Heat. Heat. [Music] [Music] Heat. [Music]
Heat. [Music] Heat. Heat.
[Music]
Hey, hey, hey. [Music]
[Music] [Music] [Music]
Welcome to the governance party. Heat. Heat.
[Music] [Music]
[Music] [Music] [Music]
Heat. Heat. [Music]
[Music] Baby.
[Music] [Music] [Music] [Music]
[Music] [Music]
Hallelujah. [Music] Hallelujah. [Music] Heat. Heat.
[Music] [Applause] [Music]
Yeah. [Music] Heat. [Music] Heat. Heat.
[Music] [Applause] Heat. Heat. [Music]
[Music] Heat. [Music] Heat. [Music]
[Applause] [Music] [Music] Hello everyone. Thank you for being here. [Music]
The same thing here. here. [Music] So, we're going to start this lovely presentation. Um, item one is PTA Council of PUSD 2024 25 year end report.
Please introduce yourselves. Thank you. push here to talk. They're labeled so nicely, too. Good afternoon, President Holly, Superintendent Dr. Blanco, and our esteemed uh PUSD board members, and the administrative leadership team.
Thank you for having me tonight. I'm May Koig Sang. I'm the president of PTA Council of PUSD. This is my last uh presentation to the board. Um, but I'm proud to present our annual report um for all that we've accomplished. I've
also asked uh Lisa Cruzie um to join me. She's currently our secretary for PTA council um but she will be serving as president for next year. So, yay. [Applause]
So, PTA, as many of you, I' I've really come to enjoy the support that we've had from each and every one of you in this room um over the past several years. Um in the past two years as president, I've got to know each and every one of you. You've participated in our many
meetings, our different events, and I can't thank you enough for being there for our community, especially this year. Um you know, we actually turn 110. Um we started in 1915. Um and this year unlike any other year I
think was just one that we will always remember. Um and I applaud all of you for your help. And as I reached out to um our 21 presidents for the various units um in Pasadena following uh the eaten fire just the tremendous
outpouring of community. I mean and that's what PTA does normally. Um but I think even exceptionally so this year what they did in terms of um putting together donations, helping to coordinate transportation to new schools. Um just be there for their
community any way possible. Um now I know a lot of them they had it was tough to also just execute on regular PTA stuff and that's what um myself and our executive committee at council but we were there to really help support them just to take the burden the administrative burden off of whatever
they needed because we had several of our presidents and board members they lost their homes um but they remained um committed to the kids and their families and making sure that once school reopened that they were all there. And I have to say that's that's above and
beyond what a PTA should normally do in the course of a school year. So again, I just want to commend our amazing parents. Um our executive committee, Scott Harden, I know he's on the other side, but he did serve as our VP of communications. Um as I mentioned, Lisa
Secretary, Nancy, our treasurer, Danny Ramirez, our VP of cultural arts and reflections. um Lynn Hang, financial reviewer, Sarah Marott, um historian, and Kitty Cahalen for advocacy. So, I just want to thank my incredible executive committee again for their
tireless efforts this year. Um in particular, um our unit presidents, as I mentioned, these 21 individuals really went above and beyond this past year. Um again, I want to commend those that did serve two terms. Um, Don Lee from Field,
uh, Jesse Dalstrom from Longfellow, Alda Cano from Madison, Meg Mataski from McKinley, uh, Natalie Williams from San Raphael, Andrea Terrosian, Octavia E. Butler, and Ariel Loop from Willard. These guys go above and beyond. They're
they're doing late night texts throughout the year. Um, and I think that really a lot of um, we really applaud them for stepping up and serving in this capacity. our PTA units. Um, this year we had over 4,500
um, uh, members here in Pasadena. I would like to thank our super members. Also, that means that they got emails from all 21 units in their inbox throughout the year. Um, so thank you to Jeff Albert, um, Elizabeth Blanco, Kitty Cahalen, Tina Frederick's, Scott Harden,
Kimberly Kenny, myself, uh, Lisa Cruzie, Nat Tasha Mahon, Danny Ramirez, and Susan Schwarz for being our super members. We will be offering that, um, opportunity again this year for, um, any of those who would like to continue in that capacity. But thank you um, it really, really does help your
membership, um, and your involvement in all of our PTAs. And congratulations to Marshall. they they led with 512 members. Um so really great efforts on all their parts. Um this year we usually try to do community events. Um and
obviously because of the fires we had to postpone Black College Expo um but we're hoped that uh in 2026 it's going to be bigger and better and we'll be continue to work with AAPC um based on the funding that we received from the tournament of roses to make that
possible. And then PUSD ScienceFest, again, we had to postpone that amazing event. Um, but we're hoping March 7th, maybe uh 2026. Um, we're waiting for approval on that date and um hopefully again we'll have it at Mirror. Um we did
postpone our uh reflections awards ceremony again um at Kidsspace. Um it was a wonderful event. Thank you for all those that attended for that um event as well. Um when I look back to the year and I think of when we start, we start July 1st. So in four days it's going to
be the PTA new year. Um and what we try to do at council is to provide the training to our leaders. Um and so usually first district which is the PTA um governance above us, they provide a training in June and then we do one um specifically just for Pasadena leaders
in August. And so last August we held ours at Don Bonito. Um and you can see all of the eager faces on a Saturday morning after school starts. um there to learn and connect and um I think that it's a wonderful way that council has really brought together the community
because now presidents of the different units now know each other um whereas you don't feel so alone sometimes um when you're doing a lot of PTA things at your unit. Um we also um for council we start early in in July we usually do our
planning where we're looking at the entire year as well and then we have many first district association meetings that we have to attend um as well. And I'd like to thank Dr. Blanco specifically because she's usually there with me at a lot of those events. We had
our first uh um association meeting at Field Elementary in October. Um this year we actually uh Kitty Cahalen had led a study committee um so we could um look into measure R and E and um
fortunately we did approve um endorsing that and you can see the flyer that went out with PTA council and we were very happy that that did get um voted on. Um we've also had association meetings again this one this time was with ED 100 um there and Dr. Blanco you can see
she's there too. Um, we participated in the PUSD celebration of community schools event at Madison. I know many of you were there as well. What we did, we created a passport um that we gave to students and their families so they could go around to each of the booths and then come back to our booth for a prize um for completing that. That was
an amazing event. Um, we also um contributed to the uh first district scholarship. We um were able to obtain Rose Parade tickets. um that was part of the silent auction and that went towards those funds went towards the senior scholarship that first district
then um made available to PTA uh members. Um we did have four applicants from Pasadena. Unfortunately, none of them got them, but hopefully next year we're going to keep encouraging them. Hopefully somebody gets that from here. Um on January 6th, the day before the fire, we actually kicked off the new
year with an executive committee meeting. Um it was sort of that night that I kind of think back to um several times over the course of the past few months um where life was just as it was. Um and it was an amazing time that we actually had there and you know unfortunately one of our our um
executive committee members did lose our house the next day. Um but just to think back to that event um that we were able just to have a nice dinner together and talk about what we anticipated was going to happen the next six months. But obviously that sort of changed. But we
shifted course. Um and I think again just the resiliency that I think we've seen in our community has just been tremendous. Um we did have our uh association meeting in March at Pasadena High School. Um we did have Dr. David Shonfield from CHLA um come and talk
about grief and loss um in children, how to talk to your children about it in particular since we all experienced the traumatic event of the eaten fire. And so that was something that again I think has been any ways that we can help just build community. Um and and and that's
one thing that we've been trying to do. So um in April we did get to celebrate um the weather didn't cooperate but that's okay. We were indoors and so for some of you who were there with us um we got to celebrate our amazing talented artists in our in in our school
district. So we're excited. Kidsspace has offered to do it again. I have it in writing so we'll do it again next year. Um Lisa, Nicola and um Nancy, they participate in PTA convention, which is um really one of those amazing events where all the PTA leaders throughout
California come together in Ontario um and learn more about PTA. There's Diane Highland and also uh Shireen who's the president of California PTA as well. Um I also got the for um ability to partner with Penn. We attended a PCC parent
education event. Um, and just to tell people about the wonderful things about PUSD. These were parents that have one twoyear-olds that are very eager to learn about schools. This is an amazing like recruitment event. So, I definitely
got to talk up a bit about Field as well as Sierra Madre Middle School. Um, and these guys were already like, "Okay, I'm going to start thinking about like enrolling." So, um, definitely encourage if you haven't already to try to attend those events. Um, I want to just profile
real quickly the successes of one of our units. Um, and in particular, many of you know the journey of Washington Elementary um, PTA. When I first stepped into this role, we we started the informational meetings and we had the formation meeting and then just to see
them, they've had now a full year under their belt. um all that they've accomplished um you know being able to corral volunteers to help put together a new library for the students, helping to decorate. They'd had a spiritware contest among the students and that helped raise funds. Um they've also
showered lots of love to the teachers and staff as well um at various appreciation events and they even held their very first jogathon. Um, so things that I know a lot of our more established units like this becomes sort of your annual event, but for Washington
in particular, for them to finally pull this off, I I just want to showcase just the incredible work and dedication that we can see. And this is just one of our 21 amazing units. Um, we did have our closing uh meeting a few weeks ago and you can see my
husband's really excited to hand over to Lisa the box. Um, I think I got this box from Scott Harden and so it's moving out of the garage and going to Lisa. Um, this year, amazing work. Um, we saw an increase in the number of reported
hours. Um, this is volunteer hours. Um, 64,060 hours. And if you times that by the hourly rate that Indeed, um, puts out a volunteer hour, I think it's about $34 an hour. That's over $2 million of love
that our parents and and everyone has given to PUSD. So I just want to say that's an increase from last year. Um so thank you everyone. I know it's a it's a it's a long journey, but it's it's it's incredible. And I think when
you see the smile on the kids' faces, that's why you're up there making a balloon garden at Garland at 2 am, you know, just so they can run through it. Um for executive committee next year, Miss Lisa Cruzie will now be the
president. Uh Nancy Krampus will serve as treasurer. Nikki Ara Arakawa will be the secretary. Nan Lan VP of membership. I'll be serving as VP of leadership. So I'll be responsible for organizing the training that we'll be doing in August. Um Nicola Borland will be VP for
reflections. Meg Mataski will be financial reviewer. Danny Ramirez historian. And Kitty Kalin will serve in advocacy. So, I just again on behalf of PTA Council Post, I just want to thank everyone here for your love and support
um particularly this year and I'm looking forward to continuing to work with all of you in a different capacity. Thank you very much. [Applause]
Does anybody have any questions? Miss McKenzie, thank you for your presentation. Couple of quick questions. one, how do you get to be a super member? I think mine lapsed. I want to get back in. I feel left out. Okay. I'll make sure I'm gonna send you an email come September when we when we do the
drive again. Thank you. And then two, um, with regard to your scholarship, what is the eligibility criteria and what can we do to make sure that students who apply in the future either a know about it to apply and b can
actually submit a successful application? We don't want to leave money on the table, right? And this year, I think it was about $750. So again, this is first district PTA. They're the uh PTA above us. So they're pulling in applications from all units
um from Burbank to Pomona. Um I was hoping we have a really good chance, you know, because we're Pasadena. Um but I think that, you know, the year before I didn't have any student apply. That was a I and I and I think that this year we actually we had four students from
Mirror that applied. Um I reached out to each of the PTA presidents um at each of our high schools to remind them of the deadlines. Um it's a pretty straightforward application. It's a Google form. Um I think it's the same things that um seniors are already providing in terms of personal
statement, um their transcripts, all of that. But I think that if we can just, you know, if there's other suggestions on how we could get the word out because that's that's a unique scholarship that's only available to PTA members. And so students when they're in high school, they join. And that's why you
see like our high schools have the highest number like Marshall, for example, because we have students that are now members of PTA. So yes, definitely we will once we hear about it, we can send it to our board and then if you can help us also get the word out, that would be wonderful.
Mr. Harden. Well, um, may I want to thank you for your two years of excellent service to PTA council. I know it's been tough with everything that's gone on with the fires. Um, but I have admired how you uh
have kept our community together. It's PTA is an organization that that has the ability to to um keep us as a community even though some of us may not be physically near each other. So, um I'm I'm proud of council's role in that
through these these turbulent times. I want to congratulate Lisa for being uh the incoming president of PTA council. It's a big job. Um but I know you're you're you're uh eminently qualified for it. So, I look forward to working with you as part of the council. Um, it's
bittersweet for me because I'm taking a step back from from council, but I know uh we've left the organization in good hands and just encourage the community even if you're not an enrolled parent at a school. Um, you you can join a
school's PTA and the PTAs are stronger when all of the community gets involved. It's a great uh way into the culture um and climate of a school and it's also a gateway to other organizations. And I think in the past council has been a a bridge to uh encourage parents to join
uh their uh elacs, their uh African-American parent councils and all the different uh organizations that exist to support uh the campuses. So um I'll be a super member. I'm making that commitment. Hopefully some of my colleagues will as well. Uh but I'm
proud of you. I'm proud of uh everything all of our 21 PTAs and especially Washington. That's our brand new newest PTA. So, keep doing it and uh I'll I'll pledge my support to all the units who who need it and always be a lifelong PTA member. Thank you. Thanks so much,
Scott. Anyone else? Nobody else. All right. Well, thank you so much for your time and informing us. It sounds great. All right. Thank you. And now we'll hear from CAC report to
the board of education. push that. Thank you. There's a sticker. Uh, good evening, President Lee, Dr. Blanco, and the board. Uh, for those who haven't met me, I'm Adria Schneider. I'm the chair of the parent community advisory committee for special education. The annual CSE
recommendations I'll be presenting tonight have been submitted to the special education department for review and are now being presented to the board for consideration. Our objective, we'd like these recommendations or or these recommendations do reflect our uh
committee's priorities and desire to see progress on the following initiatives during the 2526 school year. Our priorities were driven by CAC member and subcommittee feedback, conversations with parents of children with special needs, ongoing discussions with sped leadership, academic consultants,
teachers union reps, advocates, board members, PUSD parent committee leaders, and community stakeholders. Our first goal, we'd like to see an improvement in parent guardian communication. We would like to see the frequency and quality of communication with parents
improve. We're asking for pertinent feedback about our children's daily activities to be shared. It's worth noting that we recognize POSD does an excellent job sharing information that applies to the broader student and parent community. What we're seeking, however, is not more general
communication, but more personalized, meaningful feedback about our children's daily activities and experiences. We are asking to get communication logs to be used by special education teams at the five focal schools identified in the sim
plan. Those are the elementary schools consisting of Altadena, Don Bonito, Hamilton, Sierra, Madre, and Webster. We hope to pilot this log implementation plan at the focal schools and expand to all primary schools with students with
IEPs next year. This recommendation is at the top of our list for two primary reasons. District special reports often point to the need for improved parent communication and the current SIM plan includes references to addressing parents in a more
culturally proficient manner. However, from the CIC's perspective, the how is less critical than the what. We are truly seeking uh consistent specific feedback about our children's daily activities and progress at school. something that many parents we've spoken
with uh believe is lacking. Just a quick note on the communication logs. What we're looking for is potentially a binder that is exchanged between teachers and parents. It can be brief handwritten notes or it can be uh
templates with standardized fields. Uh we also believe that aids can complete these logs with teacher sign off. It it doesn't have to be the teacher on her own. Um so our first reason was that
we believe a a true commitment to communication would consist of these logs. Um the second reason we feel these are especially vital for families is because we have students with special needs who are non-verbal or have delayed communication skills. At present many of
these parents feel in the dark about their children's daily well-being at school. We believe that providing regular communication logs can help ease parent anxiety, build trust, and foster stronger parent teacher relationships. Here are some templates of the logs that
we're discussing. Uh they can be a half sheet of paper and as you see there are fields that can just be check boxes for the teachers and aids to fill out. And on the right you can see more open fields uh for brief notes, but also we
like that someone can circle my day was great or my day was tough. Um, simple things like this can say a lot to parents who really don't know what goes on during the day with their children. What are some of the anticipated benefits? We've already discussed
parents will feel less in the dark about their children's day and it has the potential to improve homeschool collaboration, but we believe it can reduce conflict at AE meetings. Uh, there will be no surprises. It'll give us better longitudinal tracking of academic, social, emotional, and
behavior goals. And to that end, we believe when you have better longitudinal tracking, you'll have the ability to identify intervention needs better. We also believe these logs can potentially help uh the district avoid litigation by fostering better parent teacher
relationships. We firmly believe that PUSD cannot fulfill its commitment to improve parent communication without making communication logs a priority. These logs are not just a request. They're a heartfelt plea from families of special needs students who long to feel more
connected and informed. We owe it to them to listen and to make this vital responsibility a reality. Our second goal, we'd like to see an expansion of inclusion practices. But before I begin, I'd like to note that in no way does expanding inclusion
programming mean we are seeking to impede access to special day classes. Having the continuum of services available to all students with IEPs in the district is critically important to families, but we do not find that the district is failing to provide separate learning
environments. We find that inclusive classrooms are lacking. We are asking the district to re-examine their approach to inclusion programming. We would like to see inclusion happening at higher rates across all grade levels. Not only should prek and elementary
students have more access to early interventions in inclusive or embedded programs, but our secondary students also deserve increased access to a broad course of study. We'd also like to see a reversal of the trend of failing the least restrictive environment indicators. Um, but to step
back for just a moment for anybody at home that might be wondering what we're talking about when we talk about inclusion, uh, this graph, uh, illustrates, uh, exclusion, which you should recognize as special needs children who are on separate campuses or
non-public schools. Um, separation is our special day classes on comprehensive campuses. integration. These are students that spend time in general education with peers uh like electives for example uh but their core
subjects are taught in an SAI setting. Inclusion, this is students who spend the majority or all of their day in inclusive classrooms and settings. But beyond being present in the same classroom, we see classroom environments where our special needs students feel
welcomed, supported, befriended, and appreciated. They deserve to feel a sense of belonging among their community of peers. To go back for a second to the LR data, uh this is our past three data collection years. And as you can see for
preschool, we're doing pretty well with meeting our targets, but we have fa failed to meet the state indicators for the past three years for our primary and our secondary students. But for us, this isn't about compliance. It's about equality. It's about dignity,
and it's about our children's rightful presence. The research proves included students are more likely to have better communication skills, higher academic achievement, wider social networks, fewer behavior problems, more opportunities for higher education, and
improved rates of employment as adults. While we as a district strive to prepare all students academically for life after high school, many special needs parents primary focus is on their child's ability to live as independently as possible. We believe expanding inclusion
opportunities is a vital step in helping these students build the skills and confidence they need for a more fulfilling and independent adulthood. What we're proposing are next steps. We want to take a systems approach. Alignment and accountability are required for scalability and
sustainability at all levels within the district. Or simply put, occlusion cannot rest on the shoulders of teachers and pair professionals alone. Our first step in this systems approach would be identifying the roadblocks.
