and would harm student learning outcomes. I'm going to wrap it up now. This school year is coming to an end. Our focus remains on achieving labor peace. UTP's bargaining team is
committed to working constructively and in good faith to find a path to reaching agreement in tomorrow's session. Show your employees employees that they matter, that they are valued, and let's settle the contract now. Thank you.
Barbara Ashida and Karen Parker. Hi. Um, my name is Barbara Ashida and I teach second grade at Normakums Elementary. Um, I'm here to ask that you rescend all the teachers that have been laid off. While some have gotten their jobs back, it is hard to be happy
because we are a team. And if one is left behind, it isn't right. The mismanagement of the budget shouldn't put pressure on the classroom teachers. We are the front line. Blankets are not a solution. Neither is
cake. Please negotiate fairly and transparently and with foresight. Thank you. Karen Parker. Okay, that's all for public comment and we will be thank you very much. We will be recessing to closed
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down. Oh, hey. Heat. Hey. Hey. Hey. Welcome back. Thank you. This is the readout of close session concerning item E1, case number 956562. By a vote of 6 to zero, the
board took action to approve of the settlement of special education litigation in accordance with the terms of a written agreement. Concerning item E2, case number 972455. By a vote of 6 to zero, the board took action to approve of the settlement of special education
litigation in accordance with the terms of a written agreement. Concerning item E3, case number 2025010596 by a vote of 6 to 0. The board took action to approve of the settlement of special education litigation in accordance with the terms of a written agreement concerning item
E4 case number 2025010979. By a vote of 6 to 0, the board took action to approve of the settlement of special education litigation in accordance with the terms of a written agreement concerning item E5, case number 20250220350 by a vote of 6 to 0. The
board took action to approve of the settlement of special education litigation in accordance with the terms of a written agreement concerning item E7, case number 920 768. By a vote of 6 to 0, the board took action to approve of the settlement of special education
litigation in accordance with the terms of a written agreement concerning item E8, case number 962912. By a vote of six to zero, the board took action to approve of the settlement of special education litigation in accordance with the terms
of a written agreement. And that is adjournment of close session. Call to order at 7:14 or 15. No 16. Okay, that's that's it. Roll call, please.
Here. Here. Here here. Uh, we'll do the pledge of allegiance. I'll do the pledge. Public comments. Mona Ruiz, Estster Lopez, Sage
Miller. Hi, my name is Monae Ruiz and I am a sixth grader as well as ASB 6th grade president at Elliot Arts. I'm here today to plead for Miss Rayis to keep her job here at Elliot. Miss Rayusis reminds me so much of Miss Honey from Matilda. If
you've seen the movie and you've seen the play that we did last year, you know exactly what I mean. She is smart, sweet, kind, and very likable. She not only cares about every single one of her students, but every student also cares
about her. She is very great during school and after school hours as well. She is always willing to help her students with no hesitation. I heard that there are a lot of teachers retiring from schools, which means that she might have a possibility of going to another school and staying in the
district. However, that is not what we want. Miss Ryus loves working and teaching at Elliot Arts and she would love to stay here. This year has been hard enough for everyone in PUSD and especially hard for the students and teachers at Elliot. Most students at
Elliot lost their homes on January 7th, including me and my family. Then we found out that our school burned and we had to relocate out of Aladena to McKinley. And now you guys are trying to lay off one of the best teachers at Elliot. Please do the right thing and
let her stay at Elliot. Miss Ryus has a special way of teaching. She literally draws and captivates our attention every single day in her class. She makes each and every student want to get their work done. Not just because they want to get their work done so they have a better
grade, but because Miss Rice is teaches it in such an amazing way that the students are so excited to learn and want to get it done. If we lose Miss Rice's at Elliot, it will be another devastating and heartbreak to add to this very traumatic year 2025. It will
be super sad to know that the new incoming sixth graders will not be able to experience the most amazing and caring teacher that she truly is. Please reconsider and keep Miss Rises at Elliot Arts magnet. Thank you, Esther Lopez.
Sage Miller. Hello. I have come here to talk about the situation with Miss Vasis. In fourth grade, I thought I should probably move to a different school district and PSD is what I chose. My dad worked here and I really enjoyed the community. All the
events and what happened is just I just I love it here. And the community and space that Miss Ryus has made for all of us is the exact like space that I was looking forward to when I decided to go to
PD. And you've seen firsthand with Miss Leaf how amazing a teacher can be no matter their seniority. I mean it like wow. Shrek was wow. Anyways um Miss Rises teaches in a way that no
other teacher has done. She she sits down with you and teaches you exactly how you need it. You don't understand, well, why did the Romans do that? Why did the Greeks do that? She tells you in a way that you'll understand and remember for the rest of your life,
whether whether it be a fun rhyme or a drawing that will stick in your head. She's just one of the greatest people ever. And well, I just really hope she can stay. and I really hope you can reconsider your choices. Thank you for
listening to me. Evangelene Slemens. Hello, my name is Evangelene. We need Miss Ryes because she's such a great English teacher. She has taught me so much over the past school year, like how to write a good essay, and my favorite was learning how to write
poems. I'm in sixth grade and on my first day at Elliot, I walked into her room and it was so lovely and it was pink. When we all started our class, I was like, I'm going to love this. And I was absolutely right. After the fires, she was so encouraging and she just
helped us learn even though the tragic tragedy has happened. After losing homes in Aladena and our school, we can't stand to lose our teacher, especially what we've we have been through. I love Miss Rayis and I hope you'll let us keep our wonderful teacher.
Thank you, Leah Simmons, followed by Journey Everly. Good evening board members. I'm here today to advocate for the retention of Miss Ryesis as an English teacher at Elliot Arts Magnet. And I believe it is
critical for these two specific reasons. Firstly, in the wake of the tragic fires that have deeply impacted our community, the emotional and mental well-being of our students is paramount. Miss Ryes um has been invaluable source of support um
uh for many during this difficult time. Her classroom is a safe and nurturing space where students feel safe, heard, and understood. Losing her would be a further disruption to their healing process. Secondly, Miss Ryes is an exceptional educator, as you've already heard. um she has a truly fant fantastic
way of teaching English and that it deeply resonates with her students. She makes the subject matter engaging, accessible, and fosters a genuine love of learning. Beyond her impressive teaching skills, Miss Rayes genuinely cares about each of her students as a whole person, not just their grades in
her class. Um and oh, by the way, she has earned a master's in learner experience design and educational technology last year so that she could better teach her students. This holistic approach um to teaching is a vital is vital in shaping well-rounded and
successful individuals. For the emotional support of our students and for the continued excellence of our English program at Elliot, I urge you PUSD to ensure that Miss Rayis remains an inrical part of the Elliot Arts program. Thank you so much for your time and consideration.
Hello, my name is Journey Everly. I'm an ASB representative at um Elliot Arts Magnet, and I want to tell you more about Miss Rises. Miss Rises has changed my whole point of view during the time I've been at middle school. This may have already been said, but Miss Rises
is that one teacher that you would shout out at the Grammys. I remember one time Lavar Burn had a popup at the Altadena Library and seeing my favorite teacher just even made my day. He even asked us to yell out an educator who changed your life and I proudly yelled out Miss
Rises. Miss Rises will always make your day whether it's a Jolly Rancher or a cool project that may not seem cool, but because it's her, it is. I remember when I was unsure if I was going to a concert of one of my favorite artists at the time. She had offered me to buy a shirt
because she knew how much it had meant to me. It has really been a hard year for Elliot and getting rid of one of our best teachers isn't making it any better. Certainly, you can see after all the things I've told you that we should keep one of the best teachers in our
school. That will be that will be there for you no matter what. She will always see you for for your full potential and make sure that you reach or push yourself to that. Thank you for your time and I hope that you make the right decision for the
Elliot community. And please don't let Lavar Burton down. Grant Babbot followed by Joey Simmons. Hi everyone, I'm Grant Babbot. Um, I am Avery's father and we have three other kids that are also in the PUSC district. First and foremost, I want to tell you
thank you, okay? I am here because I was here before and I spoke on behalf of Miss Leaf and I'm really, really glad to see that you guys chose to do the right thing. I chose to keep her. We're so excited and we're so uh over the moon to know that she'll be there again to uh
help these kids through everything. That being said, I love seeing you all. I'm so glad to be here, but I wish it was on better terms. I will continue to come back here so we can continue to do the right thing together as a community. And that's what I'm asking for today. Miss Risus is very, very important, not just
to me, not just to my family, but to all these kids behind us. I know my child Avery, and not to embarrass and put him on the spot, but he's not always been a child that loves going to English class. Miss Rayishas, Miss Ryus teaches English, and he's excited to go every day. That is just not something I ever
imagined when he was younger, when he was sitting down having a hard time writing papers. That's just one of many, many examples that have happened. But Miss Raises on a I'd like to ask you to keep Miss Raises for a couple of reasons. One, on a practical sense, she's a teacher that
teaches more than one subject. I know that's going to save the district money, right? She teaches English, she teaches history, and she teaches photography. And on that note, she's she's given these kids a chance to have a camera. She's given a chance. I don't always feel comfortable giving my child a
camera, giving him technology and saying, "Here, go do what you want with it." And she's done that, right? And she gives him the freedom and and encourage encourages him to do those things and be creative. She is a teacher at an art school that teaches academics that integrates arts. She knows how to talks
to the kids. She has fidgets in classrooms. She knows they don't learn the same way. She takes time to understand that. And the most important thing about Miss Reysus that I want you to take away from today is that Miss Rayus shows up and I don't mean just every day in the classroom. Miss Resus
is a mother of two small children. I wore this Dodgers hat in honor of her tonight because she loves the Dodgers and she loves the movie Sandlot. The reason why I know that is because I've gotten to know Miss Rises through my children and through through just being around and being part of this community. And in honor of her, in honor of what
she does and how she steps up to the plate every time, she literally comes to all of the events when she doesn't have to. She is like still always at every event that the school does. And I know I'm a teacher. I can't always make time to go all the events. But the fact that she's there and she's showing up, she's
showing up for these kids. She's showing up for our community. And she deserves a place in not just the PUSD district, but at Elliott because she is important and she does great work for these kids. Thank you very much. Hello, my name is Jolie Simmons. I'm a
seventh grader at Elliot Arts Magnet and I am also the ASB secretary. On my first day of sixth grade last year, my first period teacher was Miss Rayis. The first thing she did when I walked in was say hello and hug me. That just told me that I had a good year and future with Miss Rises.
Every single day when I see Miss Rises, um, I always say, "Hi, bestie." Um, and every morning when I come in with my Starbucks or Duncan, I always have a secret spot in her cubby that I can put my drink in when the school days goes on. Um, she is more than a teacher and
more like my best friend and and second mother. Unfortunately, I'm a victim of the eaten fire. And one of the first people who texted me outside of my family was Miss Rises making sure me and my family had everything we needed while she had her own family to worry
about. I could never imagine Elliot without her. Throughout everything that has went on, she has been my number one supporter and simply a person I can rely on. Please make the correct decision to keep my best friend. Thank you, Molly Sortman.
Hi, my name is Molly Zortman and I'm in the seventh grade at LA Arts Magnet. Miss Isis still plays a big part in my life. On the first day of sixth grade, I was so nervous and didn't know if I was going to make any friends and all I wanted to do was go home. But the
second I walked through the doors of C225, I felt at home again and I felt like this was going to be my second home. Tonight I want to ask you to keep Mr. Ais, one of many students favorite
teachers. One of the things Mr. Isis always made sure to do was to ask if I was okay. No matter what the situation was, what the class was, just to ask simply if I was okay. And that would make my day every single day. There is one spot in Miss Rice's room. I
like to call it the quiet spot. It has pillows, bean bags, floors, and chairs. And it also has and it also was in her room at Elliot. I used to think to myself, let me take a breath and go there. This is one of my many examples that show that Miss R is cares and loves
her students. Every morning I go up to Miss Resis and I say, "Good morning." And the first thing she asks me is, "How are you?" Mis Oh, I'm sorry. I'm sorry. Misus is one of the teachers I'm
able to talk to, which I think is a very important thing to do. I think that students should be able to talk to their teachers not just as a not just as, oh, can I have my homework? I think that it's also really important because me and many other students at Elliot have
to do work, sports, and have to deal with friend issues sometimes. And having somebody to talk to is amazing. When we got back from the fire, Miss Ais told us a story called the pumpkin story. She said that after the fires were calming down, she went back
to Elliot and she just took a walk on the sidewalk and there's this one p pump pumpkin on the side of the garden and it was the fullest pumpkin and it was the brightest she's ever seen. This story is not just about a pumpkin, it's also about Elliot. If you guys purchased the Elliot yearbook this year, you will see
that there's pumpkins on not just one but two pages. Miss Rises also is one of the teachers for your book and this shows that she cares about her students too because like you said she also teaches history
and English and she teaches your book which is another way to show school spirit. This is a generation that's going to be brought into the world and I want to have a teacher that I can trust, understands me and makes me feel good. Please don't let Missis go. and she is a
big part of my life and many students. So will you please not let another tragedy add it to the trauma that has already happened to Elliot Arts magnet in the Aladina community. Thank you for your time. Hayden B. Hi, my name is Hayden Vaughn and I am a
sixth grader at Elliot Arts Magnet and I'm here to plead for Miss Ryesis to keep her job here at Elliot. Miss Rises is not only an English teacher, she's a therapist and a life changer. On my first day of sixth grade, Miss Rises was the most kindest teacher I have ever
met. She made me feel comfortable the moment I walked into her classroom C225 at Elliot in her pink little room. I looked forward to her classes every single day. She helped me learn so much through friendship and grow from the
beginning of sixth year to the end. From losing houses to losing our school, we could not lose a teacher we love. Knowing all PUSD has been going through a hard time, Miss Rises was always there for us and I always knew Miss Rises was
the right person to talk to. Miss Rises made English my favorite subject with her unique unique type of learning. How would you feel if your daughter got taken away from somebody she loves so dearly? I couldn't imagine Elliot without Miss
Rises. For incoming sixth graders, I would want them to feel comfortable and safe like I did. So that's why it's important for Miss Rises to come back to Elliot next year and many years after. Thank you. Good
evening, Superintendent Blanco, president of the board, Jennifer Holi, ELT. So, I want to make something clear. I'm a very hard critic of this district, but I I have never made this clarification. And I see the district as
a pie and I can break it into academics which I take my hat for and then I could not take my hat for for the business office. Now this is the problem because you're here to serve the
children. The children are not worth fighting for. The children are worth dying for. The children have spoken tonight and the organizational chart they are at the top. You are here to serve the children, not scumbags,
contractors, consultants. Okay? And the decisions you make affect them. Now, they have spoken tonight. All right? And there's a scumbag sitting on CIS named Scott Phelps who has outspoken in lie
public meetings and offended teachers and disregarded the communities. and he has a job. Do you think any of these children would miss him if you fire him? I don't think so. We have many things in in the administration, people that are supposed
to do the right thing. You close the ombusman. I brought you several cases and in the end after a long investigation, I was told maybe we need to retrain our staff. Well, you know what? No, that's not acceptable. you need to do your job and make sure that
you have the money so that you don't f fire teachers that are an emotional support for these children. That is wrong. So, we need to reform. And I take my hat again for the president for putting this item M on the agenda for an investigation of whatever that is
because that's what we need. We need accountability. There's no umbman office no more. So, who are we going to with problems? This is a nepotism culture created for over a decade and it needs to
stop. It needs to stop. All right? Trust is something you earn, not something you request. And when you lose trust, you don't get it back ever. I received phone calls from Scott Fel's wife when Miss Bailey was being
elected. Not only me, my family members, my community. Please vote for Miss Bailey because she's so good. Well, you know what? On measure R and E in front of this guy on book side. She asked me if I was born
here. She said I was born here and I was raised here. They don't ask me that when I pay taxes. So, this is wrong. and the results of the actions you take on that chair affect the children your bosses.