We'd like to survey teachers and staff to see what the issues with uh the inclusion program have been and or we'd like to possibly additionally leverage interviews previously conducted by our consultants. Once we identify the roadblocks to our inclusion practices,
we'd like to hold a summit. This summit would help us foster inclusive mindsets and practices by ensuring that all stakeholders agree on how to achieve this shared goal. And by stakeholders, we we really do mean everyone in the district. We want teachers, paraprofessionals, parents,
board members, the superintendent's office, the academics office, service providers, everybody would be a part of this conversation because they're a part of all of these children's lives. some of the potential topics for our summit. Um, continuing to expand on
universal design for learning. Uh, we need our general education teachers to have more opportunities to learn differentiated learning skills. Uh, we want to discuss a commitment to appropriate classroom aid staffing. Uh the CAC and UTP agree that sufficient
instructional aid staffing is essential for inclusive classrooms and we believe it has the potential to reduce the reliance on and requests for one-on-one aids. We'd like to make enrollment at the school of residents increasingly possible. We'd like to discuss
rostering. Uh site administrators would evaluate their master schedules with an inclusive lens. And we want to embrace more peer support arrangements. uh we can equip and support uh student peers to provide ongoing social or academic
support. Uh this would fall in line with uh mentoring which we're targeting for the next school year to see an increased presence of on campuses. While our focus is on improving inclusion opportunities for our special needs students, we feel it's important to mention that inclusion classroom
settings also benefit neurotypical students. This project access study from Vanderbilt University is just one example. As you can see, in included students, neurotypical included st students had a 15 point grade incre increase by being in an inclusive
setting as opposed to a separate setting. So inclusive classrooms do equal improved grades for our neurotypical and neurodeiverse students. The urgency of improving inclusion practices can best be captured by the
words of Dr. Dr. Eric Carter of Baylor University. Early segregation does not merely predict later segregation. It almost ensures it. We have a responsibility to break this cycle. The time to act is now. Our third goal, we'd like to strengthen
our disproportionality oversight and accountability. This goal is of course related to our compliance and improvement monitoring plans that are drafted to address the over representation of specific racial or ethnic groups in special education programs as monitored by the California
Department of Education. PUSD is currently significantly disproportionate in the number of white students placed in non-public schools. We are in the middle of a multi-year compliance sanctioned cycle and we believe money would be better spent toward proactive versus reactive means.
As the board is aware, being identified as disproportionate in the number of white students in separate school placements for three consecutive years triggered a mandatory requirement to reallocate $800,000 of IDEIDA federal funding to activities supporting compliance improvement.
It's critically important to the CAC, especially given the the trying budgetary times we're in, that we do not let this happen again. However, we are currently on track to let this happen again. We have persistent disciplinary disproportionality.
In addition to our NPS placement disproportionality, PUSD is also on track to be identified by the state as disproportionate in its suspension rates for African-American students. This disproportionality issue is being proactively addressed by the new SIM plan recently presented to the board. We
do not deny that POSD drafts plans for improvement, but it is discouraging to see action plans developed and departments assigned only for targets to be repeatedly missed. We also acknowledge the district's efforts to embrace restorative justice practices, including the implementation of the
alternative to suspension program and the collaboration with the Western Justice Center. While we applaud the reduction in the number of suspensions districtwide, disproportionality has persisted. This graph provided by the academics
department outlines the underfair and over representation of students in for for some suspension rates uh districtwide. This was from August to April. As you can see on the left, we have our under representation, which is
made up of white, Caucasian, and general ed students. In the middle, we have under fair representation, Hispanic, Latino, English learner, and English only students. In in the far right and the over representation, we have special education, African-American students,
Mckin Vinto youth or our unhoused youth, and the youth in foster care. We view the current current challenge as a lack of transparency. Uh we feel there is limited feedback about disproportionality. Uh the data we primarily receive is shared via CDE
notification after we fail an indicator and not via uh periodic progress reports. Uh we have inconsistent implementation. action plans are developed but without ongoing oversight and course corrections we feel accountability is lacking and we crave
more context. Um parents desire an understanding of the journey and not just the outcome. We are asking for transparent progress reporting that would include the steps taken which would be the actions in the sim plan and we'd like to know how
they're implemented. Uh we want to know what worked. We'd like to have those successes identified. Um, we'd also like to hear about the challenges and roadblocks. Um, making a course correction is okay as long as we all uh are notified about it and and it's done
in good faith. Then we would make adjustments and then share that plan out. Our proposed progress report implementation would include creating accountability fail stops. We see the newly hired SIM coordinator as instrumental in gathering and
distributing pertinent and timely information about our SIM plan implementation progress. We'd also like to see these reports distributed on a consistent reporting schedule, potentially quarterly. We'd like these reports to be comprehensive and standardized so we can
as parents understand what progress has been made from quarter to quarter and we'd like them available in a centralized reporting location. Our goal is to move beyond identifying failures toward datadriven sustained improvement.
But what does the current data tell us? According to the 2324 school year figures on DataQuest, African-American special needs students in POSD were suspended at three times the rate of white special needs students and twice the rate of Hispanic special needs
students. This disparity requires us to confront a deeply entrenched systemic failure that continues to disproportionately harm our African-American students, denying them the equitable treatment and dignity they rightfully deserve. And this goal extends well beyond merely meeting
compliance standards or avoiding penalties. While transparency and datadriven oversight are essential tools, true progress is measured by our commitment to doing what is right. Not because it is easy, but because it is necessary.
The community advisory committee urges the district to approach this work with both conviction and compassion. Pursuing equity is not merely an educational objective. It is profound moral imperative. We recognize this journey will be complex and demanding, but to
build an inclusive school community where every child can truly thrive, doing what is right and doing what is hard must go hand in hand. For our last goal, we'd like to see the development and implementation of a standardized special education teacher
and related service provider evaluation tool. Currently, there is no evaluation tool specifically designed for teachers assigned to teach the special education program. Uh this was outlined in the ascendency solutions internal report.
We want to ensure special education teachers are held to high achievement standards. Uh we also believe the special education department and site administrators should implement standardized evaluation tools for our related service providers that include our speech, our occupational therapist,
our physical therapists, etc. We believe when strong teachers are recognized and identified that teachers will have oh sorry special education teachers and staff have highly specialized roles supporting
diverse and complex student needs. Yet their performance is often measured by generic evaluation tools that fail to capture the nuance and expertise required for this critical work. compliance and accountability. Uh ensuring that we have compliance uh and
accountability should not be viewed as a punitive measure but as a tool for reflection, collaboration and continuous improvement. By adopting standardized evaluations tailored to the special education department and teachers, we can foster a culture of excellence and ultimately
drive better outcomes for our students. Implementing a standardized role appropriate evaluation process ensures that special education staff are assessed fairly and accurately and based on their unique responsibilities. All educators and service providers
should be held to the same standards. We view the creation and adoption of a standardized evaluation tool as an investment in quality teaching, equity, and a brighter future for each child we serve. In summary, the CIC is asking for
communication logs. We'd like this initiative to be piloted at the five focal schools in the coming school year. We're looking for more robust inclusion at all levels within the district. We'd like to see improved
disproportionality compliance mechanisms. And we'd like to see standardized special education teacher and staff evaluations. These recommendations are not new. They are proven strategies successfully implemented in neighboring SULPAS and public schools nationwide. They are
practical, attainable, and most importantly centered on what's best for students with special needs. Myself and the executive team would like to thank you for your time and um we welcome any questions you might have. Thank you very much. It was very
informative. Does anybody have any questions? Miss Kenny, my question is actually um for staff because I'm wondering uh what process will happen to respond to your um
requests, your recommendations. Um I know the board, as a board member, I think we would all be interested in understanding which of these um staff can start to implement, you know, what their approach would be, you know, what would be happening over the next year.
um before the LCAP, before LCFF, we had lots of different parent groups come and make recommendations to the school board and we were starting to kind of standardize a process to responding. Um but I I think this is a very um thoughtful presentation that kind of
deserves a response and and I don't know if it's a a report that kind of goes with the implementation plan, but something that can be shared with both you so that you know what to expect and with us as well. just to briefly step in before they have a chance to respond. We did speak to the
academic consultants and let them know that we would like to implement this log program at the focal schools. Um it would be a proof of concept. If it fails, then we won't try to press to get it elsewhere. But if it's successful and parents feel heard and seen and it's a
success, then we would like to roll it out in a more broader scope. So they've heard that, they've also heard that. So, I'll give it to them. Anybody else have a question? Oh. Uh, is that what we're doing here?
Okay, I think this Okay, Miss Iverson. Okay. I just want to be more clear on exactly the question that you're asking me because there's four focal areas. And first, I want to thank you. It's been a very good year working with you and it was very collaborative process and I
thank you um because there's many things that they're addressing and we are also implementing a plan as well and we're going to roll that out in August to you all. So it would be my hope that we could collaboratively address these things together. something that kind of laid out, you
know, here's how your four points will or won't fit in with our current implementation plan. Maybe they're coming in year two or year three or we could do this but in this kind of way or how like how you're addressing each
of these. I think as a response again, you know, as we said back when we started to develop this again before the LCAP, it's fine to say no, we can't do that or we can't do that now or we can't do that in exactly the way you're asking, but we want to do it. But I
think they deserve a response. Okay. Okay. So I I go through number one. One is the communication logs. And so you're asking for daily communication logs. Not not right now, but Oh, okay. So, but I'm assuming something formal. Okay. Yeah, we can do that. We're working not right
this Yeah, not right this second. Right. So, uh the superintendent would like to say something. Thank you so much for your thoughtful presentation. My um question was because I know that you also have been working with the educational consultants on the
disproportionality plan and do you um is this aligned right? Like I because it seems like to me that it is aligned with some of the strategies that were in there and special ed is already planning to implement them, right? Or I could be wrong. If I can speak out of turn, when
we mentioned that we'd like to see these logs implemented, they nodded in agreement and um voice that they've seen this done in other districts. So, it wouldn't be unheard of to do something like this here. I guess what I'm trying to say is I see
the two plans being married and working closely well together. Yes, I agree. Yes, we certainly hope so. And then my second um question would be to um Dr. Canel and maybe you've done this already. Um you may or may not know our
labor partners have had huge interest in special education and negotiations this year and so have you talked with them about um this idea with the logs and get a reaction of how they think that the teachers might perceive it?
I have go ahead. We haven't spoke with them on this particular issue. We have spoken with the union uh about some other issues. uh but we would be interested in talking to them about it. Um we do know of teachers within the district that already do this for their
whole classroom. So it it's also I'd like to say again not out of the realm of possibility. That's great to hear. We did hear about that a special education committee is being formed and we would love to be on that committee. we seeing us raise our hands that we want to be on that committee. When the report came out
or the email came out last month about a special education committee being formed for this type of um articles I guess being added to the um the their terms or something then we want to definitely be on that committee. Well, Dr. Canel can talk to you more about what was agreed
upon with them, but it's always good to bring our um partners along with us as as we're planning. So, um, that's great that some of our teachers are already doing this and I think it can be an effective strategy and particularly in the local schools, that's great that
you're trying to pilot. Did you want to say something, Dr. Chan Hill? I did want to just share too because I think Miss Iverson briefly alluded to it, but on August 7th, we will be bringing a presentation on the special education implementation plan. And I too want to
reiterate what Miss Iburn has said. It's been very collaborative having the input and feedback loops from the CAC. We want the uh process to be broadly collaborative. So that also includes members of the teachers union, our classified assistants and things like
that. Lots of voices. What you will see preemptively, some of you have had a little bit of a preview of what the the findings were and what the recommendations are. Um but the actions do coincide and nicely intersect with the four uh four areas that that RCAC
representatives have shared or executive board have shared. In addition, just as they have thoughtfully uh brought in our SIM for significance disproportionality plan alongside things that fall outside of that area, the special education
implementation plan addresses all of those in one place. It is to be very um blunt a a a lot a monstrous amount of actions that we are uh sort of scoping
through to determine what is actionable and reasonable in that time period. So, so I just want you to know that in a month's time you'll be able to have um a summary of what that looks like and in the meantime um well and actually
included in that is continuous collaboration and communication with with our parent partners. Miss Bailey, thank you Helen. I'm sorry. I just appreciate you guys so much. This is like the best work that I've seen come out of
this committee since I've been on the board and I've been here for eight years. So, thank you. What what really resonated with me in your presentation, believe it or not, is when you talked about accountability.
Accountability because believe it or not, a system of accountability will help ensure that we're hitting our targets and it will also help us identify where the weaknesses are in the
system. So when I saw that up there and then you even laid out a plan, I I felt like I needed to pay you. Sorry I can't afford it, but you guys, this was very well done and I appreciate you. Thank you for this. We really appreciate
that. Thank you very much. Um I will second uh Trustee Bailey's uh sentiments about the quality of this group, the empathy of this group, and how inclusive you've been. And I've been to as many of your meetings as I could this year. Um, and I've experienced such a sea change
in terms of engaging respectfully staff, but also engaging the community uh in a restorative and a in a um u emotionally uh positive way. And so I thank you for
that. Um what resonates with me on this is the the idea of testing good ideas you know before we put um you know full implementation behind them because that's a a great way to ensure that we can uh iterate and continuously improve
the ideas that you're suggesting um before they're fully implemented. So, I appreciate especially with the communication log and trying to get you've gotten the right idea, now it's time to try to get the idea right um with regards to that. So, and I also do uh appreciate staff including uh Dr.
Hill for um presenting um the the big the big bulky plan uh look forward to that in August. So, thank you very much and good work. Miss Chi, first of all, I would like to thank you for your amazing presentation. I've
recognized your faces from some previous meetings, so I see your dedication. My name's Lesie. I'm on the student assembly. We work very closely with the student think tank, and at the heart of what we do is representation, inclusion, and providing voices to students who
aren't always seen or heard. So, my question is, what can we do to support you? There's no Here we go. I heard that. Hi, I actually emailed the think tank and I'm sorry where I didn't hear back.
There's I know I said that publicly and this will be on record forever. Um unprofessional of me or her. Both me her. It's her, right? Okay. I'm just kidding. I'm just kidding. I'm
just kidding. No, I won't get Dr. Hill in trouble. Um, that was very unprofessional of you. Um, and humor. I meant to add another adjunct. Um, I I don't want to start crying, but it I
don't think I I don't know if the neurotypical students of PUSD completely understand how impactful and beneficial you could be, not only to the lives of our kids, but to the culture of
the district. Um, which is why we would really love to meet with you guys maybe at the top of next year and just discuss and we want to hear your feedback on on what your experiences have been with your neurode divergent peers and um what
your ideas would be for mentorship. Um, I think you guys have a much better sense um and a much better finger on the pulse of what would work amongst kidtoid. and we'd love to hear from you,
but you guys hold such a beautiful thing for our kids. Um that even in 2025 can be really tricky. Um we have grown to be a culture that accepts or we should
accept um people with different sexual orientations, preferences, colors, shapes. Um, for some reason the disabled are still are still not there as far as acceptance and belonging. So, um, we'd
love we'd love to hear from you and maybe someone will email me back this time. Sorry. I'm just kidding. I'm just kidding. I'm just kidding. Thank you. and Miss Frederick's well I I appreciate being the CAC
liaison and I mean I think we've all se witnessed the tone that you set the positive tone the collaborative tone that you set and that makes a huge different I and I absolutely appreciate the department leaders coming too and I
sense a real reception here and I think we have a good um starting point what I kind of I'm going to kind of piggyback off of Trusty Kenny's point about process. So I I don't want us to go away
and then be back next year with the same thing, you know. So I hope there's a process that, you know, doesn't make you do too much of the work that we've already been doing. It's more of, you know, cohesion. So you have enough to do
as parents. Um, the piece that kind of resonated with me is is the logs and knowing having that connection with your child because I remember when I had to drop off my child and I went to work and it's really great to know that little
piece of what happened and this is like for my child who can is verbal. So for you to have that another barrier like that that's that's very difficult to stay you know being a team to support
your child with with the school. So thank you for your collaborative spirit. Thank you. Uh so this was really interesting and I just wanted to to sort of end the discussion. So the superintendent and I did a breakout session at the SULPA administrators of
California ADR conference this year and I know um Mr. Harden came and visited and as we were talking um about inclusion somebody in the audience said well the new term is rightful presence because there's like a taint on
inclusion that you know prejudices come out. So, I heard you say it once and I was really happy that you said it because I've been trying to say rightful presence and not inclusion and kind of walk away from that. But, you know, everything is a language is is a really
changes the way people think about things and um so I just wanted to say that and thank you for this. It was very interesting and um thank you for your work and we'll be in touch and following up. Oh, Dr. Velasquez.
My comment is really about scheduling and how to figure out the scheduling of all the meetings for next year. I think it's going to be very important so that we can have um English learners also be
part of your meetings. We have spoken with face and we're going to discuss that. It's forthcoming. Okay. Thank you very much. Now we are on the oath of office and I
think there's two people in the audience who have been waiting for this. So um I will come up there. We'll do the oath of office up here. And all right, I'm coming up and let's start
with uh Lucas KD and then public comment for No, we do this one first. one sentence and then you can repeat. You're not going to go too far. I
do solemnly swear or affirm that I will support and defend the Constitution of the United States. You solemnly swear or affirm that I will defend the Constitution of the United States and 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 to the Constitution of the United States. that I will bear true faith to the Constitution faith and allegiance true
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. purpose of evasion. For
purpose of evasion. And I will well and faithfully discharge And I will well and faithfully discharge the duties upon which I am about to enter. the duties of which I am about to enter. This is Adeline Wick.
Just watch that. So I'm gonna in your name. I do solemnly swear or affirm do solemnly swear that I will support and defend the Constitution of the United States. I will support and defend the
and the Constitution of the State of California and the Constitution against all enemies foreign and domestic. that I will bear true faith and allegiance that I will bear true faith
to the Constitution of the United States and the Constitution of the State of California that I take this obligation freely without any mental reservation or purpose of evasion.
And I will well and faithfully discharge the duties upon which I am about to enter the duties. [Applause] We have a public comment from the chief of police.
Good evening, Steam board members, members of the staff. Thank you for allowing me to have this podium for a few minutes. What I'd like to do is make sure that um in the spirit of partnership, we in the police department are reaching out to our partners uh here in the city of Pasadena regarding some of the uh going on that have been
happening in our city of late. I'm sure everybody's aware of the federal presence uh specifically the Department of Homeland Security and ICE in our communities. Um and it has certainly created a disruption and an uproar and certainly a lot of fear uh in the communities. So, our goal is to reach
out to our partners. That is what this is about is to reach out to you folks just to make sure we're putting information out that maybe can soothe a little bit of the fear. Um, I'm sure it's not going to quill it completely, but the idea is to make sure that we understand what our role is and we pass
that on to you folks so that you have some knowledge of what it is we're trying to do. Um, I want to start by saying um that we um stand with our folks in our community. We understand the angst and the fear uh that these things are causing. Um and we even if it wasn't procluded by law would not be
assisting in immigration activities. Um it is procluded by law uh in the state of California through SP54. We are not allowed to assist uh the federal authorities in any immigration activities. Um, and in fact, if we even associate with federal authorities on anything other than immigration that
we're working with, there's a signed document that says even those agencies, should they become involved in immigration activities, we cannot participate. So, there's a certification and some other things that go along with it, we won't allow that certification to happen with our staff. So, I really wanted to bring that home that um I want
to quell the fear as best we can that the police department here in Pasadena will not be associated with immigration activities. Um on the flip side, um there are some requirements that we have that we want to make sure that the public is aware of. And on top of not assisting and being procluded from
assisting, we're also procluded from um u mitigating uh obstructing or intervening in those activities. And it's an unfortunate portion of the law, but um like everything else, sometimes it's it's an uncomfortable piece of what we do where we might want to intervene
and kind of engage in different ways, we're procluded from doing that. So the idea here is to really let people know that we're here for them in the context of other activities, police activities. We want to make sure because we understand that people are afraid to call us even for other criminal related matters or maybe quality of life matters
that they need us to take a look at. We want to assure that when we get called out to anyone uh to anyone's home, to anyone's business, we are not asking nor do we care what anyone's citizenship is. That is not a question that any police officer in the Pasadena Police Department will ask. Um it doesn't have
any bearing on what the service will be um when we arrive on scene. And we want to make sure people can call and feel comfortable that we're going to come out um and take care of whatever the police action that is needed. So, uh, in the short term, uh, what we're trying to do is make sure that we're getting the federal authorities, particular I
particularly ICE, May I continue? Okay. Yes. Go ahead. Particularly ICE, uh, to make sure that at least they're uh, in their afteraction activities that they're notifying us of those activities so that we can verify that that was uh, an
authorized uh, activity they were engaged in. What the fear is is that nobody knows who some of these folks are because maybe the uniform is different or they don't have some type of verifiable identification. In the two cases that we've had people that were taken into custody, we in the after uh
after effect have gone out and verified that those were legitimate operations. Legitimate in the context of authorized and legal. um the legitimacy we'll question in a later debate, but um the fact of the matter is that we consider that those were um official unauthorized
uh iterations of what it is that they're doing. So, it's important to recognize that and then tell folks that if they feel that there's an issue where they are dealing with people who are not authorized agents, um they can call us and we'll come out and we can verify that, we can validate that. um if we
start getting a lot of calls, you know, that are kidnappings and things like that that people are kind of throwing out there, it's incumbent upon us to respond. But once we get there, that response is going to be limited to ensuring that there's no illegal activity taking place. And if it is authorized, then we will remove oursel from that circumstance and allow it to
happen. So, I just wanted to make sure that I threw those things out to this board. uh as you are a very important piece of this community. Uh the people that you represent are very important to us in the police department and we want to make sure that we're being transparent with what it is that we are trying to do. The last note is the uh
city uh via the mayor has um dispatched uh a communication that you might have seen at the last city council meeting that is making sure that the city understands the city the that the city um fathers are putting out to the folks in the community um what it is that the
city plans to do and how they're interacting with authorities to try and solve some of these problems. Um, I also dispatched a letter to ICE to the director um, requesting that we have those afteraction reports and make it a little bit easier for people to identify folks that are involved in actual um,
authorized occurrences. So, we're in the middle of that communication. Um, none of what I said will really take the fear away from those folks who are most uh, sensitive among us. Um, but we are trying to reach out to the community. In fact, yesterday we met with uh, some of the folks in the community at an apartment complex uh, in the 500 block
of Morango and we had probably 12 uh persons show up and uh we took Spanish speakers with us and we were able to communicate with folks that um we want you to call us. We gave out our business cards. We did those kind of things. So, we want to be an u an advocate for folks. We want to be a tool for them to
make sure they're solving those other problems. Um and we certainly don't want to be a barrier to them getting information uh and really figuring out what it is that's going on until this thing can get uh pieced together. So, again, I appreciate the opportunity to come in and speak with you. Um, I look forward to other opportunities to come in and really um, give information as to
what it is that we're doing. And we certainly want to have that open communication dialogue. So, thank you very much for your time. We appreciate it. Thank you very much. I had a question for him. Um, so now we Is that all for public? Okay. So, now we're going to recess to
close session. Thank you all very much. We'll be back soon. [Music]
There you go. [Music] Oh yeah. [Music]
How are you? [Music] [Music] [Music] Hello. How are you? [Music]
Number one. [Music] [Music] [Music]
[Music] [Music]
[Music] [Music] Welcome back.
Thank you for being here. Right now, I'm going to do do the uh readout for the close session concerning item E1, case number 2025040565. 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 E2 case number 958203 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 E3, case
number 964598. 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. In closed session, the board voted to immediately suspend without pay and issue a notice of dismissal to
certificated employee AS5626607 per education code section 44934 and to dismiss said employee at the end of 30 days from the date of said notice unless a hearing is timely requested per the education code. The board further
directed the superintendent or her design to give all required notices under the education code to effectuate the immediate suspension and notice of dismissal. The board vote was as fi follows seven to zero
and that is the adjourment of close session and calling to order at 8:30 2 here here. Here, here.
Trustee Kenny, would you do the pledgece student board public comment? that we have eight public comments. Karen Jane followed by Kenny Connie pronounced Connie. All right. By Connie. No left.
Dear honorable board of education members, my name is Karen Jane and I have been a community volunteer for science education in PUSD for about 30 years. From 1990 until about 2005, the district had a hands-on science program
in the elementary grades called science for early educational development or seed that was nationally recognized. In all classrooms at all schools, science was taught through investigations, critical analysis, and the keeping of notebooks. The seed program was
terminated, but the supplies and the curriculara that were you used have remained and they have been stored in the science resource center at the district service center all these years. We have an inventory of the supplies which is available to teachers
electronically of more than 1,000 items. The inventory includes the exact aisle, shelf, tray, or cabinet where each item is located. what we own would be the envy of other school districts. I have continued to keep these supplies
organized. They are thus available to any teachers who are still teaching hands-on science in elementary or secondary grades. I have continued to send them to schools upon request and they are available to teachers who come to the science resource center and find what they need for their lessons.
Recently, 10 pallets of these valuable supplies were thrown away. I have informed administrators about this disposal of supplies but have not received any replies. This res represents a loss of money and materials of course but more importantly it
represents dismissal and disrespect for the years of research done by professors at Caltech together with teachers in PUSD on how to teach science to elementary school students. My concern and the reason I'm speaking to you tonight is that the supplies should be
maintained and they should get into classrooms. One way to protect and distribute the supplies would be the restoration of the position of STEM coordinator which would also restore support for the teaching of these crucial subjects very immediately.
The supply should be protected by assigning someone to oversee them. If a school district employee spends even just a few hours a week organizing the supplies and sending them to schools, the science resource center will remain
functional. Without this maintenance, the center will become unusable and a great resource will be lost. If you would like to visit the science resource center and see this treasure, I'd be happy to meet you there and to
show you around. Thank you for your attention. [Applause] The board of education acknowledges receive of public comment via email. These comments will be made part of the permanent record of this meeting.