So please reform this place so that it serves according to the organizational chart. Thank you. The board of education acknowledges receipt of public comments via email. It will be made part of the permanent record of this meeting. Thank you.
Thank you. I'd like to move to item J, comments from labor unions. And we're going to hear from ABSA first. Abs coming up. It's okay. Don't be shy. Can we go ahead and go? We'll go last. Okay. Opening up for uh labor unions.
Who's here? Mr. Gardner from UTP. Good evening, superintendent, members of the board. I offer our kind of closing of the year UTP labor and uh partner comments. You already heard from our
team about some bargaining matters. So, I was going to focus on uh kind of an end of the year review. So the 874 PSUD educators that we represent this year we taught over 20 million instructional minutes. We provided thousands of hours
of counseling. Uh our nurses provided life-saving medical and clinical support. Uh we refined evaluated and improved speech skills. Uh special uh speech language pathologists. Um, our
special educ special educators wrote, monitored, and adjusted thousands of individualized education plans. Some victories, we supported and helped get measure EE in our past. Um, we sent new
educators this year to the CTA new teacher orientation conference, which is something we hope to be able to do a lot more of in the future. Um, and we supported our UTP members whose homes were burned. Students and schools won awards,
honors, recognition. It was great to see one of the students that I taught as a freshman win uh the Regeneron um $250,000 scholarship for the that was pretty amazing. Um, but this is just one among many of the ways that we impact
the students that we serve. On the other side, we still have some unresolved contract violations. Um, the vacancy list has not been published um in the way that we understand it to all members. HR has deprived a member of PD
time and forced them to work longer hours with no compensation. HR has involuntarily transferred a more senior teacher over a teacher with less seniority. When admin are cut, there's always yet another admin position. When teachers are cut, they
are left on their own. You have laid off teachers who lost their homes, their schools, and now their communities. And yet, there always seem to be an admin role created for admin cut from school sites. I want to urge you to have the courage
over the next month to work on and fully fund our classrooms and schools. PSD must embrace its all of its classrooms and its students and lean into fully funding our PSD classrooms and schools. UTP must be treated as a true
labor partner partnering fully. Our best solutions are through collaboration. For those of you interested, you can sign our petition using the QR code to fully fund the schools and classrooms in Pasadena. Thank you for your
time. Sorry, I don't have a PowerPoint. Good evening, President Lee, school board members, Superintendent Dr. Mono SLT members and members of the audience. I feel I've been negotiating forever here in Pasadena. I know there's been some
obvious anx shouldn't read my stuff before tough circumstances, but it's time for teamsters to wrap it up. I've already began negotiating with my other districts for the upcoming 2526 school year. At my last membership meeting, I
delivered the bad news to my members that there will be no 10% increase in wages like we've received for the past three years. I reviewed the budget frontwards, backwards, everywhere between to try to find money for my members and there is
no money to be had. I had to be honest with my members knowing that they were not going to be happy. Being honest and upfront with my members is something I believe in strongly. They have maintained no out-of- pocket costs for their health care and we only had two
layoffs. One of them is actually coming back due to retirement. As I stated before and I will state again, we do feel we are a true partner of the district. We need to be work together with the school district to bring Pasadena Unified School District
back to where it belongs. Serving our students and our community. Thank you. Anybody else? CSA. Good afternoon, President Holly, board members, and superintendent Blanco. My
name is Julie Venegas. I am the chapter president for CSEA. Um, I'm here today to advocate on behalf of our classified employees. As you know, our members continue to stand up and fight for what is right. In the past, the district has shown willingness to work together with
CSEA, and for that, we are grateful. We've seen some salary increases in recent years and we appreciate those efforts. The cost of living continues to rise. Rent, food, gas, and everything is getting more expensive. Yet, our
salaries are not keeping up with are not keeping up. CSEA is not asking for anything excessive. We are asking the district to recognize the very real struggles of our members that face every day in our
lives. We understand the district is dealing with its own challenges, but we should but why should those challenges fall under the backs of our hardworking classified staff? We ask for your support, your understanding, and your commitment to
fair compensation for the people who help keep our schools running every single day. We understand that the district is is struggling on his own. and you know salary increase for this year, next year I know it's going to be very hard
but we also ask you know if if working together figure something out that we could both agree on. Uh we understand that in the past couple years we receive 10 maybe 25% and we appreciate that. I know this year is going to be very
tough. Our members know that, but we also want to see how we could work together and maybe in different areas to come together and, you know, respect our members that, you know, are there every single day and work hard to keep these
schools running. Thank you. Good evening, board members, Dr. Wanco, Dr. Jennifer Holly. Thank you for hearing my I I I want to speak on the California Education Code that uh
designates the third full week of May as classified school employees week. This week is a time to recognize and celebrate the contributions of classified employees to the education community. The observance of classified school employees week is required for all school districts and community
college districts regardless of whether they are or whether they have adopted a merit system. The observance must be integrated into the regular school or community college program. And I just wanted to add some state some key
points. Um but that that it takes place the third full week of May. Um it's to recognize and appreciate classified that support schools and support students and communities and that we are valued and
that we are here and we want to collaborate and work. We love our students, love the district and want to remain here and we are worthy of that recognition just to know that this is
our week here. Here here. Thank you. Good evening, Board President Holly, board members, Dr. Blanco, cabinet. I apologize for that earlier. We had wanted to show something tonight, but it would help if we sent that to the right person. So sorry about that. Um anyway,
so you know first I want to start with um you know every every year as ABSA we uh recognize students for every student succeeding um and in that we recognize students who are um you know facing very difficult circumstances in their life um
but succeeding in school otherwise. So that could be because of disabilities, it could be for many different reasons. Um and then we nominate a student that that actually goes for that that's an award that goes for the region as well as for the state. Um so this year we did nominate a student from John Mir. Uh we
also had 12 other schools that that nominated a student as well. Um Pasadena can only send one, but usually uh typically in a typical year we we do you know something special for every one of those students. you know, this year our um plans were a
little sidetracked um because what happened in January, but you know, I'm I'm thankful that we're able to at least at this time provide them with gift cards and and a tablet thanks to Passian Educational Foundation. Um so principles did receive that this week and and give
us to the students. So very proud of those kiddos. Um, we did want to give a snapshot of who APSA is and every every board meeting we try to highlight, you know, a different member of APSA and the
work that they do. Um, this tonight we'll be having our early childhood education um represented. But first of all, just just to say who ABSA is. It's um you know it's classified and
certificated um total of 208 um 138 classified 70 certificated. We did want to call out the certificated side of that because we often hear data quoted about um you know the percentage of administrators
compared to percentage of teachers and you know I'm not quite sure where that comes from sometimes but if we look at certificated that's certificated right there. Um now my understanding is there is data out there that shows the
percentage of certificated members outside the classroom compared to those that are inside the classroom and many of those are are uh absent members and administrators. Um but not all. So um just to be clear that is our
certificated uh personnel right there. and classified makes up 45 45 different categories in Pasadena. Anywhere from food food services to budget to human resources um and just all the functions that that go into, you know, running
this district the best that we can. So, we're very proud of all our membership, but I want to um have Miss uh Lindseay Lewis, director of early childhood education. Thank you.
Good evening, board president Holly Lee, Superintendent Dr. Blanco, and trustees. I'm Lindseay Lewis, the director of early childhood. And tonight, I want to highlight a few of our APSA members. So, tonight I want to point out two of our ABSA members, our two coordinators for early childhood, um,
Patty Guzman and Jefferson Sincer. And I just wanted to take a minute to tell you a little bit about a few of the things that they handle. So Patty handles our contracts with the state for prek and for our school age programs. She also deals with our licensing and all of our
compliance, registration, and enrollment management for our programs. We have over 400 students in our prek program. Jeff manages our creative curriculum planning, all of our desired results data points for our prek, our Mandarin
programming at Field, and all of our summer curriculum to name a few of the things. Both manage and help support me with evaluations, our hiring and interviewing process, our parent advisory council, and our many grants that we're managing at this time.
Now, I would like to show you a little bit of the fun. We have a program called Bloom Music and Movement in our districts for all of our pres preK students. As you can hear behind me, I brought one of them to share with you in just a second.
I want to show you a quick minute 30 second video of Bloom rocking out in our district. I don't think they're sound, but I think you can get it from their faces. Maybe let me go back. It's okay. I'll move forward. You can
see it another time. but it shows all of our preschool students highlighted in music and movement that we provide for them once a week for 30 minutes. And now I'd like to end with a highlight of this cutie behind me. I'd like to introduce Zora Torres, one of our preschool parent
and her two youngest students. Naomi is in our preschool program currently. She'll come on up. Hi board members. I've never been in something like this, but I do have six lovely children that are in the community. Um they're currently 16 to
four years old and um they've all been through the program. It's a very unique program that caters to, you know, people like myself that work in the community. And thankfully, we have the option to not only put them in a program that educates them to be to par with the PUSD
system, but also teaches them. I have them in dual language. So, they're not only picking up English, but they're also picking up Spanish. And now I have a 16-year-old that's interested in Mandarin. And then my one that's in fourth grade, he also wants to pick up Mandarin. So, you know, three languages
and I think this is amazing for children's future. So, yeah, this is Naomi and she's also only English fluent because dad was raising her as I was working. Um, but now she's picked up Spanish. So, lovely. We were all very
nervous, but as you can see, they're excited to be here. You ready? You ready? All right, let's see if she'll do it. Naomi, what's your favorite part of prek? L A G C D E F
G I J K N O V Q R S T U V W X Y and Z I know my
A t yay. Good job. Thank you. You Thank you. So, I think that's all for labor unions right now. We're going to have a public hearing will be conducted to allow for public input regarding the 2025 2026
special education plan budget and service plan for the Pasadena Unified School District SULPA. The governing board of the Pasadena Unified School District is now opening the public hearing for public input regarding the 2025 2026 special education plan budget
and service plan for the Pasadena Unified School District. Anyone wishing to comment either verbally or in writing may do so at this time. Do we have anybody? It does. It doesn't look like it. So, hearing none, the public hearing for
input regarding the 2025 2026 special education plan budget and service plan for the Pasadena Unified School District SULPA is now closed. Student Board Member
Report. Mr. Ortega. Yes. Okay. Good evening and thank you to President Holly, esteemed board members, and superintendent Dr. Blanco for your continued contributions and commitment to the Pasadena Unified School District and support to our student assembly. My name is Theo Ortega and I'm the 11th grade representative from Thood
Marshall. This is my first board meeting as I am proud product of the student assembly special elections that were held in April 2025. Despite joining in the middle of the year, everybody involved has welcomed me with open arms. So, I wanted to say thank you for giving me this opportunity. This time of year for many students, not only in the
district, but in the nation, is a very stressful period as it's AP exam season. After completing a rigorous college level course, if opted in, high school students will take a two to three-hour exam that can be used later on for college credit. I myself took five exams along with many of my peers who did the
same. As such, student assembly and student think take took a quick break from our regular online meetings. As you know, as you know, this week there have been at some events at some of the high school campuses called the assembly, which was a concert for all PSD high school students to gain happy memories
after the recent tragedy. The assembly was sponsored and put together by free lunch, a creative musical organization, and Nike, the worldrenowned sporting company. On Tuesday, the concert was held on John Mir's football field, and on Thursday today, Pastina High School football field. Charter buses were
provided by the two organizations and took all students from other schools to the concert. There were three per three performances in total by a chike 310 baby and DJ Mustard. Students danced and sang along to all of the music's music
for the 2-hour concert. Lastly, next month the student leadership team will participate in a 3-week summer internship starting on June 9th. We are recruiting new students for the student think tank and the team will begin working on next year's student elections student assembly bylaws and policies as
well as adjustments to board policy 9150. Thank you board member Kennedy for your Kenny for your letter explaining the changes that are made at the board me policy meeting. The internship not only allows students to work together at a fast pace faster pace towards goals
but to also address the inequalities and injustices in our community. One product of the internship was the breaking the line conference that was held earlier this year and aimed to close the gap between students and teachers/administration. This event wouldn't have been possible if it weren't for the time and effort of the
students at the internship. Thank you for the continued support and consideration for these amazing opportunities to allow students to have direct impact on our community. Thank you. Thank you very much. Okay, we're going to move on to
action item M. And before we start, I'd like to introduce Mr. Marlon Wadlington from AALR, our board council, who's right here in the audience. Hello. This agenda item pertains to the
numerous complaints we have received regarding incidents that transpired on May 2nd through May 4th, 2025 at San Raphael Elementary School during one of our student productions of the Wizard of Oz. These incidents were predicated on the alleged inappropriate and
unprofessional conduct of board member Dr. Yarma Velasquez, specifically the complaints concerned this board member's alleged acts in reaction to the seating situation for herself in the audience. Accordingly, the purpose of this agenda
item is to gauge the board's desire or interest in initiating a formal investigation into this incident in response to the complaints received to date. As you were aware aware, the Brown Act prohibits me from talking to a majority of the board regarding
regarding their views on what to do with such a matter. The only method of asking about the investigation was to agendaize it for board consideration. Moreover, there is no close session option for considering board member conduct. The complaints the board members have been
presented with regarding these incidents are allegations and do not rise to the level of substantiated factual findings. A formal investigation conducted by a neutral third-party investigator would be necessary to determine whether such
allegations are indeed factual. A formal investigation done now can assess the credibility of the complaintants and witnesses and allow the board to determine which allegations have been substantiated. Substantiated facts would
allow the district to make informed decisions as that would best protect the district going forward. Further, should any of the facts be substantiated in the investigation and the same substantiated actions are repeated, the current investigation will substantiate any
necessary action at a later date. The question has been asked, why aren't we using board bylaw 9271? Censure of the board member has not been requested at this juncture. Board bylaw 9271 states that a request
for censure hearing must be submitted to the board's legal council in writing by no fewer than two, no more than three members of the governing board. The request must contain the specific charge or charges on which the proposed censure is based and the written materials which
are the basis for the charges. At this point, there are no substantiated facts upon which charges could be based. None of us board members were present to observe any of the alleged acts. It is my understanding that typically a censure motion happens when the events
happened at a board meeting and in front of board members who are then able to bring a censure procedure forward based on their own knowledge. In that regard, I believe that it is premature to implicate board bylaw 9271. I am unwilling to state for certain that the
facts as alleged occurred without the benefit of an investigation. To move forward in this matter, the board should decide whether to initiate a formal investigation to gather concrete facts or to vote against an investigation. If there are four votes in favor, the
district's council will be asked to engage a neutral third-party investigator on behalf of the board. The investigator will create an investigation report which will be be shared with the board based on the findings of such an investigation report. If any two board members decide
to pursue censure, board bylaw 927 would become applicable. By contrast, if there are fewer than four votes, an investigation will not be conducted and the board shall consider this agenda item resolved. In some it
remains within the board's discretion to determine whether a formal investigation into this alleged incident is merited or if the board would prefer to consider this matter resolved. Now that I have finished introducing this issue, I will ask whether there is a motion and a
second for the motion. If there is a motion and a second, we can have further discussion. Motion in a second. Point of information. If there's a not a motion in a second, what happens? Then it it would die. A motion in a
second. We can have further discussion. So I'm just a little hesitant that we're moving forward. Should we hear from Let's hear from our council on this. We have to do a motion
in a second first. Yes. If you want to move on with ultimate discussion and a vote as to whether or not you're going to have an investigation, you need a motion in a second. So there's I'll move approval. I'll second. So now we can have comments.