Connie. Hello everyone. Um I am here um as a parent of of a special needs child. My name is Connie. Um my daughter attends Domonito Elementary special day class. Um she will be in second grade this school year. I am here in regards to uh
into implementing the daily communication log. Uh this topic is important to me as well as to all the other moms. We need to be able to understand what and how our kids are doing on a daily basis in their classroom setting. We understand teacher informs parents, but it is also limited
due to the teacher having other priorities on their plate. Whether it's a one-on-one aid or a classroom aid, they can provide us information to help us navigate our child's needs. I hope this can be implemented for the new school year as this will help us parents and the teacher as well as the aids for
better communication. Thank you. Ashley. Hello. My name is Ashley. Um I am a new parent in PSD and I am also here to speak in support of communication logs for special needs students. Both my children have IEPs. My son is a rising third grader in a special day class. My
daughter is a rising kindergartener in a gen setting and receives RSP and other services. Despite having sent her IEP pre-enrollment and on her enrollment education, this uh employment or enrollment application, the special education department did not provide her
IEP to our school site until close to the end of the year. So they were unaware for most of the year that she came to PUSD with an IEP. I trusted that since I had provided the IEP multiple times, it would be implemented. Our school site caught the error and now they're giving her her hours back. Uh
but having a daily communication log would have allowed that oversight to be caught sooner. I would have been getting regular communications and not just assuming it was being done. It would protect the district from being out of compliance with the IP and allow the staff to give empirical evidence that they are providing services. By taking a
little time, everyone will win. It also allows parents to know where our kids stand outside of a short conversation of pickup at pickup or drop off. I wasn't aware that my third grade a rising third grader remained at a kindergarten level this year until her his IEP meeting two days before school ended. When I would
ask how he was doing, I would usually get a grade or told a little bit about something he did that day. I was obviously aware he wasn't at grade level, but I was not uh but I was really surprised to hear that there had been no positive progress in that direction this year. Uh that shouldn't happen. Having
regular updates would assist the teacher in keeping parents up to date about their children's goals and facilitate interested parents in being partners in their children's education. Thank you for your time, Amber. Hello, my name is Amber. My son Michael
attends Don Bonito Elementary. I'm here to speak about the daily communication logs. It's important to me that we can implement implement this for the new school year. We have had a lot of hiccups occur because of the lack of communication. This would help this would not only benefit us parents, but
it would also benefit our children, teachers, and aids, so we're all on the same page. I really feel this would help me understand what goes on the day. Um, as I can't ask my son how his day went. Definitely, daily logs will help our children to thrive and succeed. Thank
you so much, Dion Harvey. Good evening board. My name is Dion Harvey and I also have a comment regarding the CAC recommendation
about the daily logs. As a parent of a special needs or grandparent as a special needs child, I literally we literally hand our child off to somebody and we don't know for the next eight hours what happens in their life. We
don't know what the scratch on your face is. We don't know why you have different clothes on than when I dropped you off at the bus. I don't know if you've eaten all day. Communication logs would help ease our fears about what's happening in
their day and give us information vital information that we need to help them help the school and help them. And I I I can't begin to reiterate the importance of knowing what's going on in their day.
And I would really want to reiterate the importance of communication logs. I also want to um comment. I was given another note to comment about, but um
we need to have more implementation and checks and balances instead of having another committee and another committee reports to no one. we need to stop and have an implementation and evaluation committee that does implementing and um
evaluating what our needs are and getting the the things that we need done. So, those are my comments. Thank you, Marilyn Meyers. Good evening. Hi, I'm here to speak about the facilities at John Mir High
School. Uh I was here several months ago and kind of spoke on the need for there to be proper um restroom facilities and also um just for the whole athletic field to really look a lot different
than what it does. Um to me it's an atrocity for Pasadena to have all of the high schools uh looking the way they do their facilities, their activities, their um athletic fields. I know Pasadena High School has had a lot
of work done, but Mure has not. And it's it's a really health issue for there not to be bathrooms at the athletic field, for there not be to be a place to wash your hands. food is being served. Uh the
whole field for where visitors and for also the parents and for um the students to come is full of dirt. Um the uh seating is not in good condition. I
noticed that there is an agenda item on here regarding the facilities there with the pool and gym. Also, there's some there's some note about um for a rest restroom refresh, but my concern is
there are no bathrooms. There's no reason for Pasadena John Mir High School to have um portaotties still there for um each of their events. There's track events there. There's football events there. There's rugby events there.
There's soccer events there. And there's no place to to wash your hands. You know, this this is something that shouldn't be. You know, I've gone I mentioned before, I've gone to a lot of schools in the San Gabriel Valley and I
have to say Pasadena is the worst as far as offering the proper health conditions that are needed at their athletic um fields. Uh as I said, I noticed PHS looks a lot different. Why doesn't John
Mir look like PHS? Why doesn't John have the proper facilities there for bathroom, for um sanitation, for um being able to and it's just a disgrace. It's a disgrace for other uh
communities to come there, other school districts to come there and um have to um be in those conditions while they're watching their children attend um the athletic programs. I know there's supposed to be some renovations of the
gym and the pool, but there needs to be also proper facilities for health reasons. Thank you, Natalie Cortez. Could I ask a clarifying question? A clarifying question during public comment? We certainly can.
Oh, no, no, sorry. I'm sorry. It sounded like there was um correct me if I'm wrong, but we are adding a restroom building by the fields as part of the John projects that is breaking ground. Is that okay? So that's so that is
happening. Yes. Great. Thank you. Hi. Um my name is uh Natalie Cortez. My son's name is Elijah. Um he is a new uh student to Domin Elementary. Uh we came to the school in hopes of better communication. Uh due to his last
school, um my son fell victim from non-communication, which I won't go into detail, but I wish I could ask my son how his days go. Um but I can't. My son does a lot of repeating back. Um
as a parent, it's very unsett unsettling. Um, if implemented, the daily communication logs are very important for us. Parents who have kids who can't put into words. This would put us um as parents more at ease. I want this change not only for my child um but
for every child like mine um in our school district. As someone else said here, the scratches, the clothes, the tears and clothes, as a parent, it's the fear of the unknown. Thank you. [Applause]
Velasquez. Hi, my name is Jarma Velasquez. My name is Jarma Velasquez and I am here as a private citizen in representation of all the families that are too afraid to be here tonight. It is with deep concern and
disappointment with the leadership that and how they've handled recent safety issues impacting our immigrant community. I believe that there is a serious failure in oversight that we have not created a space for open and transparent discussion on a matter that
is urgent and deeply affecting the lives of our students, families, and allies. If you ask anybody in this town, the most important issue impacting students this time is safety of our students and
that is not in the agenda. Yes, the superintendent issue a statement. Yes, the chief of police came to speak uh as a public comment with the board. But in both of these actions happen without meaningful public engagement.
Rather than inviting an open and honest discussion in front of the community, we have chosen not to. Board policy in alignment with the Brown Act allows board members to ask clarifying questions during public comedy during
public comment. This opportunity was not taken during our most recent visit by the chief of police. Now more than ever, this community needs to ensure that public officers are protecting our students are
those attending summer sessions, those taking public transportation alone because their parents are too afraid to leave, those participating in school events, those walking all around this city. Because if you drive around this city, you see a bunch of children alone
walking through the city. We owe that to our youth and our families and to be proactive and present. Thank you. Student board member report. Miss G. Thank you to President Holly Lee,
Superintendent Dr. Blanco and esteemed board members for your continued contribution and commitment to the Pasadena Unified School District and support to our student assembly. We would like to start by acknowledging the recent ICE raids that have invaded our community. From June 6th to this past
Saturday, people took to the streets to practice their constitutional right to protest. Over the past two weeks, 4,000 military representatives were deployed not overseas, but to their own citizens defi despite opposition from our governor. These actions represent more
than just policy decision. They are attack on democracy and the right to peaceful assembly. One of our team members who will remain anonymous for safety reasons shared their experience in the following quote. With these ICE raids throughout LA County, I fear for my safety of my families, my friends,
and my community. Even as a US citizen, I fear being profiled and detained by ICE. In order to prevent such things from happening, I carry a copy of my passport as I don't have California ID. My entire life has been affected by ICE. Not only was my father deported when I
was 5 years old, my siblings and I were also afraid that my mother would be deported as she was undocumented. There are other students throughout the US who share similar experiences to mine, and my heart goes out to them and their families. This isn't just one story. It's the reality of many of our classmates,
families, and friends, especially in a district like PSUD where a large portion of students are latinex, firstgen, and undocumented or from mixed status families. We would also like to take a moment to acknowledge the ongoing conflict in the Middle East. As students, we are watching with heavy
hearts as violence continues to impact innocent civilians, particularly young people and families who, like us, deserve peace and safety. We stand in solidarity with those affected and affirm that our belief in no matter where you're from, you deserve to live
without fear, oppression, or war. Now more than ever, we need to recognize the importance of listening and empathy. Two values that we learned from our circle training through the Western Justice Center as well as through as well as through our own workshops and gatherings. Through the training, we
recognize the power of understanding and our responsibility to promote peace even when our governments have not. Despite these overwhelming injustices, students across the district district are speaking up. They've expressed fear, grief, and empathy, but also a deep
desire to stand for peace. We see each other. We come for each other. And we are learning even now how to organize, support each other, and lead with compassion. Amid these heavy realities, we know that student leadership is more important than ever. Today concluded our summer 2025 student think tank and assembly
summer internship. In our 3-week long internship, a group of 25 students split between the student think tank and student assembly. Worked on three major committees, our now annual youth conference, student assembly elections, and new our new marketing and outreach committee that is
focused on highlighting studentled programs, achievements, and opportunities across our campuses to present the real image of PSD to the larger community. As our 2025 and summer internship ended this afternoon with a lunch thank you to PF and visits from
student think tank and student assembly council alumni. We would like to sincerely thank the district, our adviserss and fellow students for making this experience so meaningful. We learned so much not only about leadership and policy but about each other and our strength as a collective and the importance of using our voice.
Speaking of bittersweet endings, this meeting concludes my term alongside Tara Bonsmith, JP Ramirez, and Theo Ortega on serving on the student council. Thank you for giving us this platform for authentic student voice and meaningful dialogue. And thank you to the student think tank and this
wonderful assembly for creating this wonderful assembly. Over the year, we've worked to build something that will from the ground up that will represent student voices and create a structure that will last far beyond us. We've learned how to advocate, how to listen, and how to collaborate, not just with each other and other youth leadership
groups like the student think tank, but also with adults who believe in amazing youth leadership. We are so proud of what we've started and even more excited to pass this amazing experience to the next group of youth leaders. This foundation has been laid and we can't wait to see how the student assembly continues to grow and
help our district thrive. Thank you again for trusting us, for supporting us, and allowing us to be something bigger than ourselves. [Applause]
Yes. Okay. So, now we're on K comments from labor unions. Uh, who's coming up first? UTP Good evening, student board member and members of the board, including Dr. Blanco. Um, I come to you for last time
this fiscal year and um have some comments. I believe that if PUSD truly values their labor partners, they should match that with actions. However, this past year there was a refusal to consider tangible UTP partnership despite other
similar partnerships existing and existing in other districts. There was a refusal to pay for teachers to participate in summer interviews even though admin time and others are paid for. Ignoring UTP input on the CAP development in the last several years,
especially this year, um especially on the topic that central and admin positions should not be such a huge portion of our LCAP. Um, and that there are school and classroom roles that are critical for us to consider to to make
sure that students get what they need at the school sites. We have ended what I believe was an unethical um budget year. Subtracting for fire costs, PSD spent barely 45% of their budget on classroom instruction. This
deprived students of around 150 to 200 teachers worth of support. Let's break state law while on top of that cutting or leaving in limbo the 100 additional teachers that were laid off this year. For next year, the spending is still way
below the 55% legal minimum. The budget document that you're going to be approving likely today says that you will be planning to spend 40% on classroom instruction. This is $49 million underfunding classroom
instruction. On the same budget document, there's 195 management, supervisor, and confidential FTE positions, which is nearly double that of our peer districts. There are 102 million dollars in
contracted services planned to be spent for next year versus 105 million total on all certificated salaries. that includes admin and certificated non-management like uh UTP. In addition, this whole year um we've
seen contract violations. HR deprived a member of PD time and forced them to work longer hours with no compensation. HR involuntarily transferred a more senior teacher over a teacher with less seniority. HR refused to publish vacancy lists or
share necessary and relevant information with UTP which deprived us of the ability to fully support and represent our members during the heartbreak of layoffs. PSD can do better in 2526. PSD educators have been left to dry and to self-fund
their classrooms, their materials, their learn their their own learning. We need better feedback from teachers. We need better systems to receive that. We need better feedback and systems from to receive feedback from parents. We
need to find ways to empower all interest holder voices including the student think tank and others who are closest to the learning um and can speak to all all of what's going on. Students, schools, and not central office careers
should be at the core. These are my comments and I hope that next year there will be a lot better news. Thank you. Thank you. Um, anybody else who's next? Uh, teamsters. So, I'd like to first acknowledge uh
student um board member. Very impressive. Good evening, President Lee, school board members, superintendent Dr. Blanco uh superintendent leadership team members and members of the audience. I don't know if the board knows but my local recently merged with a larger
local and we are now teams local 986. We are the biggest local in the teamsters international at 30,000 members strong. I've stood before you on several occasions promoting the benefit of teamsters being team players and working
with the district to improve the working conditions for my members. We believe we've had a good reputation of collaboration and our actions have provided benefits and support for the district. With that being said, it is unfortunate and I believe disrespectful when our
recommendations are not being considered. I need to be aware of all my membership and then the impacts that they will have on the uh that they will have to deal with after decisions made by the district without our input.
These decisions result in collateral damage that affect many of my members. I want to give you a heads up that as a result of the business department leadership decision, it may lead to some complaints coming once again from nutrition services employees.
Although your current nutrition services interim leadership is good and they're doing uh the best they can with the limited support they have received to this point, the problem stem stems from the warehouse. The warehouse is shared with three separate departments, nutrition
services, procurement, and curriculum. Teamsters negotiated a classification utility warehouse worker to allow the employees to work together in all three departments when there was a need. We included a lead position for this classification to help management
coordinate these employees to work together and reincignide them as necessary, so a sub would not have to be hired, saving the district money. lead made sure all routes were covered and created food delivery routes to school sites that were more
timeefficient and timely and create food delivery routes to schools to all drivers the best way to plan their day. The drivers were happy since they did not have to do more than one trip to deliver the same school site. Nutrition services uh nutrition service workers were happy because they received the
food they needed for the students. Unfortunately, this is not taking uh this is currently not taking place for the summer feeding program is having problems. So, I can't imagine when school begins that it's just going to
get worse. The district recently hired a new employee to fill the lead position. This position should be able to uh coordinate the work as I explained above while overseeing and coordinating the three departments for management. Unfortunately, I believe management set
up the new lead for failure with no experience doing the job. There is no one available to teach them since the everybody is new. Management overlooked two candidates with 20 plus years of warehouse experience and leadership experience.
So since they did not understand the complexities of the job that was needed to be done, this has caused major problems and violations in the warehouse resulting in food not being delivered in a timely manner. the summer uh feeding program facing problems and unnecess
unnecessary subs being hiring hired costing the department more money. Unfortunately, one of the candidates that was being performing this work for over a year without compensation is a teamster shop steward. As the teamster business agent, I have no choice but to file an unfair labor
charge on behalf of my shop steward due to union retaliation. I have spoken to management and they understand that I need to support my member If any of you would like further details on the individual basis, please let me know. As I said in the beginning of the
speech, teams are always willing to work with the district in improving the working conditions and procedures, but they need to understand that many of their employees have the experience and expertise to make their department run more efficiently. Teamsters do not want to decide to h who
to hire or how to run a department. But when management does not have the experience or knowledge, it is okay to ask for help. We all have the same goal in mind. Thank you. Is there anybody else here? Labor unions. Is that it? Okay.
And that's it. All right. So we're going to move to staff presentation number one uh 24 25 local indicators. Uh good evening President Holly
uh board members staff. Um so along with our LCAP metrics, academic metrics, we also have local indicators, the local indicators are largely um staff reflection on these
different priority points. Um there are five um priority points. They're listed differently, but um I will go through them all. uh these go along these are metrics that we that will indicate
progress or areas that we need to improve in our LCAP. The first one is um basic services. So there are three reported areas here but basically this is our studentto staff
ratio in different areas. Um all of this information is public. We are using data that is reported through cowpads. It's two years old but that is the data we have that has been um verified to
report on our LCAP. Uh the next priority priority two is the implementation of state standards. Um this self-reflection is done primarily through our curriculum and instruction department. Um, as you can see, we're
doing it breaks down the subject areas. Um, we are doing a really great job in making materials available um in all classrooms. Uh, there is definitely room for um some improvement in our professional learning for teaching and
implementation of our programs. Uh some of this is due to new curriculum and that professional development uh and then uh implementation that goes along with that. Priority two is implementation of um
other state standards. So here is where we report um our uh CTE, career technical education, health education, physical education, uh VAPA and world language. Um and for each of them uh we
also report on professional development and areas for those teachers to improve their practice. Um you can see in these areas we are doing uh pretty well with our implementation and the use of
standards in each of these classrooms. Um, priority three, this is one that we report on quite often, um, throughout the LCAP, and this is parent involvement and engagement. Um, I've pulled out just a few pieces for you, um, and for the
public to to look at. Um, these are the areas that we self-reflect on. Um, there's also a narrative that goes along with it. any of you who have looked at the actual reports. Um, in these areas, we definitely have some areas that we're
doing very well in. Uh, creating welcoming environments for our families seems to get top ratings. Um, an area for improvement is providing um, professional learning and support for some of our families. And that may not
be due to uh, the resources that we have provided, but it may be due in part to the communication and how we um, how parents then access uh, those learnings. Um, priority six is school school
climate. A lot of this information we get from our panorama survey um that is sent out to staff, students, uh parents and community members, our staff results. Uh there was a 15 uh% increase in positive responses to school safety.
So we feel like that's a win. Um and this the Panorama survey is open all the way through May. So some of this is based on the the latest reporting. Um there is an 8% uh increase in a sense of
belonging um which after the um the fires were actually very proud of those numbers um that families felt like they were safe at school and they felt a sense of belonging. um teacher survey, there's 10% increase in positive um in
feeling positively about school safety and um for our teaching staff, a 6% increase in a sense of belonging. And some of the family survey results, there was a a 7% increase um in reporting of a
positive school climate. Some areas we're going to focus on next year are increase in overall response rates. Um the goal is 90% participation from our families. That way we are getting a brighter a broader swath of um of input
and we always want to continue to improve that sense of belonging. So priority seven access to a broad course of study. This this is one of the local indicators that we've had a lot of discussions um with in particular our
LCAP pack. Um but right now the to give you an idea of what the broad course of study is is making sure that all of our students have access to all of the courses. So what we do is we individually look at our courses and what the makeup of those courses are
based on um every subgroup imaginable uh and every subgroup that we report on. So we're looking to make sure that there is a balance of students who have access to those courses. Um what we found is um it's very similar to last year. We've
definitely found that our English learners lack access in a lot of our um API um courses um and that um that the access for this remains
through master scheduling. We've made a lot of uh improvements at Blair in particular because they um now have IB for all courses. So, a lot of our English learners are showing up in those IB courses. It's our AP courses that we
um need to take a closer look at. And again, all of the full reports are available and public. Um any questions? Any questions from the board? Miss Kenny, thank you. Um, I enjoyed reading the
broad course of study. I did um the question I had on the teacher um assignments. So, I think I remember last year what happened is the state finally released year old data in the middle of the
summer. Remind me when are the um when do the local indicators have to be posted? Is it in the fall? I believe it is in the fall. Yes. And if I'm if I'm remembering correctly, I think what we did is when they finally came out, we
updated with the most current. Is that something we can do again? Absolutely. Yeah. Because I mean I don't know why they are running a year behind, but it would be great to have up-to-date data. Yeah. And and our HR can um come up with a more recent, but this is just what we
report on the LCAP. And and then my only comment was on the instrument itself or when we load it up to the website will because that link takes you to the state level data. We'll put the actual numbers. Okay. Just wanted to make sure. Absolutely. And then on the climate survey, can you help
me? Um because I it I saw that we are doing something in the spring, something in the fall, but when you say growth, is it from spring to spring or are you measuring growth from fall to spring? I'm trying to
apologize. Um it is fall to spring. So we're measuring it like a pre-post. Okay. So within one year's time it's not a year a one year over. It's in it is because we wanted to be able to get when we start to do the work, we're getting like the temperature of what's happening
and then within all the actions and all the um opportunities that we provide throughout the year, then we um measure what was the impact of doing those types of things. And being able to have the student voice is actually a newest component because we used to do the universal screener which was only um
adultled. So now being able to have a very um 360 view from all parties and PSD has been more powerful. And is that data broken down by different student groups? It can be. Oh yeah.
But have we seen that I guess is what I'm wondering. Yes, we have access to that. So the board all the school sites do too. But the board has seen it or it's available somewhere where we can find it. That's why I'm asking. We can work on something. Yeah, we can do a board communicate. So when we load up or
when we put in the local indicate, we're just doing overall district, not broken down because I thought it said, you know, break it down into demographic groups if you can, but the school sites can do their own breakdown, too. So I'm talking about for the local indicator for what we can, right? So that's
possible. Great. Yes, Miss Frederick's, thank you for presentation. the part about secondary school students um their sense of belonging increased by 2%.
What does that say to you? Well, again like Dr. Renoso uh indicated it's from u fall to spring. So that increase of 2%. I mean, if you're just asking me, I feel like after the after
the fire, school um was a place where our secondary students felt like they had normaly. Um but that's, you know, that's my interpretation of of that data. And then
how do we treat this not just as a compliance activity and really own this as an opportunity to for continuous improvement. Their next steps state the master scheduling techniques and
prioritizations. improve reclassification rates for before 9th grade and working with school counselors to ensure programming fits needs of students and allows students access to higher level courses. Is that operationalized and checked and analyzed
and reviewed? How often is that? Yeah. So, you're talking about priority 7, which is separate from the um the school uh and community data. You wanted me to address priority 7? Oh, I thought I was
so slide eight. Yeah. So, with um with our broad course of study, that's something that we we have a course codes committee. So, that's something that we look at on a monthly basis is our students access to those courses. Um and that was feedback that Blair had been
given. So, they actually changed their entire schedule. um and worked very hard with the course coding uh course code committee this year to make sure that um more students have access to IB courses which is a process. They have to get um
those courses approved. We have to give new course codes to them. Um so it is definitely data on the secondary side that we look at um on a very regular basis. And actually you brought up the Blair example because it's talking about the
English learners are underrepresented in AP courses and the part about part of this may be due to the um need for students to participate in the designated English language development courses. So the part I was wondering
about is maybe due to so do we know if that's the cause or part of it is that's the cause. are we not asking students? So at our high school level um some of the students were not programmed into
their EL courses. Um and we are in a so yes that was a survey done with the counselors um and through our ELD our lab coordinator um he came and and spoke to the counselors and
tried to figure out what was happening with our uh el students in um secondary and um you know with with the access for our e students and this was something that they all came up with and a new
course of action for um for next year. So the counselors were surveyed. Yes. Yeah. A working session. Anybody else? Mr. Harden. So um in priority three page six some of
the areas of improvement I think you know are are in in specific uh subject areas where you know possibly opportunities exist to uh lean into some of our parent groups a little bit. you know, we've been sort of
tackling the subject, I know, in some of the um some of the groups about training and train the trainers, so to speak, so that the parent groups can take some especially as we know uh tough times ahead in terms of our resources at the central office to kind of lean lean into
some groups that um that can help uh specifically in areas of helping fellow families understand their their rights and advocate, you know, for their own student, you you know, family engagement is not just about showing up at the school site and and helping out at the
bake sale, but also giving these parents the tools to um to advocate for their own children at at home. And and so there may be some opportunities there to improve these numbers. Um I'd be also interested about how community schools are fairing. You know, this is a this is
a this is a aggregated number, but are we seeing better returns at community school sites in some of these areas? Yeah, that that'd be interesting data and if so directed we could get that. Okay. I would actually thank you for this by
the way and for all of your work. Um but I would actually be interested in seeing um comparison data um because when I look at um for instance uh school climate and you're
talking about the survey results and you're talking about um the 10% increase in positive responses to school safety from the teachers. What is that in compared to um
when you're talking about um access for for instance the LL's and then the next um group the socioeconomically disadvantaged students you know what did that look like last year versus what it looks like now. So when we get this data
next year, it would be interesting interesting to be able to see side by side at least, you know, two to three years uh worth of data here so that we can tell clearly that we're either we're
improving or we're not improving because for me when I when I see this I just with the same group always being the disadvantaged groups year in and year out on every data set
that we look at. It's I'm becoming really numb. And now I want us I want to see us dig deeper and really go in and produce some numbers so that we can see how we're progressing. Yeah, absolutely.
Any anybody else? is something that like what Miss Bailey is looking for is that if we looked at metric um 3.1 where it has a student perception of school safety in the LCAP because it has year over this is year over year it has
our baseline it has our year one um results and then it has a a space for the difference um so that's one year of data it's in the LCAP yeah it's in the LCAP itself right Anybody
else? Okay. All right. Dr. T, thank you very much. Uh, Mr. Bravo Karimi, capital bond program update. All right. So, um this is a presentation that was shared with the facilities
committee and it's uh the result of the good work of the facilities team under uh Mr. Mike Dunning's leadership, but I'll be presenting it tonight. Um I'm gonna in the interest of time, I'm going to go through it a little bit quick, more quickly than normal. Uh so first
starting with the vision statement for uh the investments that we're making in facilities. So safe, modern and inspiring school environments, fiscal responsibility through the efficient uh through efficient project delivery. Uh building institutional knowledge within the district, aligning facility design
with instructional goals and community equity. And so this is what kind of informs our decisions, our practices within the facilities department. And you'll see uh alignment over the next several slides with with these uh vision
statements. So just a quick summary. I'm not going to go through every bullet point, but on the left you'll see uh the many projects that we have that are in active construction at this time totaling over $76 million. You will see uh the John Mureer High School project that was discussed a little bit earlier
tonight there at the top of the lefth hand side as well as other uh important improvements to our campuses. On the right hand side, you'll see those that will be breaking ground soon, uh, including the Madison and Longfellow modernization projects, as well as
projects at Marshall and Pasadena High School. And then we have uh projects that are currently in design and this is over $86 million worth of projects. And so you you'll see there at any given time uh with a facilities program the size of ours, you'll have projects in active
construction, projects abroad to break ground, projects in the design phase. Um and this is going to be very common over the next several years as we continue to make progress in improving our facilities. So here you'll see uh many of the projects that we have right now in design, including uh Don Bonito, and
then at the bottom you'll see our our staff housing project. So other important work in addition to those projects that are in different phases is updating our vendor procurements. So what we've recently awarded is uh several uh services
including inspection services, geotechnical services um and some upcoming procurements which include the creation of a bench for architects uh consultant for our uh the development of our energy master plan uh as well as pools for both program management and
project management. Additionally, we're building a digital foundation. So, we have a lot of historical data. We have a lot of uh documents uh but we want to continue to build on that uh kind of using modern technology. So, we've already awarded
for the development of a digital design guide as well as a district-wide campus surveys. Um and underground utility scans are procured and ongoing. Um and what's also in procurement is a digital archive of asbuilts um and other
important kind of digitalization of of our program. And so these are just examples of the way that we are continuing to make the pro the program the department uh more modern and and to have the kind of information that will help us execute on our projects more efficiently.
So, also, you know, obviously we've had uh bond funds before and we've made a lot of progress and and we were very fortunate for the voters to approve an additional $900 million in November. And we're really focusing uh postfire um uh on enabling some early wins. So, one
area of focus is on strategic staffing uh of the department. So uh we are exploring different positions and striking the right balance between uh in-house employees as well as contracted professionals. It's very common practice at districts that have the good fortune
of having bond funds to have a mix of of in internal employees and contracted professionals and we know that we're going to need to rely on both moving forward. Um, another example of potential early win would be energy efficiency upgrades, um, as well as district-wide safety
enhancements such as fire alarm, security entries, uh, etc. Something also under consideration is improvements to the district service center, which is kind of the home base of the teams that are executing on all this work. So, an example of a potential upgrade there would be uh, infrastructure to charge
electric vehicles. We know the board passed a resolution uh to green uh the fleet. Um and so there are certain improvements that are going to be necessary to make those board resolutions a reality. So here are just some some preliminary
ideas as folks know um when we are managing a program the size of ours, it is very important to get uh community feedback, stakeholder feedback. Of course, ultimately the board decides on the priorities um and uh the projects
that we undertake, but here's some early thinking uh in advance of that project before it plays out on some potential areas that we might invest some of those measure R funds. So, of course, additional campus modernization projects uh at the top of the list on the top left there. um continued modernization
of our of our vehicle fleet, continued refreshing of our technology for both students and staff as well as core IT infrastructure. The staff housing project is already well underway which was again intended to be funded with measure R was part of the ballot language. Um
replacing of furniture, fixture and equipment what we call FFN that's kind of classroom furniture, lab equipment, administrative equipment, athletic field. So, these are just some some kind of large categories of the types of areas where we would likely invest uh many of the measure R funds.
Now, again, there's going to be a process. Um there's going to be an opportunity to gather feedback to continue to build off of the progress that we've made under previous bond measures and as we continue to make under measure O. So, sorry for talking so fast. Uh but we
also have a budget presentation, so I'm happy to answer any questions. Does anybody have anything? I'm sure you do. Any hands raised? Miss Kenny, I just want to clarify something because I thought I saw last night a report where it said that the Marshall
Fundamental Athletic Fields starting this summer or is it starting next summer Marshall Field? And the reason I ask is because it's here for expanded scope, but if it was starting sooner rather than later, that's where I got confused.
Right. So, we're um tying in both the restroom renovation and the Marshall field together. So, we're starting with the Marshall restroom renovation now. We're replacing the main utility lines and things. That's why the summer school was mostly shut down. And then we'll be moving into the field renovations once
all the surveying and architectural plans start coming back and engineers get a chance to. But it still could it could expand in scope. Yes. Okay. Just wanted to make sure that I wasn't clear if that timeline then would be affected potentially pushing it out if the scope changes and that's why Marshall would be
a continued phase project. There's no way to Okay. relocate them anywhere to any kind of temporary housing. All right. Thank you. Um just on the vision page.
I don't know if this is something that's kind of a work in progress if if you're open to input because I I was trying to figure out how to word something along the lines of making our decisions based on our student needs slashpopulation and
you know I was when I was looking at the um potential project page I was like you know do our science facilities need some kind of upgrades I don't know when the last time we touched a lot of our science um facilities was our CTE facility you know in other words. Are we
kind of taking the programs and the students and where all those are happening and really folding that in? And I was just maybe that has a place in the vision statement. Yes, we are always open to feedback. Thank you,
Mr. Harden. Then you um so briefly, this uh this report came to us in facilities and I thought it was excellent. and I think we all did. And so I'm glad that we're bringing this uh forward to the board meeting because it does and it would be nice to have this kind of a
report as an maybe a periodic thing that comes to the public because it's nice to uh sort of expand what for the public's benefit what is part of the the bond dollars and so very helpful and
appreciate the the uh the uh explanation. Um it may you know in in the future it might be helpful I think you know some of the feedback we've talked about as a timeline or something like that where we can kind of you know for the visual people that can see uh
these project at least the main you know uh epics can be kind of laid out you know on a on a timeline that that encapsulate some of the smaller items. Um and then you know just as this prompts us as we think toward the future of as we look at the at the measure our
funds uh in bulk that that you know encouragement of my colleagues to engage in in in a longer term kind of planning process so that you know holistically we're thinking about uh post measure O um enhancements um sort of collectively
as we plan the the district's future. That's it. Miss Frederick, thank you for the presentation. And yes, I recognize that this came directly from the committee as is. Um, I think I have a similar kind of
critique and I I hate to criticize um the team that's so hardworking, but um I'm good with sort of like we as a board approved a fiveyear bond program plan and that was sort of laid out in a sort of timeline and the
sites and the costs and I guess I kind of want to know well obviously we've shifted our timeline because of the but whether we are within budget roughly for each of the sites and it's hard to kind of look at that and go oh we're still
within plus minus of whatever we had originally approved so I that's the sort of breakdown I would like to see it's hard to see with just sort of a snapshot um but in general are we in general within the budget plus we have our insurance
money that covers maybe some extras can Can you kind of summarize a little bit? Yeah. Uh, the intention of this is not so much uh to bring you up to speed. We're still working down our five-year plan. Nothing's changed there on everything that's approved. The
intention here is to start the conversation as we're looking at laying out for all the rest of your R. uh we've we've brought to the board a few items and those conversations are starting need to be had on how we're going to lay
out the rest of the plan properly. Right. So, this is the beginning of that. Um it's a bit of a temperature check to see reactions and and what you were presenting as uh potential projects. Um so far it's been well received which means that we'll start
looking down those avenues to get these projects some early starts while we get it. that will give us some time to um have longer discussions on where the rest of the bond money will be spent. So, just kind of throwing out ideas.