I would like to hear from Yarma, but if you don't want to speak, I understand. She's talking first. Earlier this month, I attended an event as a parent. I apologize for my behavior. So that is an apology. So Mr. Wlington,
if we have an apology, we're still moving ahead with a motion and a second to discuss an investigation. Correct. So we have an apology. Yeah, we can discuss. Miss Frederick's Well, we've received many complaints and
I I'm not comfortable uh making a judgment, but you know, I I do want to acknowledge the complaint and I appreciate people, you know, letting us know how we can be better board members and I do want to acknowledge uh board
president Holly in trying to manage this difficult situation and trying to follow what is, you know, legally advisable. Um, I'm concerned about the precedent
this sets because we all know that, you know, given a certain day or a certain month that we could be there could be parents complaining about any of us. And you know
what what makes this you know what makes this different you know or what will this now be a pattern uh for or a mechanism for any complaints
that's and I just don't think I just think it it could have been resolved at a local level while this is very formal and you know by the book there are judgments we can make
to resolve things informally and I think um next time I think that could be explored. I have a question Mr. Waddlington. How would we explore something informally when it comes to a board bylaw and administrative record
and a school board trustee? I I I don't want to get confused with close session versus open session. You can always discuss complaints and how the board wants to proceed with it. In this situation, the board has made a decision that they want to discuss it
and put it before the board as to whether or not there would be uh an investigation. So I think the difference is you are here now. You have your motion and how you want to proceed is completely up to the discretion of the board. My question was the trustee asked
that she thought this could be solved informally and not the way we are solving it here. How would that be? Let me clarify what informally means to me. So um informally means just to have a
conversation and it's not an official act by the board. It's really I just I would just want to help the situation however I can personally help individually. It's not a board
sanctioned act. It's really just I would choose to offer my help and I feel like that is something I would think, you know, would
be a model uh for our students. Um because I I don't want like a punitive appro immediate a punitive approach. I would want a restorative justice type of approach, understanding and reconciliation and that just comes with
like human experience, you know, just among colleagues. That's what it it has nothing to do with legality. It's really just personal judgments. I I would just say that really uh as she stated, it really isn't a legal question. It's just
how things she may think things should be handled from the beginning. So, okay. I really don't think you need my input. All right. Great. Okay, Mr. Harden. So, I mean, obviously, we've heard from a number of of individuals and and, um,
their allegations at this point. And so, um, but I, you know, I think that they've come from a number of people. They've, um, talked about the same incident. Um, I, you know, we're a family on this board and we have a code of conduct and
I I think that if the allegations are true, we violated that code of conduct. Um, and and that's heartbreaking. Um, but above all of that, I'm interested in healing. I think it's
important for um I would hope that that Dr. Dr. Velasquez would reach out to the community and have a dialogue at the school site. I think that's where this resolution happens. I think it's it's about community healing. Um, and just
working with that the school commit uh community in that regard. Um I I'm worried that an investigation is um not needed and potentially, you know, costly and to what end. If if if we're
not, you know, embarking on a censure outcome, then I think the best, like I said, the best outcome is the intimacy of healing uh as close to the people um and the the school site where the
allegations occurred. Anybody else? Yes, Patrice. Miss McKenzie, I am particularly troubled by the fact that we're even having this conversation in this way. I have read the board
policy 9271. I've read um board policy 1313 and our PUSD board protocols. And nowhere in my read of these documents do I see where an issue of this nature falls within the purview of this board to
address. I don't want to debate what happened or didn't happen. I want to talk about us as leaders and us having um a standard of professional acumen and that we all have a duty that we agreed to uphold when we
got elected and we were elected by our peers. I think that we are expected to maintain a certain level of professionalism tagged in diplomacy in our roles as elected officials. But any one of us is human. Any one of us could
not have a good day. Any one of us could find ourselves in a position of acting in a manner that is short of that standard. I think it is my opinion that we need to look at not asking the board to
engage in investigation. I think that's a broad overreach of our authority as this as an elected body. I think we're not in an employer employee relationship and commanding investigation would assume that that kind of um relationship exists and it does not. Um I also know
that we don't have any supervisory authority over our colleagues. Just for example, just on Monday, a member of the state assembly was charged with a GUI. The assembly is not agendaizing the conduct of that member. They are conducting the business of the house.
They are trying to get their bills through the cycle before the May 31st deadline. They're trying to put together their budget frame before the June 15th deadline. They are focused on the work of their chamber. We need to be focused on the work of this body. If our constituents take issue
with our conduct, if our constituents take issue with our actions, our decisions, our behavior in some way, then there are other avenues that they need to pursue to seek remedy. And asking this body to micromanage andor police the actions
of our colleagues is not the solution. I did not run for office to supervise my colleagues, and I suspect that my position did not elect me to do so either. I'm going to go a step further and say that if our constituents expect us to be laser focused on the business
of this district, which is right now elevating student achievement, continuing to um implement our plan to recover from this fire, managing our fiscal stabilization plan, and so many other things that are directly correlated to serving our
students. This is not the time that we need to be spending. This is not the dollars we need to expend and this is not the focus that this board should have right now. My priorities lie with serving students and not in expending dollars on things that are not focused on those goals. So I would like to ask
again for Mr. Wington on the concept of boards hold boards accountable and there's a reason for that and I'd like to have you talk about our role in holding the board accountable.
Okay, hang on. Miss Bailey is going to ask something. Yeah, before you bring him up, can we just have our discussion? Yes. Yes. I'm sorry. Okay, go ahead. Do you have something? Did you have something? Yeah. Go ahead. Um my position on this is that I would
support using our existing policy and procedures and I I think what this is a little bit of a deviation from them. I am recognizing that we have some gaps perhaps in our existing board bylaw for code of ethics. Um, as the board may remember, the policy committee brought
forward a code of conduct protocol for review um, last June 30th and it covered steps that would happen before a centure hearing would be agendaized. Um, we didn't adopt it at that time and I
think there I'm not saying that that is the beall and endall or our code of ethics. I think we should maybe look at if there are any modifications needed. Um I was just recently talking to um board members in Glendale who are
bringing forward something as well. Um I hear people saying I think the censure is for violating the Brown Acts um things that are of a fairly serious nature and we have had a couple censure
um situations since I've been on the board. It was a while back. um one where we did censure a board member and one where we voted to take no action. Um I think that we should certainly discuss whether we're happy with what we have
now in our code of ethics and whether we need a code of conduct and and maybe to what Patrice Mackenzie said we it's not something that we want to get there are certain types of things we might want to get involved in and others that we don't. Um I I agree that I think
we that the res that the resolution should be as close as it can to the origination. I mean this feels like something that was school site oriented and not necessarily something that would affect the whole district.
Um, so, okay. So, I just want to point out some things. I take it very seriously when complaints come to to the school board and to myself as an
individual board member. And while I am not always in a position to resolve the matter personally or as an individual board member, I know how to direct that
traffic. But when it's about one of us, our roles as board members is to hold each other accountable for our actions. And I too looked
at board bylaw 9271. And what resonated with me was the language that says consistent with board policy and administrative regulation
1313 civility board members shall at all times all times communicate with the public each other and staff with respect and civil
tones. Each one of those letters complained about that those two issues which is concerning to me. Like you said, they are allegations.
One of the things that I do know is that when people come to us and ask us to look into issues and we ignore that, it usually doesn't end up very well for us. We are answerable to those
members of this community who elected us to these positions. Board policy 9271 also says that the governing board of the Pasadena Unified School District has a strong commitment
to ethics. The public expects and must receive the highest standards of ethics from all of those in public service. It is the policy of this governing board
that all of its members shall abide by federal and state law that are applicable to members of the governing board as well as to board policies or bylaws.
Violations of such laws, policies or bylaws tend to and this is the part that I have been trying to get all of us to understand from the very
beginning that this tends to injure the good name of the district and undermine the effectiveness of the governing board as a whole. Such
conduct is deemed to be a dereliction of duty. This to me I take seriously. We are all colleagues. We are supposed to support one another. We are supposed to lift one
another up. We are supposed to encourage one another. But that encouragement needs to happen whether I'm having a good day or whether I'm having a bad day when it comes to my interaction with the
public. The event that happened with the assembly member who got the DUI, she was on her personal time. She was in the street driving. These complaints that we have
received happened on school property at a school event. This is the reason why I am taking this so seriously. Now, this board might not
think that an investigation needs to happen. So be it. But I in no way want this to be a past practice. We have got to step up. We have got to hold each
other accountable. We have got to expect to be held accountable. No excuses. There's no way we should have those kind of complaints coming in about any of us, either of us.
We wouldn't accept that if it was happening with the superintendent or one of her staff. We should not accept that amongst ourselves. We have got to hold ourselves to higher standards. I absolutely
believe that our actions when we leave this room and we're not together, our actions are still seen as an extension of this board. When you're a parent, if
you're not elected, you're seen as a parent. But once you are elected, you are seen as a board member. you you don't have an off and on switch or light that tells people I'm acting as a parent right now. And when folks see you walking
through and taking charge, whether you did it as a parent, when you do it as a board member, it is intimidating and people take that seriously.
So, um, before I close, I alluded to board policy 1313. And what I want to take from there is that um there are two paragraphs at the
bottom of page one on that board policy. I don't know if you have it open where um when you when we start working on amending policies, it only mentions it only mentions, excuse me, students,
staff, parents, guardians, and community members. And we absolutely need to add board members to those two paragraphs because it goes in to talk about the behavior point of
information. the the last part um I want to refer to board policy I'm sorry board bylaw 9005 that says each individual board member shall
act with dignity and understand the implications of demeanor and behavior and I'll end my comments there. Thank you, Miss Fredericks. I just want to know the scope of this discussion.
We're voting on whether to investigate. Correct. We're voting on whether not to investigate, but I I have something to say. Also, I believe very strongly that the board needs to hold the board accountable. The superintendent holds the staff accountable and we hold her to
that. Every complaint we get from a school site, we're calling her up right away saying, "What are you doing about it?" and she does something about it because she knows how important that is. We are elected public servants everywhere we go
24 hours a day. We are public servants and we are leaders and we've been working hard on trying to bring this board to a high level. We have written written comments that we all
have where people in this community have called us dysfunctional over and over and over. It has been one of my priorities to bring this board to a high place because every single student deserves it. Nobody
deserves to be intimidated by anyone ever. We we expect children to behave a certain way and when they don't behave that way they are talked to. We are
adults. Excuse me. I am still talking here. And I would like to hear from Mr. Waddlington on what in board bylaw 9271 gives us this right to investigate and hold our board accountable because
that seems to be an issue here that we don't have a right to hold us accountable. I would just say the portion of the code of ethics that uh Miss Bailey read from would give you the purview. I would also say that everything else everyone said
here today is true and accurate that ultimately you have to make a decision that it's within your disc it is it is when you it is within your discretion to go ahead and move forward with an investigation. That is a decision that you all every point that you guys have
made today is accurate. You know, you've you've stated your opinion on the issue. I can't say that your interpretation is wrong. But what I can tell you is is that there is nothing stopping you from having that purview to determine whether
you want to do the investigation. I hope that answered your question. Yes, it does. Okay. So, here we are. So, here we are. No more comments. Okay. To be clear, um there was a
performance and like many other families, I arrived 2 hours early and stood in line, not as a board member because board members don't start standing in two or three hours lines. I stood on as a parent in a line for two
hours to secure a seat to proudly see my child perform. After an hour waiting, I realized that I witnessed several parents arriving after bypassing the line, saving seats, and going back to
the line. Not only for me, but for everybody that had been standing there for hours. They entered the venue, placed their coats and personal items to seats hold spots, and then walked by the rest of us walking in line. I made I reached
out to the school site administrator and the person leading the event and after 30 minutes they responded that there was no problem with the system and they were not going to do anything. As a result of my advocacy two
other families were able to also secure seats that they've been waiting for two hours in line for. I did let my frustration get the better of me. I removed a few coats, specifically four,
um, that were used to being reserved for seats. I shared those seats with people in the line, and in doing so, I disrupted the space in a way that was not appropriate. I was there as a mother. I
had a bad day. I was not recognized as a board member because a board member doesn't wait in line for three hours to see a performance. A board member doesn't volunteer to do hair. A board member doesn't bring the volunteer flowers to the event. I was there
clearly as a parent and yet I am being disciplined as a board member. Right? It's like a pick and choose. no difference or acknowledgment of me being there as a board member. Yet, let's
scrutinize her behavior as a board member. Right? I understand that the boy loss of this board do not make a distinction between a board member and me in my capacity as a parent. But I am
sure that everybody in this room has had a bad day as a parent where they behave badly. That is what happened to me. I am still viewed as a board member no matter what. And I did apologize because my behavior on that day did not meet the
standard of behavior. I take full responsibility for my actions. What I have to say and this is very problematic. This is a perfect example of how white supremacy is
enacted and reproduced in spaces. Anybody else? Do you have something to say? Anybody call for the question, please. Let's have a vote on whether or not to do an investigation. I'm sorry.
Right. Point of information. I need to abstain or what's what what's happening with my vote? So, I'm a little confused now because she gave she apologized. She gave an explanation. She apologized first. So,
what sense does the investigation We're still voting on whether or not to have an investigation, Mr. Waddington? Okay. Let's ask him. Okay. A motion and second on the floor. I'm sorry. So, I just need clarification. If the motion
is to proceed with investigation, what Do you have questions, Miss Bailey? Student board members not going to vote on this even though it's provisional. Fatima, Fatima, do they have to? Um, I have a question for the attorney.
What about the student board member? I would just say to you that the vote wouldn't count for this. And you know, personally, I wouldn't want to put him in that position. So, yeah, I understand that. But, um, we were told we were not allowed to vote on this issue. Um, I can't make a
vote on behalf of the Okay. board without talking to them. Okay. All right. We're going to vote on whether or not to do an investigation because the motion is on the floor. going to go on
approving investigation for the way you frame it is opened directly initiate I mean as written in the yes was your should we ask the maker of the motion
maker of the motion my assumption was to approve or not approve yes an investigation that was my understanding based on the motion I made is that and you're indicating that that's not the action as written in
the agenda. Okay. Then if that's not matching the action, then I'll withdraw my motion. He's withdrawing the motion. So that means the second falls away. Okay. So there was no longer a motion on the floor to do an investigation.
Yes. I'm sorry. His motion was to approve or disapprove of an investigation. Is that correct? Yes. And it was seconded. And you're you're saying that that is not So if they were to vote, what are they voting on? If I say whether or not to have the
investigation and it has to be by a majority whether or not it's so if they say all in favor are what are they approving? So they're they're they're voting on whether or not they approve or disapprove. No, no, no.
We're not voting on whether or not we're the motion was to direct the initiation of a formal third rate. I'm reading from the agenda. Well, that was your motion. Correct. His motion is the language here on the agenda. So the motion is to
approve to move forward with investigation. Correct. To approve to move forward. Yeah. No, I'll remake the motion. Okay. So remakes the motion. You're making it to match what I just
said. Okay. It's been clarified. Okay. The motion's on the floor. Re making the motion. I I'll second the motion. Second. Okay. Consider to direct the initiation of a
formal thirdparty investigation. So now we can vote. Are you going to All in favor? I'm in favor. All against Wait, somebody didn't vote. She didn't vote though.
So that's an She has apologized. Yes. Well, she's already investig Okay, let's Yes, the motion fails. Yeah, motion fails.
All right, we're moving on, folks. Approval of resolution 2819, request for allowance of attendance due to emergency conditions related to the Los Angeles County wildfires. Yes, sir. Move approval. Sorry, you
don't need to do this. No, I don't. Okay. I don't need Yes. I'll move approval of item M2. Second. Okay. vote. We've all gone over this.
Vote member. Yes. All in favor? All right, we're moving on. Staff presentation. Dr. Nyle, English learner master plan update. I guess I got to of Go for go ahead. Okay. Thank you. Uh
good evening board members and SLT. I'm Nadira Nayo, director of curriculum instruction and professional development edtech and I'm here this evening to introduce our coordinator uh Mr. David Ibara uh to present the update to the ELM master plan.
Good evening, board president Holly, PSD board members, superintendent Dr. Blanco, and members of SLT. Uh as Dr. Nyall said, I'm David Bar. I'm the coordinator in the lab department and we're here to kind of give you guys an
update on the multilingual educational programs in PUSD. The first update is on our English learner master plan and I took it as a great honor and
a challenge um to take on this endeavor of having to update our EL master plan. Um, I have served in PSUSD for 21 years and in those 21 years I've had various roles that I've given me different
perspectives I think that have helped me kind of put the wording and the language that uh we're hoping officially makes it into the EL master plan. Uh, I don't know that everyone knows that I served at one point as the LDRT when we used to
have LDRTs at Elliot Middle School. Yes, Miss Kenny was a parent there. Um I also served as assistant principal at PHS and one of my roles there at PHS was um overseeing the ELAC committee. Uh then I became the principal at Blair High
School. Uh and as you guys know Blair is home to the international academy. Uh it has the highest number of newcomers and eels in our district. And now I'm proud to say this is my second year leading the department and overseeing the department.
So the first update really is around the process. So, in August of 2023, uh, LEO and LMU, uh, created, um, a pilot system, and PUSD was one of the seven districts that
was invited to participate in this pilot where they would work with a team of about three to five people uh, from each district. Um, it was grant funded, so there was no cost to the district. uh we were expected to
commit to those five sessions. Um and during those five sessions, it was really interesting because we got a chance to have dedicated time to study and discuss. And so some of the topics that we discussed
our vision and mission with our EL master plan and as a district uh our identification and reclassification process. uh we did a deep dive into the EL roadmap knowing that is definitely updated guidance and resources uh for
all districts. Uh we were able to look at case studies and that were guided by specific questions for us to analyze and compare to what we do here in PUSD. Uh we had homework assignments that after every session we had to bring to our next
session. And um I think one of the key components of that study session is we were given opportunity to partner and brainstorm with the other six districts that were participating. Uh and I think that gave us a sense of we're all going
on this journey together. What are you guys doing? This is what we're trying. Um so that really helped. And then I think one of the other key components of that is we did a deep dive into two
specific districts and their updated EL master plan. And the two districts that we used to compare what we currently have uh was Oakan Unified School District and Desert Sands Unified School District. So, um, here's a a diagram so you can
kind of see kind of the visual of what the EL master plan will look like, it's going to be four different chapters. Uh but when you compare to what we currently have, our current EL master plan, which was adopted, originally
adopted in April 13 of 2017, then with a revision in 2019, uh currently has nine different chapters. A lot of the information in the flow is a little bit choppy to be honest. And so one of the key things
that we had to decide early on in these study sessions is do we just try to um fix or update the language that we have in our current master plan or do we just start kind of fresh? And after long discussions back and forth, we decided
to just go fresh and really use what other districts were doing and apply the EL roadmap principles embedded within the EL master plan. So the four chapters that uh eventually
will be in the EL master plan. Chapter one kind of some of the highlights of each chapter is the E identification and the reclassification process. Chapter two are the different programs that we have uh for our EL students in PUSD.
Chapter three is the family and community engagement process looking at the ELAC DAC. And then chapter 4 um which is super important for us because it changes the way we evaluate our schools and our programs uh through a
more consistent process. So as we look into a little bit deeper of each of the chapters, chapter one really starts in how we identify EL students. I think it's been really
interesting for me uh in this position uh to see how many of our staff and parents really understand that process. I think we all know once we have our EL student but they don't know the journey that it took to get them uh classified as an EL student. So we've really spent
a lot of time explaining that process. Uh we've also updated our reclassification criteria. you know, um, about three years, no, probably about two years ago, the district, sorry, the state took away grades being part of the reclassification criteria, and now it's
teacher observations that took the place of grades. Uh, and so that's the heart of chapter 1. One of the things we've been able to do is create a stakeholder group for each of the chapters. We were very intentional to not have the same
people serve on the stakeholder group by chapter. So each chapter had different administrators, different uh teachers, different um classified staff, different parents, ELAC, DAC, and we wanted to make sure that all of them had a chance
to give input into a specific chapter. And then we're hoping the last process is bring each of the stakeholder groups back to be able to give more input on a more finalized draft once we get to that point. I do apologize. We were going to
have other members of our team come and present. Uh unfortunately, one of them had a family emergency, was not able to be here. So, I'll explain a little bit more on chapter 2. Uh, chapter 2 to me is super important because it speaks to
the different programs that we have in PUSD. And so we currently have three EL programs in our district. First is designated EL and that in the last two years we've come a long way uh to now
where every elementary has 30 minutes of ELD every day. And then at the secondary level, the EL students are placed into an ELD course and given depending on the scale the schedule about 45 minutes to
an hour of that EL course. We also offer dual language uh immersion programs. We have different languages and to build the the content of this chapter, we pulled in a small stakeholder group of
coaches and teachers and administrators to help build uh in essence the master plan for our dual language programs. That was also needing an update and a refresher when we first established that. Um we had schools that are no
longer in our district. they're not active and so uh just the language and the research that we know around dual language has changed tremendously and then we also have the international academy which is housed at Blair for our 6th through 12th grade students um and
in the EL master plan we now have specific language around the definition of the different students um and classification of EL students I think in the last 20 years we've come a long way with research and
understanding. Not all eelss are the same. We have newcomers, we have elts, and in the newcomer world, not all newcomers are the same. We have some with that come with limited English and some that come with interrupted uh schooling. So, even within the newcomer
world, we notice there's a lot of difference in there, too. So we call that out in the language and you'll get a chance to see that once um we will be able to present uh the final and then we have uh the one program that we are trying to
establish is at Madison we are in the process of we've consulted uh with an expert on how to establish and to bring a one-way heritage program to Madison. Um, and so we are in the
process of having some sessions over the summer. There's a lot of leg work that we still need to write and have those discussions before we're ready to bring that uh to the board. But the goal is at the second semester of next year, we
would potentially be able to pilot uh the curriculum and this one-way program at Madison with the hope of it growing and um adding on a different year. Uh but we're doing analysis of staff, the curriculum, and things that would be needed to make sure that we're able to
run that. And then for chapter three, which is our family and community uh engagement chapter, we did a lot of collaboration with uh Nancy Molina from the enrollment office to make sure that we shouldn't put language that's
different from what they're already doing. So there was a lot of coherence to make sure that uh what they're doing is the same approaches that we would implement within our EL master plan. Uh and kind of the two key components are
DAC and ELAC. Uh we are currently in the process of updating our DAC bylaws. Um, we've also started a certain process with that and then I decided to use the same process that we use for the EL
master plan for the bylaws of let's compare what other districts are doing and see what they have in their bylaws. Uh, our bylaws I think were written in a time that is very different than I think we have now with our DAC parents and our
ELAC parents and our EL parents. And so on June 12th, I'll be presenting an update to the Yale master plan to DACA. And then on June 16th will be hopefully the first of two rounds of getting the
final input for uh DAC parents and EL parents for the bylaws. And then we have chapter 4. Thank you. Good evening, board president Holly um PUSD board members and members of SLT.