Yeah. Um secondly, sorry, just one more thing. Um I went we I went to a conference, one of our CSBA conferences, and they said the second most expensive budget item second to staffing is
utilities. I Can you kind of confirm that that is the case for us or no? Uh can't confirm it's second. I can confirm it's a substantial portion of uh contracted services that were highlighted earlier tonight. Um and that
the cost of utilities has increased substantially over time. So I I I'm glad to see that we are looking at energy efficiency to then bring down the cost of utilities. Um and maybe you know about the um 2020
in 2022 the board had passed a resolution on the com the recognition of global climate emergency and urgency to take local action action to source 100% carbon-f free energy in the city. So I'm glad we are making that effort and I
know that there are community groups in this in Pasadena that are very interested in um collaborating with us. So, is is is there interest in in that open dialogue? Yeah, I mean, we'll continue the
long-standing PUSD tradition of community engagement. Dr. Velasquez, thank you. Um, I I am too supportive of the idea of the energy efficient upgrades um as a way to support
educational outcomes. In fact, I would like to center all of our conversations in how are we helping students improve educational outcomes. And if we are investing in something so that we can free out funds for
educational outcomes, I'm all for it. And because we're throwing away, we're throwing out ideas about how to improve. And as part of energy efficient and critical repairs, we should strongly consider windows, which are uh
issue of conversation at many of the schools that I visit, including Hamilton. They receive me and say, "We want windows. Great to you. Great that you're here. We want windows. Lovely parade windows." So it would be nice to both
support utilities infrastructure, critical repairs, and energy efficient by replacing some of the windows in this district. I also want to bring to the attention of everybody in the community that in page four there's the proposal
of 15 million investment in Franklin, a school that before the fires was empty. It's a $15 million and we're later going to vote on this um which is not 15 million but $17 million. And um I am
deeply concerned about the investment of that amount of money in a school that didn't have children before the fire and we're only going to use as a swing space when simultaneously we have schools that were also impacted like the fire like Don Beneito that's getting $6.8 million
where students are currently residing. And so I think that that is problematic in terms of the how we are looking at our priorities and I mentioned it in our facilities meeting and I want to remind everybody that that
is still my position of this wonderful presentation. um $15 million, $17 million in that facility is not a good use of insurance money when um we know and data supports
that. We are going to need a lot of mental health support for all of the students in our district. And that allocation of insurance money could be used for services to improve student outcomes, which is the number one goal of this school district and all school
districts. And so I want to make a strong case against moving forward with this and I will make sure that is that is reflected in my vote later this evening. Yes, super sorry I forgot my to look at my notes.
My last note was um I'm very active in the pool exercise community in this town and um there was some expressed concern about uh the renovation of multiple pools at
the same time and how we are going to use the resources and how students are going to do swimming and water polo if multiple of our pools are in renovation at the same time leaving only Blair they are not in the available for practices
and this and that and that and that and so I am concerned about the timeline shown in this presentation right and I know that we're going through tough times and we have an ambitious
u agenda and then I'm thinking in tough times we maybe should do less with less Superintendent, did you want some to say something? You don't. I thought you did. And we're I did. I
was just going to say um if we're if we're going to vote for um not to improve our swing spaces that we should have some alternative plans and creative ideas on where we will put the children
while we're renovating their schools. Miss McKenzie. So I'm looking at the projects that are listed in kind of active construction schedules to break ground and 26 and projects that are in design. And from
what my memory serves, these are primarily the projects that were outlined in our initial kind of fiveyear plan. The kind of the first, you know, maybe one to two and a half years roughly.
So to my knowledge, we have not necessarily made any new decisions yet about projects or made any new commitments yet. And just based on the timeline of things to have to sort of like make it through design,
through construction, planning, and then actually breaking ground and actually going through kind of completion and um final like certificate of occupancy. There's some other time that sort of
follows those steps once you complete those things. I I do think that the fire does put us in a position to have to think about sort of um is the remainder of the plan something that we want to be able to keep intact or do we need to modify
or how do we modify? I think those are conversations that are worth having. Um, something else I might want to add to like potential projects to consider are um, cafeteria upgrades because if we are trying to figure out
how to improve the quality of food service, the um, efficiency of food service, being able to prepare food on site will help us with um, that challenge. Um,
and I think that where I see us right now is have to think about sort of what are the kind of imminent needs that we have facilities wise and then how do we um kind of think about some Blackwards planning to
determine how do we support the needs of our campuses? Like for example, what um modifications might need to be done out to Dena to return students there when that time comes. What is the plan for Elliot and
how do we think about what that reconfiguration or reimagining redesign looks like? What are our plans um overall in terms of looking at our education master plan to Dr. 's point about centering student
outcomes and what components of that EDM master plan align with this facilities plan and where do you make the shift so that those things are kind of walking together. The other thing that I will just say for the public benefit is that I've heard a
lot of chatter in the community about we have all this bond money. Bond money can only be spent on facilities, technology, and infrastructure. Can't spend it in the classroom. Can't spend on salaries.
Can't spend it on other kinds of costs. So, I think we have to sort of continue to educate our constituents about what dollars are used for what purposes so that there's not a confusion or a misunderstanding about why are we
sitting on x number of dollars when we are saying that we have a deficit. But thank you to the facilities team for all that you all do. This is not easy work and it's not um quick work either.
I have a question and it is about buildings and student achievement and the amount of work that's gone into studying this for a lot of decades. And now as we go to the topic of rightful
presence of all children of varying abilities, how new design takes in the fact that we want inclusive spaces for all. So it it just comes down
to wider hallways, all sorts of access. So as as we look at the future and where we're going as a school district that the combination of design and architecture and student achievement
come together and can you talk a little bit about that? I know it's a little early for that but maybe just a few seconds. Yeah, just briefly. So I mean so yes um absolutely uh Elliot's a good example of where there after such a tragic
uh loss um there'll there'll be an opportunity to build it back better including in the ways that you described and so not only are there legal requirements to do so um but certainly as part of our design it's going to take into account ways that we can make it
more accessible than it was before. You know it was built a long time ago where those standards were very different. So, um, that's just a a really good example of of of a project where we'll be able to realize what you discussed. Thank you. And the superintendent has
something. We did um take a lot of consideration in the educational master plan meetings and we did get input from um parents and um staff on how we want to make sure the buildings are prepared to serve all
children including children with um disabilities and IEPs. Excuse me. Did you have something to say? Those are the principles of universal design. That is not new. We know it's not new, but it's nice to
talk about it because this is a pretty important topic. Miss Kenny, something perhaps not for tonight, but when we come back and have a larger conversation. So, in speaking about the educational master plan, my
understanding was that we could, you know, we had choices when we did our first five-year bond plan, renovations or modernization. the modernization left the walls intact and didn't really change our schools into the kinds of places that we were outlining in the educational master plan. That would be a
renovation. So, I don't know um when we'll talk about, you know, now that we have additional money because certainly when we only had measure O that was not a feasible conversation, but I would be interested in if we will be talking about renovations as well.
I think that wraps us up. Thank you very much. All right. So, now we're moving to Dr. Charlie Payne and um approval of the 2526 LCAP. Thank you. Good evening once again. Um I'm hoping
uh the board public had an opportunity to look at our uh LCAP for this next year. Um there were from the draft that you have. We did make some changes based on necessity and based on input uh and
I'll highlight uh some of those in our plan summary. Uh there were some demographic updates that have happened um in order to accurately portray our demographics. That's just in the summary page. Um and then there was a narrative
in the additional concentration funds uh that we added and that basically states were using our additional concentration funds um to focus on um our e students um implement the MTSS coaches
and um and make sure that we are improving uh services for our homeless students through uh our families in transition. Um so that's the the narrative, but all of that was indicated in the in the LCAP. It was just the
narrative um for that particular piece. Um you can see from the LCAP that our work this year is focused on academic recovery, equity based interventions, um and making sure that our students are engaged, connected, and supported across
all school sites. Um we have listed many of our improvements um through student metrics some of which um are our A throughG uh the increase in A throughG um Rose City uh under our
equity multiplier um goal saw an increase in our um graduation rates for those students. um we saw a particular increase um in their English learner and socioeconomically
disadvantaged students uh graduating from high school. So that was uh wonderful. We do know that there is a lot of work that still needs to be done particularly for our um els, our long-term English learners, um for our
uh black students and for our foster youth um and students with disabilities. That's work that we will continue to do. Um we're proud of the progress. Um we are definitely cleareyed about the work in front of us. Um so staff recommends
that the LCAP be approved. Any questions from anyone? Miss Kenny, I want to say thank you for um moving some of the base and supplemental and concentration funds around so that the LCAP um more clearly shows which funds
are being used. contributing actions. I really appreciate that. I think that will help our parents in the community um better understand how we're using those important funds. I mean, the main item that with the SNC is just the $2 million that we're still um using for
special education, which is because it's one big item, it's marked as non-contributing. And I think um some of the discussion I've had with other pack members was that it would be helpful to clarify what services or which students those funds are being used and how to
measure their effectiveness. And I appreciate the data metric cleanup as well. Um one of my concerns is about the decrease in funding for supporting English learners. Um the goal seven funding has been cut by about a third
from last year. Um you know part of that is because instead of having dedicated EL coaches. They're encapsulated um back into goal one. And we've also, it looks like, shifted some of our learning recovery block grant spending.
We had 17 million over three years, but we only have three of it this last year. So, we kind of accelerated it. Um and that initially had been there for the RTI wellness coaches. So, that was kind of reallocated. Um,
one of the things is I don't think that a lot of measure J or any of measure E, I think it's only three million of measure J are like in the LCAP. And is there a way that we can find another method to communicate to the public how
those very, you know, those taxpayer contribution funds are being used. And I don't know if that's later in the year, sometime a presentation so that there's continuity and people can say, "Oh, yeah, we voted for that partial tax and those are where those funds are going."
Yeah, I can address uh one of the first things that you said um a lot of the feedback from the um CSAC foster youth and LCAP pack is the idea that we are using that supplemental and concentration funding within um special
education and we are aware of of that and and aware of the need to break that down a little further. We wanted to make sure that we had consultation on the metrics um to do that and to involve um all staff before we made any of those
changes this year. But the LCAP is a living document. Um so we feel that that's something we can definitely address uh next year. Um as far as reporting out on measure J and measure E, I will defer to U. Mr. Bravo Karimi
on how we might be able to do that in the future. The question was, is it possible for it to be reported on? The answer is yes, it is possible. And maybe we can discuss how to do that. Yes. So, Miss Kenny, you had a request about
um explaining money from E, both Measure J and E. So, in other words, I mean, there's a big budget document, but people can't really tell where you want to just tell the public where that money's going for this year. Well, I'm saying I think the public would be interested. I mean, if that's
something you want, but that's something that the board has to agree on. So, the board should agree on this. It does happen anyway. When does it happen, Mr. Simone? I think if I understand correctly, I think what's being asked is kind of a a
separate reporting of specifically those funds because they are of particular interest to the public whereas, you know, admittedly our financial documents are not the easiest to read, be hefty. Yeah. Yeah.
So I did that I is that so this is means we're so we're asking staff to produce this and then we're going to digest it and talk to the public or put it on the website or how does this work? So for for the measure J I believe there is
already an annual report so that could be a starting point and we can modify it to the extent it would be beneficial for the public's understanding. And then for the parcel tax, obviously we have not received any revenue yet. We we expect to receive it next year. Um and so we
can think on how it might be presented. So if the board if the board agrees, the board has to agree on this because we're requesting a report basically. Point of information. Is this a Friday communicate or is this going to be like an agenda? I think a Friday communicate
is kind of nice. It's really for the public. So, it's it's not necessarily for us per se. It's like I'm assuming there would be community interest in where those funds are going. And again, because it's not in the LCAP. If it was already in the LCAP, then we would just say, you know, website post or
something. And then, you know, in the future, does it become part of budget materials? You know, like this year could be in the communicate, but in the future. So, um point of information Mr. Bravo Karini, don't we already
capture our measure J dollars in our budget document that gets submitted to LEGO and the state ultimate through their um the sax codes? Like you have to the money there. It's all Yeah. Every dollar Yes. is is included in those those forms. So, are we just asking for
an easier way to say on, you know, page 46 or whatever page number that it lives on that this is where you find measure J dollar expenditures? Is that what we're asking for or is something am I understanding that you want something different than that? There isn't anything in the budget that says this is the expenditures that are coming out of
measure J in this budget document in the SAX. There isn't anything. It would have to be produced. It's deep in the budget system, but it's not in here. No one could find it even if they tried really hard. That's right. It
wouldn't it wouldn't be us. We wouldn't be able to refer somebody to a page number because the SAX forms, while they're voluminous, hefty, um they are still a rollup of all a lot of detail is rolled up even though it's many many pages. Um it, you know, it's
like general fund unrestricted like all together. general fund restrictions all together and so you wouldn't be able to determine um more detailed level a more granular level than than that from the forms that are submitted to LEGO. So then we're asking for separate
documents. So this is something we're all going to have to decide on here. Can it live on a web page somewhere? I mean I don't think it has to be a a whole big document. I I think I'm trying
to understand the the ask output of the request and then its intended purpose once it's produced. It's your request. You're making the
request. Yeah. So I I'm assuming and maybe I'm incorrect that taxpayers would like to know where this money goes. And we did meet with the city when they gave us the measure J money and say these are the priority areas where we're going to spend it and and a lot of them had to do
with IB and signature programs etc. I mean the initial one was make sure your ending balance isn't zero because that's when we first started getting this money it was very close to that now we've gone kind of away from that but we do have to do a report to the city saying what we've spent it on. sometimes early in
the year when we haven't finally decided exactly how we're spending it, but that's not I don't know that that goes to the public in any kind of way. And then measure E. I just again we're already getting requests to pass another bond in the in the newspapers. Wait,
what? What? What? What? Who's doing what in the newspapers? Somebody there's public opinion out there saying, "Why don't you just ask for more money?" And so I'm assuming someone's going to say, "But where's the money going that we already?" But wait, wait, wait. That's not this is this is one thing in a newspaper that someone wrote I don't
think right so so my I just have Mr. And then a quick suggestion that we have a budget section within our website that is starting to have some structure to it that I sort of like. So maybe as a stop gap for until
we find a more permanent place for it to live. It's it's a it's a link on that on that section. So then we can link to it if we want to have a conversation about it. We want to prove to the city whatever our means are for showing how we're spending that money. Then it's
easy access. That's my recommendation. So I am inclined to agree with with Kim on this especially as far as transparency is concerned that I believe we owe it to the community to show the breakdown of
the expenditures for those measures. Um, and again, I think that it could live on a website, which is um, easier for folks to access. And if they want to include it in, you know, the last page of the budget report
or whatever, I mean, that's fine, too, because I mean, I've been hearing that it was going into the reserves. So, there's a lot being said about where those funds are going that is not factual or it's not true. Um, and I
haven't inquired because I knew that it was all included in the overall budget. And so, um, but I did not realize that we weren't showing a breakdown. So, it sounds like we might have a consensus
here on this because I'm I'm sort of inclined also because we want to pierce the misinformation in the world and if there's misinformation on this money that we've asked for, maybe we should do this. I
don't um does not seem convinced. C can I just uh make one point? Um, I agree it's it's important to demonstrate to the public how we're using the valuable resources that
they've approved for our use. Um, when it comes to unrestricted general fund revenue though, I just want to make a an analogy that makes it a little bit difficult. If there's a family that has two incomes, um, let's say my wife and I, we have we
we each have been in income and you said, "All right, make a report of what Simon's income was spent on and what my wife's income was spent on." It doesn't work that way. Our income was pulled together and and then we pay our
mortgage and we we pay for groceries. And so, um, it can I mean I we can think on it and come and come up with a recommendation, but it could be if I were to come up with a a report of what my income was spent on, it would be somewhat arbitrary of the expenses of
the household that so so I just want to All right. So, I'm sorry. No, it's okay. We just want to My question is when those funds come in, do they go to a certain line item or do they just go into the general fund? So, they're all general funds. Some are
tracked with a specific code. That is true. And so, um, it's not that it's impossible, but it's just what because it's unrestricted and can be spent on anything. It's not one year. I I don't want to You know what? I don't know that it has to be
itemized as much as it just needs to be out there what we're spending it on. If it's material, classroom materials and supplies, I mean, you say that of course part of it goes to that, especially if it's going into the zero resource. So,
we just need to be clear that there's some accountability to the public as to where those funds are being allocated. That's all. We think about this and move on from this because I think there's some good ideas here. Yes. But we also
have something from Dr. Velasquez here. Motion to extend the meeting till midnight. Second. All in favor? We got to go. Oh my gosh. Okay. Now, um we've got this
action item here. This LCAP. Oh, yes. I had an comment about this that didn't have to do with that discussion and it is a petty comment but it is not it is important. Um one of the items of evaluation is making materials available
for all students. Um I have a pile of brand new unused books that came back to me in May. If I my kids were in private school and I was paying for those books, I would be very upset. And year and year and year after
year after year after year, I have a pile of unused, untouched books, workbooks, textbooks have never been open. So maybe we can move to
making available and using materials. I I think um a lot of our materials are online for students and because of Williams we have to provide them physical physical copies. I could be wrong but I believe that's why we I too
have piles and piles of unused books at home. Okay. So, we're going to wrap up this discussion. Do we have Yeah. We need a motion. Anyone going once? I move approval. What? Yeah.