My name is Fabola Seedo and I'm here to talk to you about chapter 4. Uh I am the current instructional coach at John Mir High School and I had the privilege of working with uh alongside Mr. Ibara and several dedicated and very talented coaches um putting together this
chapter. And if you notice, um, chapter 4, and I'm going to go back really quick here just to show you this same graphic right here, uh, resonates really well with this chapter because it focuses on monitoring, evaluation, and accountability of the program of the EL
program. And it also has four steps. So, very quickly, briefly, I'm going to guide you through the four steps. Uh, the first one, and I'm and I apologize, they're not included in here. Well, actually, they're on the next slide right at the bottom. Uh but the first step would be the ELLL
review tool which includes um data from various sources for site admins to review and reflect. Uh categories include number of ELS, reclassified students, long-term English learners as well as um ELPAC progress. Okay. Uh
second step is to uh complete a needs assessment. So site administrators will have an opportunity to provide this information uh to their ILTs uh at their site and uh can identify data informed
strengths and areas of improvement. Uh they can share this information with ELAC and of course make appropriate uh recommendations to the schoolside council and potentially create zips goals. So very guided very guided conversations. Step number three uh on
this continuous improvement uh cycle includes suggested action plans which you can actually find in the folder that we provided. Um these include identification to VLS by staff members which is the number one thing right we have to make sure who they are in order
to service them. uh also provide you know perhaps conduct data chats and then um receive training on district uh adopted instructional materials and of course attendance monitoring to ensure that the students are receiving the adequate supports and then of course
each side has the autonomy uh to select strategies that are um that fit their school needs and meet their sips. Okay, that's number three. And then the last one which is something that we need to include in this particular presentation is the district ELLL review. And again,
this is this is a work in progress. And um this brings us to the um last uh of the cycle where LAD compiles all of the end of the year data and presets appropriate um it presents to appropriate stakeholders as part of the
continuous improvement cycle. So this is what chapter 4 is um is about. Thank you. The next update is the program evaluation. So we have board policy 6174 that ask very specific questions um
that our department is responsible to provide uh our board to evaluate uh to see how our e programs are doing. Uh in that folder we gave another copy of the printout so that you have that as well.
Um, and the board communicate, it was shared in the board communicate on February 21st. I just printed that out so that you have that. Here are the eight questions that is in board policy 6174. I did want
to go over some areas to celebrate. I think there's a lot of momentum and positive E data that we need to celebrate. Um, and here you could see the the different bullet points that have
improved over the last two to three years. Um, I did want to give um a little bit of context for it. I think uh as we were going through this work and this analysis, uh, the two words that kind of came to
mind are coherence and uh, collaboration. uh the work that LAD does, we're really trying to get away from just working in silos. So, being able to work with Dr. Nile's department, I know Miss Reo, Dr. Reoso just stepped
out, Dr. Reynoso's office, office of open enrollment. I really think it it's showing in the data how the different divisions and the different departments at the ed center working together all pulling in the same direction has had an
extremely positive uh results in our EL data. Uh I did want to call out uh the one that truly stands out is our chronic absenteeism. We know that if our ELEL's do not come to school, they're not going to have
access to the uh highquality curriculum and instruction that um they're missing by not being at school. Uh with the help of Dr. Reynoso's office, we were able to cut that in half u from 46% down to
22.19%. So we know if we can get them to school every day, we have a better chance of making them uh be successful. Uh so at the same time, we do have some areas of focus. And our LTE
data is definitely something that it will become a focus. So when this dashboard data was released in December, we did implement a few things. uh we made sure that we trained all of our secondary teachers in the curriculum,
help them have strategies that will help them with their ELD courses. Um I think another key not only this year but moving forward is going to be we've implemented having our classroom teachers be the ones that help
administer the ELPAC. So instead of uh either an aid for my department or a sub, we're providing instead a sub for the classroom teacher so that the classroom teacher has the ability to administer the ELPAC. Um and then I think another key component is we're
currently developing uh and we'll have it ready for the start of next year an integrated ELD plan. Um, I think we've spent so much time and we've come made huge strides with our designated ELD, but designated ELD for an elementary
student is 30 minutes a day. Designated ELD for a secondary student is one period a day. So the the next key for us as a district is really having a strong integrated EL plan. So that's where content teachers use specific strategies
to help the eelss in their classroom access that curriculum and that's the next focus that we'll be doing as a department with each of the school sites. Uh I am proud to say so our students started taking the alpac depending on the school some started in
February almost everyone by March most of them have finished by April we've started to get the results in from the state it's trending I don't want to jinx it but right now our data is trending extremely strong even at the secondary
level uh we do know as of now we've had 18 seniors score of four. So, we're able to reclassify them, which is amazing that even at this last hour, they'll get a chance to graduate as an RFP student and not as an EL student. So, we're very
proud of the work uh that we're doing. There's still plenty of work to be done, but I think with the support of other divisions and other departments, I think uh we'll be able to get to where uh we would like to be with our EL students.
And that's it. Thank you. Any questions? Yeah, we're going to open it up. Do we have questions? It's very impressive. Thank you. Questions, Dr. Velasquez. Can you explain um how and what the
model that you use for the immersion program supports for the dual immersion programs supports EL students? Well, the the heart of an immersion program is for EL students. The it was
created with an EL student in mind. Um, obviously in PUSD, we're trying to be more intentional of how do we get more EEL students and our dual language program when the program is in essence was
developed for EL students. So, I think getting them in the program I think would be step number one. Uh, I think we've done we've tried to be more intentional of getting maybe not all the kindergarters that we want, but once we
get those families and students in our system, then we've been very intentional of marketing the program, uh, I don't know that all the families truly understand when they come what a dual language program can help with their
child. And so we've really been intentional of trying to open up different spots at different grade levels so that we can get more eelss at in our program. Yeah. Can I speak to some of the curricular decisions too? So So thank
you for speaking to the sort of student body in in immersion. The model that uh we are training into is trans languaging. So the use of both lang oh sorry the use of both languages to reinforce the other. So one of the things that um the PC curriculum
designates are three different categories of language type within the target language arts as well as the English language arts. And so that that would be transferable language skills target language only skills and then English only skills. So where eelss who
are not in an immersion program will get their designated time and in some integrated that's how we sort of distinguish the designated language learning versus an integrated version when they do in the transferring um the Spanish immersion um teachers actually
just have the benefit of of a full day professional development that we hope to continue uh that really breaks down sort of the the way that these words are even formed and and those overlaps so so that trans languaging becomes more of a a teaching skill. Uh because I would say
that right now that's that is the direction we need to go otherwise our immersion program kind of reinforces a language separation model that we are moving away from. So the reason why I asked this is because um this is the dual language
programs are set as part of the EL efforts and I understand that there are different models of implementation of an EL program and I'm sorry of an in immersion program right and um I I want
to talk a little bit about language um so let's imagine I don't know let's imagine there's this is a mountain and language happens on different levels right and um you can
learn words and that's above the language but then for you to learn ideosyncrasy culture ideology at this so all of those things go hand inhand with learning a language right because lang
language communicates what it exists. And without getting into a long lecture about semiodics, right? It is important to understand that culture and language are related and you cannot learn words
and reading and writing without learning ideology and culture and values etc. Right? And so food and dress is like at the top level in a very superficial level and as you go in
right there's a deeper comprehension of how language happens right so for example I grew up in Puerto Rico I learned English um but by living in the United States um I then become more familiar with the usage and get to a
level of proficiency in the language that is deeper because now I do know the ideological meanings of or the values that accompany those words, right? I'm I still I still cannot get idioms, but uh
and there's a lot of misinterpretation in some of the things that I say, but that is not my experience with the implementation of dual immersion in POSD. My experience with dual immersion in
PSD is pretty extractive. And that means that you get a community that extracts the value of the language for their purposes of advancement in life and leave the program without a cultural understanding
or value of all of the elements that come with that language. And it's very worrisome. Not only Yeah. Enrollment and marketing and all of those things are important and
curriculum is important. But when we have eelss in our classrooms in dual immersion programs, what are we doing with their expertise honoring their e
they are the superstars of that program. And if you ask eel parents, do you feel like you are the superstar of our pro dual liberation programs? I don't think they're going to say yes. They're relegated.
And a model of immersion cannot work under those conditions because everybody else has to show the gratitude of extending that richness that comes with words, but also
by understanding culture and ideology. And that marriage is not implemented. And I hope that if dual immersion programs are part of the EEL strategy, we have a significant
rethinking of the implementation of Aldo programs in all of our schools. Thank you. Anybody else? Thank you for sharing. Um I wanted to ask if there is any um programming inclusion or recognition
of the needs to serve our standard English learners and our students that need academic English mastery. Yeah, that definitely is uh a component within um the EL master plan that we're looking to uh explore and expand upon. Uh we've
been looking at for example LA Unified, what do they have? What can we realistically bring into um the PUSD world? Um we haven't gotten very far just yet, but it's definitely something that we've been doing a lot of reading
and research on, kind of seeing what's out there to kind of be as current as possible, knowing uh those needs do exist in PUSD and in different pockets and but it's definitely something that we're looking into. just want us to continue to keep top of mind the need
for language mastery. Yeah. And it shows up in lots of different ways. Absolutely. Kim, you mentioned that the EL master plan from before was in 2017. I was trying to look on the website. I couldn't find it.
Oh, no. When we updated, we took that one down with the intention of putting this new one in, but I have it and I could Okay. I couldn't even find it like Yeah, I think when we updated our the website, I think we might have taken that out and maybe we didn't put it back in because I I couldn't find it even under board approval. I found some
updates to it when we were changing classification. So, I just um help me. RFEP monitoring will still be in in this. Absolutely. And then um parental notifications. Absolutely. We have to legally we have to do that. I wasn't sure from the four chapter names. Um I
just want to make a couple comments on the data. I think it's really helpful. So on the page you had that had the highlights. Um you had chronic absenteeism declined by 22.19%. I think it's always helpful to
say declined from declined 22% from this to this. That just helps us kind of gauge where did it start from that kind of thing. So, and that is in the do the the board communicate and one of the the graphs explains it, but I'll add it to this for sure. See it here. And then um
the reason I asked a question about how we're calculating the ELTEL rate is because I posed I remembered posing the same question to Dr. David Renie about a year ago and he sent me an answer which is somewhat different from the answer you guys provided. And so this is kind
of like my concern with A throughG in the LCAP. So when we do the update page in the LCAP, we've got like three or four years worth of data. So we want to make sure that we're using the same method to calculate these rates over
time for sure. And and what he gave me was using the at risk and long-term term EL report on dataquest take six plus years divided by total ever eel not current eels. So I'm just telling you that is what he had been using in the
LCAP. I think as long as we kind of agree on a thing and then consistently use it that way we can then we can measure the improvement. And then the reclassification the reason I also asked you guys is because I sent a letter to the state. So the state very nicely put
reclassification rate as one of the indicators in the LCAP. It's in the ED code as one of the indicators and the state stopped reporting it six or seven years ago and it's not part of the dashboard and so I don't really know how they feel good about that but they keep
saying they are going to start publishing that data again but they have it so I said well but in the meantime data people at the state how would I calculate a reclassification rate and they said oh we haven't written those business rules yet so I said but they said you can go
to this LCAP report I'm sorry this calpad report and get the or counts. I'm like, I'm not having a trouble finding the count. I'm trying to just figure out how to use a rate. So, I noticed again that your rate is everyone who took the summary ELPAC. So, we're excluding the
kids who are taking the initial. The initial just classifies them as an EL. I understand. But what we used to do back when we were calculating this is we took everybody who was an EL on norm day which would have included even the kids
who had initially been identified and then we divided you know the number but again that was going October to October so they've kind of changed everything without giving us a new way to measure it. So again, as long as I think if we pick a way to do it and we then are consistent, what I would say
is, you know, our LCAP has 30% as our goal for reclassification. And I think that if we're going to leave out that chunk of kids who have just taken the initial, I think that is a pretty good goal. So we're not there.
So or we can rethink about, but that is the goal. Helen's Helen's giving me little worried eyebrows. That is our that is what our stated target is in our goal six or seven or whichever one it is. And then just lastly, number five on
the page right before this one for language acquisition programs that include instructional language other than English, student achievement in the non-English language. So, what I'm expecting to see, I think for Spanish, I'm expecting to see
how we're testing the kids learning Spanish. I don't know that we've had some of that data. So, some of the past reports haven't included that for the Mandarin program. How are the kids testing and performing in Mandarin? Um, and I just don't know that we've seen a
lot of that. And I know that there's been some difficulty maybe with testing instruments, etc. But I'm I'm hoping we'll start seeing that going forward. And that will be uh and is in the new updated EL master plan that doesn't come out to use Apple as our instrument to be
able to give that data. But hopefully we'll find something to measure French and and Mandarin as well because I mean that's what this is asking for, right? They take the Apple as well. Oh, yeah. I'm so sorry. I assumed it was only for Spanish. No. And then again, the state has a Spanish
language an assessment for students studying Spanish, I believe, but we're not going to use that one. We just locally have decided that Apple was the because that test we've been using Apple for much longer than the state had that assessment. We could
certainly reconsider. It is easier for us to use one common battery across the the dual language programs, but that can always change. Miss Fredericks, thank you. Thank you for your presentation. Sure. Um, two questions. One is um, I like that you
are trying to not be in your silos. I'm like that's always great. Um does that mean that from moving forward the there's going to be sort of more cross departmental collaboration on the like
daily level on a you know regular level um frequency and then secondly um you mentioned that you modeled the EL um plan off of Oakland and Desert Sand. So can you provide a reason why those
particular Sure. districts. Um to your first point, yes. Um you know, I know Dr. Reynoso's back, so I'm intentional and she's invited me to be part of meetings on a regular basis so that we look at attendance data and obviously
filtered to EL. So, um that work is already on a consistent basis. Might not be daily, but it's definitely consistent. Uh and as to your second point, when we were part of the cohort with LMU and with LEO, those were the
two exemplar um EL master plans that they shared. So, we just thought, hey, they've done the work. It's considered good work. Why not incorporate elements uh that we can definitely use within our district? Else comment? Nothing. Oh, Scott Harden.
Yeah, just a casting your chapter 3 net in terms of family and community engagement, maybe not as a primary resource, but as a crosswalk with the LCAP parent advisory committee and the emerging district advisory committee might be helpful as well, just to kind of when you get to that for sure input
stage. Yeah, there is actually some wording on that um within the plan already, Miss Bailey. Yeah. I I just want to thank you for including the areas to celebrate. Yeah.
Cuz we all need reasons to celebrate right now. So, thank you for that. Absolutely. Uh superintendent. Thank you for the presentation and all the work you're doing. And I think um the you know, we're switching um models
and also merging master plans. We had um when we started dual immersion, a specific master plan for for dual immersion. So, I'm hoping by having one master plan for dual immersion and for English learners that we will address um
some of the uh concerns that um Dr. Velasquez talked about this evening. And I would also say that um in in some um spaces that is happening and in some languages, but um we definitely could do a better job and make sure students are
getting those cultural pieces. Emphasis um on some of those areas with the current model we have I think has waited till secondary schools until we really focused on that and we put should start much earlier with the cultural pieces and the understanding in the
literature is that all everybody is that it all right thank you very much Mr. bar. Thank you. All right, we're moving on folks. May revise update. Mr. Barvo Karimi. All right. So, the May revise was just released last week, which
means we are here on our fiscal timeline. You'll see where we are in May. where the governor releases an update to the proposed budget for 2526. Just as a reminder of where we left off uh at second interim which was back in
March. Uh this is just the multi-year projection where we took out the fire related insurance revenues as well as expenditures to show what our would have been without those kind of unique and one-time uh revenues and expenditures
which showed that while we made significant progress since first interim in terms of reducing our projected negative ending balance in 2627 that we still had uh some work to do. So these are just the key points. Again, this is a information that was shared at second
interim, which is that the proposed ADA hold harmless for PUSD, while extremely important and helpful, is not sufficient to offset the negative impact of the lower unduplicated pupil percentage on LCFF revenue. Um, again, the actions taken by the board and the district
already have made a significant impact on the multi-year projection, but but more work is necessary moving forward. This is a quick overview of the budget outlook at the state and federal level. So, this is really pretty unchanged since the January proposed budget. Just
before getting into some of these details, the big picture is that the main points in the January proposed budget, some of the proposals for uh one-time funding and and other programs are relatively unchanged. Um, some of
the dollars are a little bit smaller overall. Uh but generally it's it's a pretty similar look uh as we had in January. So a lot of these are going to look familiar to you as a result. So there's the the full name is the student
support and professional development discretionary block grant for short. It's a discretionary block grant. The proposal is to make it even notwithstanding that very long title fully discretionary meaning it can be used for any educational purpose.
It is one-time money. Uh also included which was in January and still in May revise is additional funding for learning recovery emergency block grant. Also onetime money uh increase to the TK add-on for 2526. So this is an increase
in the TK add-on in LCFF which is meant to uh fund the additional staff necessary given that starting next year the adult the studentto adult ratio in TK will be 10 to1 instead of 12 to1 which obviously
means we need additional staff but that funding in the in the proposed budget is for 25 26 only at this time even though that increased need for staffing to maintain that lower ratio is ongoing.
Um, and then finally, the PSDA ADA hold harmless is still in the May revise, which is what we expected. On the negative side of what's in the May revis down from 2.43 and 2.43 is what it was in the January proposed budget. This
is formula based. There's a formula that determines what the cola is and based on those different factors that get put into the cola it is lower which obviously has a negative uh revenue impact. In terms of federal funding obviously everyone's aware you you read
the news you're seeing all these ex executive orders coming through. There is substantial uncertainty uh with respect to federal funding but our assumption is that current funding levels will continue. Our fiscal outlook is basically the same as it was a couple
months ago when we met. Our enrollment continues to decline each year. The one-time COVID funds have been fully expended. Uh after many years of surpluses, we had a operating deficit in the general fund unrestricted. Last year, for the first time in a long time, uh and one of the big factors impacting
our our LCFF revenue is that our unduplicated people percentage is almost four percentage points lower this year than it was before. Um and as a result of these different factors, as a result of our fiscal outlook, LEO is requiring currently
requiring the submission of a fiscal stabilization plan as part of our June budget. So when we come to the board with a proposed June budget for 2526, uh it will come with a fiscal stabilization plan. All right. So a lot of this I I
covered here's a little bit more information. So the LCF colas in 2526 next year and 2627 the following year are both lower than what was in the January proposed budget. So both the cola for next year and the and the
estimated cola for the following year are lower than in January. That's obviously going to have a negative impact on our revenue. Uh there's the increased LCFF TK add-on for that one year only for 2526. There's the discretionary block grant that I mentioned a moment ago.
It's $1.7 billion statewide. We don't have a firm estimate yet of what it'll mean for PUSD. Um, and then the learning recovery emergency block grant is a little bit less than 400 million statewide. And we also don't yet have a firm estimate of how much we would be
receiving at PUSD. This table shows what both the school services of California and LEO are recommending about which of those things in the Ray Revis we should include in our June budget and which are the things that we should not include in
our June budget. So the 2.3 cola for 2526 of course it's a statutory cola it's it's a done deal if you will. Uh all the factors that go into calculating it are are in hand. So both SSC and Leica are saying to include
it uh in the TK ratio LCFF add-on. This is the increase in the TK add-on. There's already a TK add-on. The proposal is in 2526 to increase the amount we get per TK student. Uh both SSC and LEO are recommending it not be
included in the June budget. If it ultimately is in the state's enacted budget, then of course we will get the money. We will reflect it. But right now we're being advised not to reflect it in our June adopted budget. Uh and the same goes for the discretionary block grant and the
additional learning recovery emergency block grant funds. Both SSC and LEO are saying at this time do not include the revenues in our June adopted budget. I don't think it's because they think they won't be in the final state budget. It's
just that there's some risk in including it in our June adopted budget. And so again, both SSC, you know, these fiscal experts and LEO, who ultimately has to approve our June adopted budget, are both saying do not include the TKL
add-on uh the discretionary block grant and the learning recovery block grant funding in our June adopted budget. So at this time, based on that guidance, we do not intend to include any of those revenues in our June adopted budget.
If that guidance changes, we'll let you know when we come forward with the June adopted budget. So, here are the major assumptions uh from the May revise. So, first some PUSD assumptions on the top. Our ADA assumptions are unchanged from second
interim. Uh you'll see there that our current ADA assumption for 2526 is the same as 2425. Not because we expect the actual enrollment and attendance to be exactly the same. But because we are expecting the ADA hold
harmless to be in the enacted budget on the bottom you'll see the statutory cola assumptions which I mentioned before you'll see the May revise on the third row of that bottom table you'll see that the 2526 again it's 2.3 down from 2.43
back in March at second interim and the 2627 is now estimated at 3.02 which is a half percentage point lower than at second interim. What you'll see we've added now is for the May revise the estimated cola in
2728 which is 3.42. 2728 is included now because when we come back to the board with our proposed budget for 2526 in June we will include 2728 for the first time in our multi-year projection as required uh by
law. Some additional assumptions. Uh, as I mentioned, overall the cola is lower next year and the year after. The TK add-on is proposed to increase by $2,397. But what you see at the table
below is the updated estimated LCFF revenue, which does not include the higher TK add-on again because SSC and LEO are advising us not to include it. So you'll see even just a couple months
later after second interim our LCFF revenue is lower next year the following year and the year after all attributable to the lower colas. So obviously the impact in 2526
is pretty modest because the lower cola is only lower by a little bit. 26 27 given it's a full half percentage point lower than in second interim it is almost a million dollar impact. You'll remember second interim was lower than we were reflecting earlier. So it's been
kind of a steady trend where the cola has gotten lower uh and lower. Finally these are uh other assumptions that we have the major assumptions in our budget. I'm not going to read through all the different uh assumptions, but you'll see the stirs
rate is the same 19.10. This is the amount for every dollar of salary that we pay a certificated employee that's in stirs, we as the employer contribute 19.1% into the pension system. And then the PERS rate is right below it. The
PERS rate is actually a little bit lower than last time. And so the PERS rates, these estimates that we've received are just a little bit lower than they were before, which means that we'll be spending a little bit less in terms of our employer contribution for classified employees that are in the PERS pension
system. Uh we mentioned before health and welfare. So the health sorry the health and welfare assumptions for 2526 are at 8%. This is the year-over-year increase in our health and welfare benefits. uh this is based on the estimated rates
we have for our health insurance primarily. So this is for our health plan. So it is a pretty substantial increase in our cost. Um for a few years the year-over-year increases in health benefit costs were a bit lower in
particular during the pandemic year for a number of reasons. Uh 8% is relatively high year-over-year increase. So that is going to have a material impact on our expenditures. And then in the outy years you'll see 5% is assumed. We don't know
what the increase in health cost health and welfare costs will be in 26 27 27 28 but we are assuming right now 5%. That's just a quick summary. Um and happy to answer any questions but of course much more to come in the June
budget hearing. Thank you very much. Does anyone have questions, Mr. Harden? Um, you know, I think we've said this a few times and and I I think we all know to to be the case that that we're going to have to re-engage in the fall the
community and especially the the the formulated uh superintendent's budget advisory committee. Um but you know just as we go through that process and out back out the other side of it that to educate the public at large that we're
not out of the woods. We've said that we know that um but what the impacts are you know once we make further cuts next year. What does that mean for you know programs for u for for u staff at schools and things like that. And I
think getting ahead of that that narrative helps us in in in being in control of it. Uh and making sure the public feels that uh that we are um considering all the alternatives but that we have to do this for the various reasons we've stated.
Yes, Miss Kenny. On on your fifth slide, you showed um first interum and second interum and you mentioned the fire sorry amounts received from insurance. What would you say is the
total amount that we received from insurance this year as reimbursements? I think it's in advance. Uh I don't remember the exact figure that was reflected at second interim. Uh I think it was 60 $70 million that was at that at that time and it looks like
we've encumbered like 28 27. Okay. So we're we're we're using it. Um on the slide with the enrollment and the ADA and the COLA. So the the enrollment there for
2627 is higher than what we had for second interim but it seems to be back approximately where it was in first interim is so that decrease from 25 26 to 26 27 is
about 135 kids which is less than 2% but I think I just wasn't sure if that was for a particular reason or I' I'd have to check. Okay. I don't know. And then on the ADA percentage, so I saw the 93.5 for this year
and then next year's higher and is that it's just a function of the VA being higher. So it's because of the hold harmless. So when I see the 92.7 as lower because I know we're working on
chronic absenteeism. So that's why I wasn't I was surprised that it was we thought it would go down again in 26 27. Yeah. So the June adopted will have a clearer view. Uh we'll make more clear what we expect actual experienced ADA
percentages versus the formulaic percentage that is a function of the hold harmless. Um so we can make that more clear. And I wanted to throw out there because I I asked a question about that block grant and I know we're not including it. Um, but a couple I
think it was at the CSBA webinar that they had last early this week, they mentioned $320 per ADA. I think I heard 330 from someone else. So, if that comes through if it's about
$313 per ADA, it would be about $4 million. So, that's not nothing. And then thank you for um answering the I asked a question about the TK because I there had been some uncertainty about whether the going to 1 to 10 adult
student ratio was going to happen this year. So the governor is saying it will. I assume by them saying uh by school services and LEO saying don't don't put that in that they might be saying that may or may not come through
when the whole budget gets done. I appreciated though understanding that our response was not to take our 24 student classrooms and make them 20 student classrooms but to put an additional person. Um, there was an interesting article about TK and some
body had rated California's TK program and hadn't necessarily given it the highest marks, but part of that was because of the class size and the adult to student ratio because I guess most preschools is 1 to8. So, if we have three adults in a classroom of 24, we'll
be at 1:8. So, that would be good. I'm assuming though if the requirement isn't there, we would potentially then stick with one teacher and one assistant in the classroom that we we would only be implementing the extra
assistance if required to. Is that okay? And then I'm assuming that Oh, I meant to look up I meant to look up the cost. So, do we have I mean I don't know whether what the state's going to give us is extra will or cover our cost. So, I'm
assuming it's like 20ome low 20s. That's how many classrooms we have across the entire district. And so, whatever those individuals cost 20 times that. Okay. The additional TKE add-on revenue if it comes to pass will be very similar to
the cost of the additional aids necessary to have three adults in every classroom. And you said though it's for one year. It's not ongoing the revenue. That's right. In the May revis. Okay. What we know so far. Correct. Okay. Thank you.
Anybody else? Yes, Patrice. Miss McKenzie. So in summary, our charge is to continue to be cautiously optimistic and to continue
to be conservative in the way in which we are allocating expenditures. Yes. Okay. So we'll hope that um we get a little surprise with the block grant. I hope that
um revenues are higher. I mean, I think that Well, I think a question that I have is because of um potential for decreased um property
taxes. Um is there a commitment from the governor to for how long they're going to hold us past 25 26 because we're going to see a decrease in property taxes for many many years. Yeah. Past
2526 and through no fault of ours we should continue to take a hit financially for revenue for that. Yeah. I mean we're going to continue to advocate for additional years of of a hold harmless and um one year is is
helpful but we expect the need to be multiple years given the impact of the fire on uh families who are been have been displaced. Um in cases are not going to come back to Pasadena Unified. And so that is something that we're
going to continue to advocate for. Um something I didn't mention here is the biggest risk to us that's not reflected in the May revise or in our own financials is of an economic downturn. Um there is substantial risk of an
economic downturn because of a lot of the policies coming from the federal government. Um, and while the stock market has been up and down and then up, um, there are other economic indicators that indicate substantial risk of of an economic downturn. And given the way
that education is funded in California, we rely heavily on income taxes and capital gains taxes and and taxes that are much more volatile and much more sensitive to the economic performance
not just of California but of the country. Then we will have a very substantial impact. a recession, economic downturn would have a very substantial and negative impact on education funding.
Are you finished? I had a question. Okay. Oh, okay. Backfilling the taxes. The state was going to backfill our property taxes. I've heard this. I did not see it corroborated, but I also
don't know for how long. So the state has a minimum guarantee funding for school districts and so um as property taxes fall there's more funding that then to meet that guarantee needs to come from the state.