Second. All in favor? Oh, student. Miss Chi. Yes. All in favor? 70. Thank you. approval. Um, Miss Iverson, that's going
to be um I'll move approval of M2, the SULPA plan, budget plan, service plan, plans. So, that was a motion. Second.
I was going to write a statement on director Iverson's behalf if I Yes, please. Thank you. So for local plan components submitted for board approval, section D, annual budget plan, section E, annual service plan. These plans outline the allocation
of special education funding and the continu continuum of services provided to students with disabilities across the SULPA. These documents were developed in compliance with the state and federal requirements and reflect input from multiple stakeholders including parents, administrators, and staff. In accordance
with the state guidance, the community advisory committee CAC reviewed and approved the plans. Public notice of the plan's availability and CAC reviewed was made accessible as required. Approval of these sections supports the SULPA's
ongoing commitment to equitable access to stu services, fiscal accountability, compliance with special education mandates, improved outcomes for students with disabilities. Upon board approval, the plans will be formally submitted to
the California Department of Education. Respectfully, Sally Sally Iverson, director of Pasadena Unified Silva. So, is that what Sally would have said had she been in this room? Okay. So, that's why I said approval of
the 2025, Miss Iverson. Then you were going to read that and then we were going to discuss or somebody was going to do a motion, but that just went all crazy, right? All right. So, let's just All right. So, we got a motion and a excuse me, we have a motion and a second.
Yes. I just want to um acknowledge that this uh budget was built on our second interim projections at that time for special education and that in our current budget it instead of 90 million is now 91 million. But that's just due
to timing. A motion in a second. Student board member. Yes. All in favor? 70. All right. Somebody want to make a motion before I announce this or uh do we just wanna yall just want to take it
over because you can or maybe we should just go with the flow the way it's supposed to go. Number three, approval of the fiscal stabilization plan. Mr. Bravo Karimi, you have anything to say about this?
I presented on it uh two weeks ago. There's a slide on it in the presentation I'm I'm doing later, but it hasn't changed from was presented uh on the 12th budget. All right. Is there a motion? I move approval. Second question. Uh was there a second? I did
not hear a second. Okay, everybody's just Is there a railroad train going through here? No, there's no second. So, you have a question. What is your question? Um the revenue that was listed in the um
fiscal stabilization plan is that all did that all come through Mr. Bravo Karini in the state budget agreement? Yes. Okay. And then is there more TK than what you put there or No, we're getting clarification on that. Uh it it
Yes, because we had assumed it was for one year only and it's possible that it's ongoing. We're getting clarification. And then the learning recovery money I saw that it was in 2627 but we are getting some in 2526. Correct. Here is just the assumption that it's offsetting expenditures in
2627 but you're correct on when the revenues are sued. All right. So that was the budget was good news because the legislature had legislature had made it a little goofy. And then I was trying to understand on the grant maxima maximization it says that we might have fewer supplies
and so I was trying to so it says we're going to use grants to off where we can for other expenditures and that the resulting impact am I misquing it? No, you that is meant to be on the cell above. Oh, that second
sentence, my apologies. Okay, it's just a use of restricted grants and balances on eligible expenditures is all that it should read for that item. Okay. And the impact would be that potentially some of the things those grants would have been
spent on won't happen to the extent it's being used on something already. Yes. Thank you. Any other questions? Miss Frederick's did you? No. Yes. It's a half a race. Is there any way you can put the
um the fiscal stabilization plan spreadsheet up? I think it's just two two page. Anyway, um I can also verbally say it. Um there are two specific line items that have potential revenue which
is item six asset management and then energy efficiency savings which we covered earlier. Um I believe the asset management was like a million. I have to look at the the spreadsheet but it was not very much or
maybe energy efficiency was a million. But could there be potential for higher revenue generation from those two categories? I feel like the asset management portion has not either
it hasn't been publicly it might be you know privately discussed but has we haven't seen. It's possible. Yes, it's possible for it to be more than that. It's unfortunately it's possible for it to be less than that. This is all meant to be above and beyond
what's already assumed in our multi-year projection. So there's already a baseline of a certain amount of revenues that we receive from leases. Um and on the energy savings, there's a certain baseline on what we're already spending for utilities. This would be an assumption of a reduction in that spending. And so they are estimates at
this time. And as we discussed a couple weeks ago, the FSP, these are not final decisions. the the the board ultimately will decide uh what changes are made uh in the budget moving forward and there's going to be a process that's going to play out over the next several months. These are just some early thinking and
because the LEO is requiring us to provide not a lot of detail as you can see some very high level uh information. So these are not final decisions and yes all of these amounts could materially change and I know that certain union partners
have complained about the contract services being too high and then here we are with the massive reduction of totaling 20 million in contract services. Um I don't know who can speak to is that
even possible? I'm trying I it's hard to conceptualize because it's very it's a bucket that it's going to be difficult because as we discussed uh more than a couple months ago the vast majority of our contracted services are in general fund restricted
and for special education and those that are unrestricted are for utilities and insurance and um and those are things that are important. Um so how do we cut that? Like it's like you know, waste services or something,
right? Exactly. It's like that's essential. Uh we're cutting that we're cutting that in half or what is No, we're we're not cutting the essential services. It would need to be nothing. You know, we don't spend money on things
that aren't in service of our students. Everything has to be spent in service of our students. So, there's nothing that we won't feel when we cut it, when we live without it. Um, but given the size of the financial problems that we're facing, the
challenge that we're facing, we're going to have to reduce a little bit of everything and a lot of somethings. There's this idea that we are one of the largest land owners in Pasadena and we are sitting on a gold mine. What do you
say to that idea? So, the first part is true. We are uh very substantial property owner, the biggest uh in the city I believe. Um that doesn't mean though that there are uh unlimited opportunities to generate revenues. The
facilities are generally used by us or um by lees. Um so while there is some opportunities, there's not none of it. It's all going to be a very small fraction of of resolving the problems that we're facing.
This is a very difficult situation and we've been talking about it for the last two years and we've been fully acknowledging it and um this is the third year that we're going to go into a very difficult situation, third year in
a row and part of me understands that this year we were put in a very difficult situation due to a situation that was not under our control yet. It's everybody's fault. Let's talk about climate change, but let's not talk about climate change. Anyway,
my point being that we can't make progress two percentage pointless, two percentage points at a time. And um that's the game that we were playing with educational outcomes and that's the game that we're playing
with our pocketbook and we're going to and I'm not being literal with the 2% but you know what I mean. What I mean is that we are
at the critical decision point and this is not going to be enough. And if we want to talk about it in August, we can talk about it in August. But that's what happened last December. We decided, let's spend Christmas and then talk about it. And then
so I I we keep repeating history without the true acknowledgment uh to oursel and to the community that
so far the pain has been superficial but the changes have to be radical. Anybody else on this? Do I have a motion? Um, we're moving on one motion and a second.
Did we have one point of privilege? Can I have one more? Why? We're moving on because we have to get done. Okay. And everybody has their time to talk. Motion. We have a motion and a second.
Okay. Student board member I I a little bit confused right now as to why she can't ask her last question. She can ask her last question. It wasn't a question actually. I have an
advocacy which I believe there's a question period then when it's time to vote I believe there's an advocacy period. So I I was reminded by Dr. Velasquez's last comment of my advocacy and I it's very similar in that we are
repeating history. we are we've been here before and um we can't be doing continuing at this uh trajectory and so there's need there needs to be some very
fundamental change if we're going to turn this district around and this is why I'm going to vote a certain way now I have a question what is the fundamental change we need to do here And what are we turning
around the budget? We we're on a trajectory for the fiscal stabilization plan, but what is the fundamental change? I'd like to know. I'm confused because we have a plan, right?
So, I'm I'm just I'm really confused now because every year we lay off people and then it we decline again and we lay off more people and eventually there won't be any people. We can't if if we have declining. So, our goal is
to be financially stable in the long term. That is our goal. Now, I'm a what? We're the what right now. We're the what to set a goal which is financial stability. The how we get there is for the experts.
So if I could add, thank you first of all for allowing us to talk this through because sometimes that's what we need to do. If we're trusting our staff to be the experts, we're trusting our staff to be the
experts. If we don't like something that's presented to us, we then need to direct staff. And through that direction, we need to explain to them what it is we
want to see. And we need to be clear about that. To me, for us to just turn something down because the numbers don't look like what we want them to look like doesn't help staff who are the experts who have
brought us what they believe to be their best numbers. And so this is our fiscal stabilization plan and it's very important. If we're not going to pass this plan, we need to
have something else in its place or else we could actually be not passing this plan to the detriment of the entire district because everything has a deadline. There's different ways to balance a
budget. So, if we're going to keep doing this cutting, if if the you know, I can I can cut, you know, I could figure out 80%, 70%. I can balance a budget, but how do you do that? Like, where do you cut?
Where do you invest? That's the difference. That's the difference. So, I mean, hire me. What do you want to What do you want? Hire me. And I'll just say cut 80, you know, 20% across the board, Tina, for right now. Next year, are we going
to do 20% again? We'll just keep cutting, cutting, cutting, cutting. For right now, tonight, we're talking about this plan that is before us. I get it. And then next year, it'll be the same. It's the methodology is the same. It is going to be like that as long as we are
a declining enrollment district. That is going to be that's why we're supposed to be our best cheerleaders. I am a board member and I it's not my job to just enable this the thing that keeps
putting us down a certain path. I'm sorry if you don't like what I'm saying. Well, then come up with the recommendation. It's not my job to tell you how to get there. I am telling you we need financial stability in the long term.
How you do that is up to our experts. I think the the one reality is that in a people business, which school districts are, of between 80 and 90% of our expenditures are on people, it's very very difficult to cut the amount we have
to cut without having fewer people. and it'll be up to us to figure out which is the least impactful way to make those cuts to the students. It's not I'm not saying it's going to be
fun, Mr. Harden. Yeah, I um I think in the short term we have to respond to the recommendations that are be given to us because that's in front of us today. Again, I think you made the point uh Trusty Bailey that this is this is something a short-term answer to a
longer term question and then when we think about the long term um we have to think about we as a board uh deliver intention to to our staff. So I think that's where you know some of us have been making the point about
engaging uh stakeholders in what kind of district we want to be for not just you know the next 5 years but 10 20 30 years and then using that that sort of scope that vision to help us make tough choices
about you know our our properties our sites are we are we driving towards again you know we have We're in an incredible crisis, but we also have an incredible opportunity given that a
significant amount of our properties are damaged. And so, what do we what do we want to be educationally for Altadena? And so, I think, you know, today we have to make cuts that the public will look
at and say that that doesn't look pleasant to me. But we can change our trajectory, but we have to know what we're changing it in service of. And so that's why I think, you know, I'm advocating for for the kind of, you know, visioning process that we're
talking about a longer range design so that when over beyond this year, when we look at next year and we look at the following year, maybe we can course correct maybe some of the cut we make cuts in different areas because we know where where we're headed.
Superintendent Okay. Velasquez first. Okay. Then Miss G. So here here's here is the conflict that I was trying to point out. Um I feel like when it comes to these decisions, we often function within an
argumentative policy that presents a false dilemma or dichotomy which is we need to do this because this is an emergency because this is the last day because if we don't do it there is this And so over and over and over again,
year after year, we're put in that same position where we're like, we have to make this decision and this is the last time and we have to pass it and d right and so we make the decision and approve it and we're like, well, but really I don't really love this idea, but I guess
we have to do it because and that situation keeps happening over and over and over and over and over again, right? Year after year. The conflict with that is that there is a point where small percentage
changes are not going to be enough to really make up for the structural problems that we have. In my opinion, that time is here. We we're we're there. That's it. We're here, right? And so
this decision that we're going to make today may seem inconsequential because we have to go back and you know have a group and have a consultation have a discussion and d what I fear is that the next time
we're going to have a vote and we're going to make this decision we're going to be again in the same file economy of like we have to make the the forest the the ceiling is burning the ceiling is Okay, I understand.
What I'm saying is that it's not enough and the critical point of decision making has arrived and I can humor today's item and honestly I am humoring it because
the stark reality of what's coming this is just like an exercise. I get it. I get it. But it is difficult to again and and and and our situation got
complicated in January and that was an exceptional and and in my mind I had to make a calculation of okay I know that this we're reaching a critical point but given the circumstances I need to weigh it. I did not say it but that was my calculation
in approving it because what can we do right that's a calculation made by my own individual person I don't my intention here is not to convince any of you you do what you you do you what I'm
saying is that I am at a point of critical decision making and I believe that a tweak here and a tweak here and a tweak here is not going to be sufficient. That a big structural change needs to be proposed.