That's separate from the hold harmless which is holding us harmless from loss of enrollment. And so that is what we have for one year right now that we're advocating for additional years. Um, but at least when it comes to our local control funding form, LCFF,
there's kind of a there's a minimum amount and and it's made up of So, I I understand like the ADA, the hold harmless, we're advocating obviously for as much as possible. Yeah. Um, but even that's not going to help us out too much. It's not sufficient to address our
financial challenges. So the backfilling of the property taxes because of the fire to me is very important and we need as many years as their property taxes are going to be held at a cap or whatever it's held that right. Yeah. So that's something we have to advocate for
also. Yeah. It's basically baked into the way we're funded. Um but but yes, we we so it could go on for as long. Yeah, it should. Yeah. Yes. Okay. That's what I want. Yes, Miss Fredericks. Thank you.
I think Trusty Kenny answered my question about the um slide nine where it's advises to not include these three um funding sources and it's simply just to be conservative, right? Okay. Yeah, I
I think that's where they're coming from. they they consider it to be of some risk to include them in our budget because they've not been uh adopted in the state's budget yet. And then the estimate on the 2627 uh ADA or is it an estimate? Yeah, it
has to be an estimate. Um how is that number uh calculated? Is it just taking an average of the decline from the past? Yeah, so we we'll have a better sense of our enrollment and projections once next school year starts. will know kind of the full impact of a fire on enrollment.
Um, but ADA in 2627 doesn't affect revenue until 2728 just because of how the LCFF formula works. Um, because it's funded based on the
average of the previous three years when you're a declining enrollment district. So, we won't worry about that too much. Is what you're saying? No, I mean, no, we're worried about it, but but yes, the just the the way because of the complexity of the LCFF formula, it's like a lot of the impact is more
forward-looking. Um, and then I don't know if you can answer this, but I thought that T the TK enrollment is what's helping to slow down the decline every year. And is that if do you see that that is still the
case? Yeah. So TK is uh mitigating what would otherwise be a much larger decline in enrollment, but that is not going to last forever because eventually we will all four-year-olds will be eligible for TK in which case there won't be more a
growing eligible population. And so we would expect that the TK population to grow while it's phased in and then decline like every other grade level has. And then the hold harmless, you already answered, but have we actually had the ask for the hold harmless for
future years yet? Very much so. Yes. Okay. To several whoever will listen letters, calls. Yes. Okay. Thank you. Any anybody else? Miss Kenny, I don't know that tonight's the
right time for an answer, but I want to throw it again because um President Holly brought up the property taxes. It seems that there has to be an effect on our bond because a significant portion will
have their property taxes changed. And so whenever there's the right time, if you could help us understand and maybe the point is is that we don't actually see any impact and it's all kind of internal machinations, but that would be it would
be good to understand because I I keep wondering how the Altadena Library bond is going to work. Um because they're in the middle of trying to do re renovations as well. Sounds good. Anything else? Are we done? Well, you don't sell all your bonds at one time.
So, I think if incrementally the ones that you have like the revenue will come and spits and by the time we need additional dollars, there'll be additional stabilization. I'll balance it out. I think yeah, we can certainly bring it to a committee or board uh an
update on on the the impacts. That sounds like a Friday great even better dissertation with lots of graphs and and numbers. All right, if that's it, I'm going to wrap this up. What do you all think? All right, that was wonderful, Mr. Bravo
Karimi. Thank you so much. All right, we're moving to Oh, we need an extension and we're going to have a break. Do we need an extension? Yes, I think we should. Don't you think? 10 to 10. Somebody want to make a motion for 11? Anyone want what? So moved. 11.
Second. All in favor? It gives us a buffer. All right. And then we're going to take a fivem minute break. Opposed to a break. Sergio.
Hey. H. Oh yeah. Hallelujah. Down. Yeah. Heat. Heat. Heat. Heat. Hallelujah. Ready? Let's um let's let's keep going.
So, we're going to move to board committee reports. No. Yes. Yes. Okay. Um, brief report, governance handbook, that's our committee. Miss Frederick's, Mr. Harden, we're going to
have a draft for the board in a few days. We have, it's just a draft so that we don't get too far ahead of ourselves and have everybody say, "What is this?" So, that's what we're going to do. And so, that's my report. Anybody else?
Yes, Miss Kenny. Uh, real quick, we had policy meeting on May 5th and so you see the results on tonight's agenda. I just wanted to mention two things. In order to save staff time that we made an exception for the short consultant form for any sped
consulting contracts that are under the delegation limit that are for IEP services or settlement agreement services. So, and I meant to tell Sally or someone in close. So, I did mention it to
um Susie, but please let them know that they don't have to put those on the short consultant form anymore. And then I just want to reflect, we did have a a fairly robust conversation on the student board member bylaw. Um so, we're moving ahead with this the changes so
that we can capture our current practice that's different kind of from the CSBA sample and the existing law and that the student assembly does want to work. and he mentioned it um on possible suggestions to further change it, but we wanted to move forward and at least
incorporate what we could now. And we're trying to have another meeting maybe next week, but I'm not sure staff has been able to work on some new policies, but maybe in June at some point so that before so that it happens before August because I think we have a little bit of we have a little bit of a backlog, not a
lot. I know what that's about. So, facilities map and I remember um we discussed a little about being um
on track to be carbon free or working towards being carbon free in 2030. But other than that, we just received updates, the regular updates that we receive on um the construction work, wildfire
recovery, maintenance and operation, health and safety, and facility use and civil center permit. Nothing really jumped out to me unusual that um um that I feel needs to be reported unless Dr. Bravo Corini you want to add
anything regarding the facilities meeting. It was Yeah. The other thing that I'd like to report The other thing that I'd like to report I finally got an invitation and res and responded RSVP
and attended the locka meeting. So I want to thank uh Dr. Blanco for um attending with me. It was the annual meeting. It was the last meeting of the school year. I have no
idea why the immediate past president was not there because she was talked about a lot. She was honored. Maybe her name was maybe her
name was called like four or five times, but they really gave you a lot of kudos there. And so um but it was a great event. They we had elections so we voted on the officers that will be in place
inst were they installed? Yeah, they did something for next year. It was pretty good. And then they celebrated the um outgoing president Dr. Castro. And what else?
Oh, a lot of folks said that they're really um they've got their eye on Pasadena. We're doing some great things. So, this is good. But that's it. I just want to give a little recap of or maybe um my colleagues too can
mention how they felt about the Coast to Coast CSBA trip to DC. And I wish I had an opportunity to say something before I I left. And and I do thank the board for supporting us to go there because I feel like this year of all years was
important us for us to fight the good fight in DC. And I appreciate staff helping us every year with information, anecdotes, data to make our case stronger. were always wanting to um
press to fulfill for federal government to fulfill the 40% promise for special ed and um there was like a record turnout this year and we all know in California that a lot is on the line so I I really appreciated the solidarity
that we we all went together. So, I don't know if any of you and uh I had the opportunity to uh uh trustee Harden and I had the opportunity to meet with a Senate committee called HELP acronym standing
for health education uh labor and pension the Senate side of um committee. We've always met with the Congress. is, you know, our rep is Judy Chu and we all know her and uh so this
time we had we met with her as well as um uh the that Senate committee that and I think that was hugely productive meeting and a lot of um learning from uh staffers that were represents both both sides of the aisle. So um great
conversations. The other thing that I would add is that um one of the priorities from CSVA was around um education, workforce, housing and the desire for there to be,
you know, dollars set aside at the federal level and include school district when they're talking about advancing um policies to increase the housing inventory. So, you know, kudos to PUSD for being on
the front of that curve and being um on the leading side of that innovation. That's right. I'm in charge. Sorry. All right. So, we're done here, right? Everybody's done with their little thing. We're going to move on to consent agenda. Does anybody have any
polls or sweep? Miss Bailey, I I so I just have a correction on P2D, I think. Okay. So, let's pull P2D for a question. Yeah. And Miss
Penny, I'd like to pull P4P, board report 138B. Do I get a P4P and what was the other? 138-B and all right. Oh, it's a board
report. No. All right. We have P2D and P4P. P4 L. P4 L. P4. P4. You beat me to P4P, Miss Kenny. P4P and Okay, we ready now for
it's three polls, Kim. All right, but she said 138B, but that's that's she was just adding. All right, that's that was confus for confusion purposes. All right, so who wants to do a sweep? I move approval. Second. I have a couple
questions, comments. Uh well, let's do the questions now or no on the on the sweep on the So one is it I just want to make quick observation on the minutes because I know in these minutes we are approving the minutes from March. I'll ask this as a generic
question. When the board takes action, how does that get communic back communicated back to um school sites? And I was just reflecting on the action that we took for Aladena. It wasn't clear how our approval of that resolution about their return to um when
their return to Calaveris would happen was communicated to all of the parents and it was a timely thing because they wanted to make sure parents knew before they filled out their intent to return form. So if there's some clarification on or when the board takes action, I
think we all assume that staff then disseminates that to anyone who needs to know. So I'm just making a comment. I have a qu a question. If it's related to the school site, wouldn't they talk to their principal? Except that most of the fire related things were coming from the
district and this was action taken at the board level. So, I don't know, but it's proper to go through the principal again as long as it happens on um the Dale Scott. Oh, sorry. So, um Helen sends a summary
to the principal after every meeting. Um and the principal did communicate that information in a some more and I have a communication ready to go to them as well. But just as a regular matter of practice, um we wouldn't be sending a special
board action from the district to the community. That wouldn't be the normal process. Well, as long as again, as long as there's a a path, it felt like the path was a little muddy this time. So, we just need to make sure that we're directing those parents to the
principal, to the administrators when they come to us. Um, on the purchase orders, the Dale Scott one, the the attachment was saying that the monies were coming from measure O, the board report that was attached to the purchase
order, but the purchase order itself is coming out of unrestricted. And I think Dale does different work for us. I just wanted to double check because yeah, the election related work is not eligible to be paid for with bond funds. Okay. All right.
And I'm wondering if the if my fellow board members I have the on the paper contract which is P40. I was wondering if the board wanted staff to give us an impact report at the end of the summer program
to let us know if that contract did what we were expecting it to do. I I mean I think you guys are going to do one, but maybe not. But if so, could that come to the board? Absolutely. Okay. Yeah, we we plan to give you an analysis of the summer
program learning outcomes anyway. Paper can be included in that. Just use Well, and I know some people I know there's a a continuing dialogue about the effectiveness of online tutoring. So, anything we have that bolsters our use
of it would be great. And then I someone asked a question before the meeting that um made me wonder about this. The positions for the the teachers for that are being part of the SIG DIS. I
assumed we've gotten marked as SIGS and we've had to put aside the money I thought for one year but that it sounded like the positions were going to be for two years. And is that money are we do we have to do that um move of that money out of
IDEIDA and and spend it on Jed for two years in a row? So it was originally for the first sanction period. We are now in a second we have gotten a second sanction period. Okay. I had not realized. Thank you so much.
All right. Okay. So that's we have a motion and a second. Oh, Miss Frederick's the two positions on the bottom. Do we know like anticipate how many years that
is? Is they're temporary positions, right? So, or does it have to keep coming back to us um every year or how does it work? Uh we were generously um provided with a donation from uh PEF. The donor is invested in wanting to continue this
work, but since they are new positions as a result of eaten fire, we know that this is probably going to be years to come. So, we will be monitoring this. They are also expected to be at the sites where we're getting the most referrals um where there was the most
loss. Um and out of just abundance of precaution and support and also prevention and and reaction to what we're seeing, um the the donor is interested in wanting to go year by year. We'll be talking um with Dr. canal
on on how to navigate that because it's not technically a grant. Um but we'll be working with his team to decide what will be best. We do have a fluidity fluidity of funds that keep rolling in and then um uh a bunch of grants that
we're writing also. So even if they didn't get funded through that source, we may be able to fund it through a different source. All right. Yeah. I didn't know that was PEF. We uh have not yet received the money from the donor yet, but we wanted to make sure that we were ready to go with
HR so that the minute the money um came in from the donor, which should be in July of 25, we were ready to roll. Anything else? Anybody? No. Okay, we're going to vote on this sweep. All in favor? Okay, so now let's um Okay, now
let's vote. Let's discuss our polls. Which one you want to do first? P2D. Yeah. So, I don't know if this is an oversight or if this is the way the language is
supposed to read it, but um the last paragraph on page one of seven, it's highlighted in yellow. So the sentence is district employees shall be paid and in monthly
and in 11 or 12 payments over the year is that I think there may be one too many ands it's not elegant. No it's not right.
It's not about being elegant. We need to correct the language. Oh, I don't know if it's trying to say, "Well, we're going to pay them and then here's how we're going to pay them because maybe it was maybe it wasn't clear we were going to pay our employees." No, I'm just kidding. Because it's late. I get to
make a joke. Yeah. Can we You want that? Amend it? Yeah. So, are we just taking out the and just the first and I'll move approval removing the first and in the last paragraph of page one of seven. I'll second
it. All in favor? Me? Yeah. All right. Now, we're going to P4P. Kim. P4P. Uh, P4L. Should we do P4L first? Sure.
P4L. So, I'm going to ask that we either um table this item because I have some questions. Um, this is the
paradigm contract. Um I just wanted to know if we had an opportunity to um vet any other organizations who provide similar work. What I understand is that paradigm is really good at doing our LEA
BOP work and really good at doing our MA work but not so much in the expanded CBHI landscape. Um there are some school districts who are using Explain those acronyms. CBHI
California Youth Behavioral Health Initiative. Um, and I forget the LEA, but it's the local education agency. Um, drawing a blank on the BOP.
Yes. Thank you. Um there are districts who are using paradigm for the expanded um medical billing reimbursement that
are realizing that they're not able to recoup as many dollars. And in with us being in a situation where we need as many dollars as possible, I think we should be open to looking at opportunities to expand the number of dollars that come into the district.
Uh per your request and recommendation, we did meet with TAD Health. Um they were a great organization. Um our team met with them last week as an option for billing. Um they only do CBHI, which in our district we have a mental health and we have health programs. So for us to be
able to if we were to look at this and have three different billing systems that would not be best for us, but we are trying to see if right now just to get up off the ground before we um meet with all the others that have come our way. Um we loved uh we love Paradigm. Um
Tad Health was also wonderful as an option, but as an internal team, we're trying to see what's going to be best. And you're absolutely right, being able to get the most money was exactly what I said when I've gotten off the phone with both of them. And so we also need to think about the infrastructure in which we design and input all of our
information in order for it to be reimburseable based on the services. So it's not just I mean yes the money would be nice but I also have to think about all of our employees that are using the different systems. So our mental health team uses EXOM programs use paradigm. So we're trying to navigate what is going
to be best for us in the long run. Um hence the reason for CBHI also. So, if we end up having to use multiple sources, we will. Um, but we are sourcing them out right now. And I get that it might be a little bit clunky, but um being able to fund have having
dollars to exp to expend for expansive services is recommended. And if I would share some advice, if you want to just talk to some of their districts, um, Santa Rosa is a very similar size district to us. They are using Paradigm
and TAD Health. They also had a fire in 2017. There definitely a lot of parallels to sort of where they are um where they're trying to go and where we are trying to go. Um similar size district as well. And um San
Diego has also um made the decision to move to TAD. Again, I'm not necessarily just sold on just on TAD. I'm just saying that if there's an opportunity to bring in additional dollars, we should be looking to maximize the dollars that are
coming in and in an RF environment um heads and shoulders above um the services seem to be more expansive than what paradigm can offer. So, if we can if there's not urgency on us acting on this, I would just ask that we think
about maybe we can pause and re consider other options if that makes sense. Absolutely. We're just um also having to take into consideration that if we were to use three different sources, they all um require service fees and so we don't
want to be using three different sources and then depleting the reimburseable amounts also. So we're we're in the investigation of really trying to figure out what's going to be best for um all parties um here in PSD to get the most most money. So but we appreciate um your
recommendation to meet with Ted. Yes, Mr. What is the critical path to a decision? I mean, how how urgent are we? In fact, do can we do we have the Well, we need paradigm right now to
get health programs up and running. Okay. Um until we make a decision to kind of do our crosswalk um of all of them to see if in fact we can switch over to TAD Health for maybe just mental health um for our records in order for
them to be billable. Um I I again we're just in this is also new for us since we just received the funding so trying to source out the best. Um but TAD Health only does CBHI. So for us that would limit all the other options we have that
we have to keep records for Julie. So paradigm at least what you're saying is in a regular year if there wasn't this new system the CYBHI we would just be renewing paradigm but we are asking them to also do that
new section for us and that's the one they want to charge us the startup fee for and so that's what the board report says okay so um and normally the board report for this company says there are no fees because etc I mean they're paid
out of the reimbursement. So, what you're saying is we kind of need to push the button now for them and pay the startup fee even if we decide later that we don't want to use them. Yeah, it's it's right now just to keep everything moving along until we make a final
decision if other um billing services are going to be best for us. But I'm trying to take into account three different programs. Um, and they're very different in how they source their information. And we we want to make sure that it's also not taxing on our
employees information. Um, so we're going to be sitting down with um, Exum and Paradigm to ALS, like I said, to get a much deeper look into now that we're seeing other options like TAD Health, are they going to work with us to make it easier for us? I mean, I need to take care of our employees. No, ease of use.
I mean, because we want people to use it. time with time with clients is the most important thing. It would be uh interesting because maybe I should have been more aware of this whole program because I know we have three different items that touch on it. It would be great to understand the
potential re I don't know if revenue is the right word, but reimbursement amounts that might be possible through it. Um, so what I hear you saying is we're interested in learning more and figuring out if there's a better path,
but for now this is the best path for us just at this point in time for it to be reliable. Yes. Um, but down the line we definitely we're open to looking we are already looking at other options. Okay. I mean everybody's this is new for everybody. Um, but what we're learning is is been remarkable and we're really
excited about the potential to have s sustainability on the services that have never been reimburseable and how hard our employees work with our clients for us to create basically a revenue stream um that doesn't have any implications on the regular budget, but it actually
honors the work we're doing. Next poll. Oh, Miss B. Wait, hold up. No, don't don't vote on that. I just want to um There's a typo. I'm sorry. I'm not looking for him. It just slapped me in the face. On
page thinking I'm on the other computer. On page one of the resolution, I mean of the board report at the bottom under fiscal impact, the first sentence billing is misspelled. Need to add another
All right. So my question is we're going to vote on this, right? We need a motion. Oh, motion. Do can I get a motion? So I move approval with the change. Second. All in
favor? All opposed? None. All right. So next poll is Kim Kenny's. So, I'm pulling the P4P the for this new dyslexia screener mostly
to add another funding source to cover the cost. So, right now it says that the cost is going to be almost 67, but we're only getting these onetime fees of 61.5. And so, it seems like we should maybe
say where the other approximately $4,500 is coming from on the board report. So, I'm assuming I guess we can just put general funds. So, until until you find another source for at least. So, Miss Kenny, Miss Kenny, we have a comment from Miss McKenzie on this and then I
had some questions on it as well. She just I think wants to add something. Okay. No, go ahead. So um we had a wonderful implementation plan given to us in the Friday communicate and I wanted to ask how we're sharing this
roll out of the screener to parents. Um so that's that's one question. My understanding from reading the implementation plan is that we're giving the screener multiple times a year and I wasn't sure if that was in place of I Ready or addition or if I
just was reading it wrong. So, we're coming to a confirmation that at certain grade levels, we actually don't want to over test. So, it may replace I Ready. Um, we're doing the train the initial trainings are starting actually in the next two weeks during the summer PD and then we will have them
uh we're still figuring out the um the exact dates, but um we are planning to have them included in the districtwide PD day for all teachers in those grade levels. As to parents, we did have um a conversation about um returning to the
CAC on the implementation. Additionally, we need to um work with each of the principles. They were given an introductory, you know, sort of overview about the reading difficulty screener and we're going to do some parent nights with family engagement. Those have not yet been scheduled. So, I'm not actually
talking about parent nights or going to see. I'm saying how are we letting people know your students will be getting screened and this is why and it's a great thing and and if your student does show some difficulties will be letting you know and just to say you
know here's a new thing and maybe that is something where there's a flyer in their welcome back package I don't know okay sorry I misunderstood your mission yes so we would use utilize a similar we talked about this the letter that we send out prior to CASP is typically like a parent overview letter this is upcoming coming, this is what it means,
etc., etc. Your student will be assessed in this time period. So, we're replicating that. It'll go out at the beginning of the school year. Okay. To those to those affected grades. All right. And then when one last question, when you notify the parents of the results, will that go via snail
mail? I'm I'm worried if it's only going the parent portal because we don't have 100% parent portal usage. So, I just wasn't sure the method to let parents know when you let them know 45 days after when the results of the test. That's really specific. So, let me ask
the team because I I wasn't involved in that part of the conversation, but yeah, let me ask. Thank you so much. I have a question about P4P as well. Um, how did we decide that we were going to use Amira when we have the
multitude or the roar program? not necessarily advocating for anything that Stanford produces, but UCF UCSF and Stanford both have free screening products. So, the team did review all of
the screening products. They went with AMRA because of the ease of administration. So, I think the main consideration had to do with how um how much teacher demand time and how much um accuracy there would be with the student assessment. So Amira does have the
ability for them to assess whole class in uh in a larger setting with with a higher accuracy rate than others that could do that could do it whole class. I don't have the reasonings in front of me as to why they did not choose the other screeners. I just know that that is why
they did choose America. I can certainly go back and ask them those questions. That's fine. I'm just interested because I'm certain that um from a research standpoint that they're looking to build out additional um bodies of knowledge around this work
with early learning and early screening. Um I I can't see how there wouldn't be like a reliable validatable um screener that would come out of a university especially ones that are research based.
Superintendent. Yeah. I think another component of Amamira, and I'm not sure if the USF1 has that, and I did a lot of work with them early on with dyslexia, but is that it has a virtual tutor and could also help parents at home. Are we getting
that piece of air as well, Dr. Chanhill? So, that's a part of the pricing that we need to um work on. Yeah. From the from the May 2nd, it says the roar was only
available in English. So, I don't know if air being in English and Spanish was a consideration. I think that was a benefit that I think that it had more to do with um ease of assessment. Okay. Uh but it was a benefit that Amira is able to be to assess students in Spanish
language. I'm sorry. And it says Roar is not available for Kinder. I'm sorry I didn't read down to the rationale. This is again from the May 2nd Friday communicate. It says the ROAR does not offer Spanish language support and is not available for kindergarten students.
Well, there's the problem with the Stanford model again, but I think that UCSF. So, can I move approval if we add the second funding source of unrestricted LCFF to cover the remainder that's not
covered by the the grant amount? And so, what I took from the your last comment is we might if we can find other funding sources, we would add some tutoring within the same package. The virtual tutor is an option in Amir. Amir is a very comprehensive package. We
aren't going to purchase all of those pieces. So I do need to go back and find out how much we decided to actually go with. So I made that motion with that additional funding source. Okay. Just to identify the additional funding source.
It doesn't have to be necessary or restricted. What you just said because you said unrestricted general fund. So I would put LCSF base unless you think you're going to pull it from somewhere else. But We may pull it from instructional
materials. So I'm just I I will go in but that's the yes but the what I understand you mean is the gap in what the state is providing and the total cost of the mirror. I'll put that
second. All in favor? Okay. Um so now let's move on to and no public comment I'm assuming. No. Okay. And then any board requests and questions? Anything? Miss Kenny?
So tonight I heard a reference to Mr. Wadlington as our board counsel. So when I joined the board, Jeff Marty Roen was our board counsel and he's been our board counsel ever since. And I've asked Dr. Blanco a couple times is how are we choosing a
new board counsel? because I feel like while I know that we have lots of different lawyers available to us, I would I want I think it we should we should be someone we have comfort a comfort level with and so I don't know how we do that. I also don't know that
we want someone kind of rotating that we want a person kind of like Jeff was a p our person so that we have some um stability. He was our person. In the past, has the board had input in making that decision?
Well, again, he's been our bond I mean our board council since I joined in 2011. So, so and hadn't he been with us? Didn't someone say 30 years? So, I don't know how Jeff got chosen. Does the superintendent want to weigh in? Well, I
think if I recall um correctly, Jeff has come on and off many different times. Um uh so I'm not really sure how he was chosen, you know, but I know he's has a long history with the district. We do have a bench of attorneys. Um we're
we're not there's no lacking of an attorney available if somebody needs one, but um I guess what you're saying is you would like a process to be able to select someone to represent general counsel if that's what the full board desires. I can work on that with I do
feel we should have the stability of one person and not kind of switching you know getting whoever's on call that week if you will but um I don't know what the process should be and maybe this is something where we can reach out to other districts and find out what they do because again he's been there since I
joined in 2011 so I've never been through a process. Miss Belly, I I would just like to take the opportunity at this time to interject that I would feel totally more comfortable with our proceedings if we had a general counsel attending our
meetings um until we really are more cohesive and we're able to flow without having um questions around legalities slow us down and interrupt our our procedure.
meetings. Um, again, I am I am really taking the perception of this board very seriously. I want us to grow. Um, I want us to be taken seriously by the community and I want us to be able to
move forward in the interest of putting our students first. We have so much going on that takes us away from focusing on our students that it's it's becoming exhausting. Um the work that we
engage in is becoming exhausting because we are not necessarily putting our students first when it's all about us. So I think having um you know legal counsel present at our meetings will help us to continue to
move forward. Not that we have to just continuously call on them, but you know, we have those situations where um we could benefit by having someone here. So maybe it will help us make the meeting shorter. All right. So one other thing
um so I did think we should follow up and review our code of ethics and our code of conduct protocol probably as part of the handbook. I just want to say, you know, Glendale, I did not realize that our code of ethics was our own language.
It's not CSBA. It's it's ours. But when Glendale was doing research to write theirs, they said there's a number of San Gabriel Valley districts that have something very similar to ours. So, at some point in the past, everybody kind of got
together and wrote that. Glendale put some time. They haven't actually approved theirs yet. One of the board members wrote it and it's going to them in June. But I, you know, like I said, there may be things we want to clarify when, when do we use this, when
don't we use it, what do we use instead that I think behooves us to to move forward with that. I and so I don't disagree with you, Kim, but I actually think we need to
take we need to spend some time uh reviewing and amending the protocols uh because I went through those and they need uh work as well. and and not just um looking at our our code of
ethics, but they could stand some revising as well. And then we really have to commit to them. We have to commit to them. So that's where the retreats come in reinforcing. If I if you don't mind me sharing an interesting story. So a
gentleman said their district does one of the programs something about kids capturing kids hearts. So their district does capturing kids hearts. So he said, "So our board
went through capturing kids hearts to develop our board code of conduct that we then all signed off on." And I thought that was a really interesting way of taking the student something the students are doing and having the adults do it. I like that idea.
So, let's continue to talk about that. But also, so is is there anything else? Oh, Miss Frederick's um I'm looking around this room and I what Trusty Bailey was saying, I I didn't attend Alaxa and I realized that
I am a mother of teenagers and if you can remember having teenagers, they always do tell you things at the last minute and you got to drop everything and then pivot on something. So, I'm sorry if I
didn't make certain events. All right. Yeah, that was nice. Okay. So, clarification. All right. Superintendent. So, there were two ideas put that I need clarification on whether the um full board is has consensus on moving
forward. One was creating an opportunity for the board to interview general counsel and the second was attorney at meetings. Yes. So those are the two. So do you want to take them one at a time? Yes. And then we have a code of Okay. So
process for I need to you threw out some ideas. I need to know if there's a consensus about um having some kind of input on general counsel. I'm assuming interview process. But I don't understand
because Miss Kenny asked Miss Kenny asked for it. I need to know if the full board is asking for this. Okay. So I have a question then on this. If a ARR we use them right there are this company. So why can't we just say we use
AAR r? You can. Yeah. So I don't and we that's an option but again I I just don't know if I