I think this board needs to be the change that it wants to. Well, in the last meeting we had, I asked Mr. Simone Bravo Karimi that if we were fully funded for sped, what would this budget look like? And he said it would be
radically different. Radically different. So if we're not if we're going to pass this, we're passing this under great duress, something that we're not in control of. But if we're not going to pass it based
on something, I'm not sure where that leaves this board. I mean, what if we didn't pass this tonight? What would happen? So voting in favor of this does not mean these things will happen. As I mentioned before, LEO required us at
second interim in their approval to have FSP. They fully know that we're not making final decisions for the 2627 budget tonight because tonight we're approving the 2526 budget. Voting against it will also not prevent the cuts from happening in the future. That's going to happen at a later date.
So it is a requirement that we have an FSP that goes required it as part of our June budget. And so I'm I'm not sure what LEO will say or do if if it fails, but um um just to be clear, you're not voting for these to actually be
implemented. And and just for what it's worth, I mean these in terms of is it enough just from a uh financial standpoint, the total solutions total 83 mill 83.1 million over three years that would be more than
enough to bring us into the positive ending balance fully fund our reserves. And so in terms of I know that they're very difficult things to consider the positions that are included here is one of many difficult cuts. Uh but just from
an e You know, in terms of the math, they they would be sufficient to bring us well into balance during the three-year forecast period. Superintendent student first. Thank you. Speaking for myself, I understand Miss
Frederick's point. Um, as students, we are fatigued. I think we're all feeling very fatigued by seeing these numbers, by seeing these negative words just constantly pop up and this is a very important discussion for us to have. And as the student
assembly, we also understand to Miss Bailey's point, if enrollment is going to drop, these are the conditions we're going to have. And to my point, I I'm just trying to which is also why the student at Student Think Tank, we're very we were working on
this, which is why we created our new committee, the marketing outreach, the heart of why enrollment dropping is because we have this certain image that other students, other districts think that we're ghetto and that's it. Cuz because they they see these schools and
they see our schools and they see they don't see people. They don't see smart and accomplished. They don't see our schools filled with opportunities when we know we are because the student assembly and student think tank are the smartest, most thoughtful, caring, empathetic people I have ever met. And
which is why we are working so hard to showcase this true side of PUSD. And I'm very grateful for this discussion that we're having because we're thinking of ways why is this like this? How can we change this instead of just approving the same thing over and over again even
though I know our wonderful team is doing what exactly what is best for us? My point is as students we see this issue and we hear this issue and please work with us and you guys have
been so amazing at it. Please continue. Superintendent Well, and we as mentioned, we're going to have the superintendent's budget advisory committee and we are going to get input from um our community on what's important and we did include a
student last time. May maybe we'll include more students this time. Um but the reality is that um the whole entire San Gabriel Valley is declining, right? It's not just Pasadena. There are lower birth rates and it's very expensive to
live in California. Many people are leaving the state. Um, our dilemma before used to be private versus public. I think our private schools are suffering as well. Our charter schools are suffering as well in terms of enrollment because there just aren't as
many children, right? So, I do support um Mr. Harden's idea envisioning for the future and I think we should talk about that as a governance team and who would be the best group to help us do that. I feel that that could happen
simultaneously with the budget but um it's always hard to lose people right. Um we started with the central office and I I want to reiterate that both times that we did severe budget cuts we started with the central office. Um, one time it was too late to even go into the
schools and the second time um we wanted to put out everything we had first. Um, so there there is uh staffing ratios that are approved by the board that we never truly implemented until this last year
and we have to continue to implement them unless the board changes the staffing ratios or gives us direction that they don't want to do that. You know, looking at Mrs. Frederick's idea, and I think Dr. Allescus has mentioned this before, maybe there's some schools that need different staffing, right?
Those are things that we need to negotiate. Maybe there's places where children have greater needs and we need to look at what it takes for um you know, the ratios there. But in terms of um what we have today, we we're going to
continue to have to reduce staff until we um get more children, right? So that's something that's a given in our current policy and that's hard and I know it's hard for all of us when you know people
are losing jobs. So, um, we, you know, that's that's how we can't say we can't have no layoffs because if there's less children, there's going to be less staff. And that's in every area of the, um, organization, not just the classroom or the central office. But we definitely
want to work together and minimize these impacts. We're fortunate that we have Measure J and the community supported a parcel tax because our impacts are less than they would be without this kind of support from our community. So, I think
they do value POSD. Um they've shown us that. Um, and I think that's why all of you feel like you have such a responsibility to taxpayers because they've given us such great support and we will make sure that um we do include them and inform them of everything
that's going to have to happen in the future. Miss Frederick, so I'm actually encouraged by what Trustee Harden and Superintendent Blanco, Trusty Chi is saying. um
the visioning process and I'm more encouraged and on that idea and I would like more assurance that we're going to have this visioning that we keep talking about. We're going to
have um the ESBback I would like it to be um more involved. I mean like I've seen anyway I'm encouraged to support the fiscal
stabilization plan knowing that there's a date for this visioning and that the ESPback will be more uh inclusive more transparent you know people know about it they can participate. Okay. So, the visioning plan is
something that we've been talking about and we've been talking about long-term visioning. The decision to do a long-term vision which extends into 20 years from now, which is a very good time for us to do this. We talked about
it this in the last retreat. And the reason All right. Just go ahead. Go ahead. I'm not going to beat this dead horse, but budgets have two primary sections. That's revenue and expenses.
In order to us to have to cut less, we need to bring in more revenue. We have made that effort with measure E. And thank you to the voters who invested in us and who believe in us. We at some point are continuing our
federal advocacy around trying to bring in additional dollars around IDA for special ed funding, but at some point we have limitations on where our dollars come from. And because we have those limitations, we're going to have to make some cuts on our expenditures. Again,
nobody has expressed any joy in wanting to go through this process, but we are being the mature, responsible adults that you elected us to be, members of the public, and taking the necessary actions that are faced before us right now. Um, school districts are unique in
that we're required to pass three-year budgets based on one year of revenue from the state. So we know somewhat definitively what 256 dollars look like
but we are projecting at best based on that number what 27 and 28 will follow. So every one of the thousand or so digits across the state is going through the same process trying to make their best extrapolation with a limited amount of
information. So, we are doing the best that we can to be good stewards of the public dollars. Um, trying to uphold our core mission, which is to serve our students, but also
trying to make sure that we are spending money that we actually have and not putting ourselves in a position to spend money that we do not have. So, my colleagues have been very clear about their um displeasure in adopting the FSP.
I don't take any joy in this either. I'm happy to have conversations about um longer term visioning and planning, but today is not that day. Please vote for this and let's move on so we can get through the rest of our business.
What do we have on the floor? We have a motion in a second. And we're done with the conversation. Let me know. Miss Chi,
yes. All in favor? All opposed? Any abstensions? All right, you have that. Let's go on to the next one. Approval of adoption of 2526 budget
approval of resolution 2827 resolution. Motion. I move. Second. Second. Conversation. Any comments? Miss Chi,
yes. All Miss Kenny, I want to say thank you for including the staffing ratios and the changes in positions. On the staffing ratios, I wondered if anyone could speak to the change to add more assistant principles at the high
schools. So the ratios were adjusted to reflect what was already allocated at PHS I believe. So that was already the status quo. It just wasn't ratios that were published previously did not match it. And so that's the adjustment that was
made. And now any high school uh which there's only in one other bure that has a similar enrollment uh will now have the same number of assistant principles as PHS. Okay. So as PHS grew smaller, we didn't reduce them to match our old
ratios. So we changed it because we left the person there is another way of I mean I wouldn't characterize it that way. Okay. And then I didn't see any specialed staffing ratios. Is that something we can add in the future? I
mean, I'm hoping that staffing ratios is kind of a a conversation we have somewhere before we finalize, you know, our budget. I think it will happen this year if we're going to be making any changes, but um I would
encourage us to add those so that people kind of know what those are. And on the position changes, I tried to compare that to the layoffs we did and I unfortunately didn't get to that until late today because um that wasn't posted
earlier. But I will um reach out to you because I just I want to make sure that if we did cut something in March 15th that we see it here in the positions as actually being cut is that will actually help us achieve those um amounts that we
hoped to reduce. And then I just want to say that you know even with the significant cuts we made the year-over-year expenditures from this year to 2526 are still 3 million more and that's just because everything is
costing more. So it's going to be challenging to to cut the 30 million and the sooner we start the planning the better. Um and and I'll reiterate, you know, this is perhaps Molly's point earlier, of our base funding, 40% of it
is going to special education. Um and that is a tough situation. So hopefully that's something we can work on. Any other conversation, Mr. Harden? Yeah, I just wanted to call attention. I
think uh you know there's been a lot of stated concern about the classroom um how much we're spending in the classroom and I I think you've noted uh on page five of the assumptions that um there will be sort of a final calculation
forthcoming. So that that assumed number of 40% which includes you know the fire revenues and expenses will be um re reodited and and adjusted. That's right. So that number hopefully
will improve. Any other comments? Student board member. Yes. All in favor? Opposed? No. 70. Okay. Approval of resolution uh I just
lost where they were. Would the chair entertain a sweep for item five and six? Yes. I move approval of M5 and M6. Second.
Miss G. Yes. All in favor? All opposed? 70. Okay. Uh, now are we going to table item N board discussion or postpone it? I move to table.
Postpone or table? She's saying postpone. If you table it, it dies. You want to postpone it so they can come back another time? I'll I'll restate my motion to postpone. Second, Miss Chief. Yes. All in favor?
All opposed? Abstained. Did you raise your hand? Oh, I didn't see it. I didn't see it. 70. Okay. Um, we're at board committee reports. Who wants to start this?
I can start it. Or governance handbook. We sent out a draft to everyone. We got one trustees feedback. We will be incorporating those suggestions which were very good in our August meeting. So if you have any comments, I suggest getting them to us so we can discuss
them in August and then the final draft will be given to everybody at the regular August meeting. That's all I have. Anybody else? Michelle Bell, you want me to report on COC or you want to report?
Okay. So, the C you don't want me to coc met last night. Um, and we, uh, had three new members. So, yay. I think the committee is full now, right? We're full seven. And so, um,
thank you to everyone who attended that meeting. I think it was a very good meeting. Um we had the um presentation or discussion from let me look at the agenda hold on
the the um measure TT and measure O financial performance audits. Uh we had the bylaws and overview and legal role and responsibil and responsibilities. Um, we were informed that all measure TT
funds have been spent now. Is that what you said? So, yay. Um, also, let's see. We had the bond program and construction management plan update.
Um, they reviewed the monthly facilities report, the five-year bond program. We had the construction progress status report. And um we reviewed measure O board reports
as well. And then I do have to ask because I didn't get a chance to look. Did we get the revised board report 1842 today in the Okay. So we got all that. Anybody else?
I would like to remove the Latino student and family task force from the board liaison's list as it is a pipe dream but has not been formed. She's asking to remove a committee that was it doesn't exist. It was talked
about. So I'm looking here. Uh I'm just trying to find it. I just need a second. Where is this? I have board committees, board policy, facilities. I'm page 11 of the agenda. Thank you. The list of boards. Page 11. Oh, here it is. Here it
is. Got it. Got it. Got it. Um, yes. Yes. Some of the superintendent committees did um not get to meet as often as um we wanted to. My understanding on that one was that you were working with um Dr.
the curriculum and instruction department and wanted um on a family literacy project instead of going the um the design that we had gone with with the um African-American family task
force. Um so I don't want to remove it because I would like us still to move forward with it. Uh I think that if if it's created and if it actually exists then we can incorporate it but have it here in the agenda gives the impression
that we're doing something that we're not. So we're not moving forward with the family literacy project. You are with a different you are you are actually implementing one with a different focus not the one that we had
originally envisioned. Yes, but no. Okay. Well, we could talk more about it offline. Um, but if there if we're going to go in a different direction, I can I can put the committee on next year as well. Um, but I don't want the focus to
be removed from the work that we're doing. All right. So, um, we're just going to leave that as leave that there. Anybody else? I don't know what to do with that. But let's just move on unless somebody You
can put an a clarification that is pending, but it doesn't exist. So, well, who's in charge of the committee? Who's in charge? The superintendent committee. Superintendent committee. Superintendent committee. And Dr. Velasquez is the
leazison. And my understanding is that she was working with Dr. Chan Hill in the curriculum department. and I will follow up and see why we don't have the same understanding. Let's do that. Do you just want to change and not be the liaison? If somebody invites me to a meeting, I'll go maybe put pending on it until we
problem solve it. Yeah. So, do we need to sign another liaison? Dr. Velasquez getting inviting on getting invited to a meeting doesn't mean that okay you're the look we're talking about board
committee reports so let's just move on is there any other board committee report right now does anybody have one nobody has one so we're done with that now we're going to go to the consent agenda motion in a second I have some pools
Okay, let's do the polls. 4 H 4 J 5 D back it up. Back it up. Say it again. 4 H 4 J Yes 5 D 5 E 5 G 5 M 5
O. Anybody else have polls? I'm sure some people do. Kim has comments. 1 C. Okay. I'm going to abstain because I was not present at said meeting. Okay.
Um poll um 3A. Okay. So, just bear with me for a second. If she pulls, she didn't. Did she pull it to abstain? Because she could always abstain. Okay. Okay. So, I just Thank you.
Okay. So now, are we doing a sweep for the rest of this and then we'll go through these? I'll move approval for the sweep. Second board me so I can make comments. Oh yes, you can make lovely.
3C was not pulled. This was the continuity plan that's now required by law and I hopefully the superintendent can relay these um comments to I'm not sure which department put it together but um it did have a section where it said how is there going to be two-way
communication between parents um and it seemed very unidirectional out and then also I asked how was student and parent input into this plan received and it said well we didn't actually for this iteration that wasn't really
done, but we'll do it in the future. But this is the if a disaster happens, our continuity and what our plan is to continue. This is um 3C. So um I just wanted to comment that I hope we'll get input next time. And on the school
plans, um I know that I don't see Dr. Charlie here anymore, but I would say it would be really great if we could include the current year enrollment and demographics in the school plan. I when I was reading them, I was like, "Oh, I'm looking at the multi-year change in in enrollment and the demographics." I'm
like, "But wait a minute, this is 23 24. I'm reading a plan for 2526. What happened to 2425?" So, I know that they're reporting on all of the outcome data from 23 24, but it' be really nice if more current enrollment and demographics could be
included. Um, and I'm going to ask again that we develop some kind of expenditure table similar to the one that we have in the LCAP where for each thing you can see the goal, the action that's being done and what what the funding is. It's
really hard looking at these plans to figure out in the budget summary where the money's going. And it's even hard it's hard when you're looking at the individual actions to tell which money and what it's actually being paid for. So, two requests and then I don't know if
there's anyone here to speak to this. I was seeing quite a few project aids. This is all school plans project a I could have pulled it but need to vote on it separately. Quite a few project aids that are being funded but being used for classroom support, instructional
support. And I was wondering I'm not as familiar with the job qualifications for a project aid versus an instructional aid. I think project aids are hourly. I don't know if they get benefits, but I'm kind of seeing this trend towards people
hiring project aids both for outside uh seal but also for in the classroom. And I just wondered if there maybe this is for the future. Is this an effective strategy? Because I'm seeing schools do it more. So I don't see anyone here. Oh,
Dr. and I would have to answer the differences in the job descriptions. But the way that um project aids have been used in the past is um to sometimes support students who were uh struggling with maybe some um behavioral issues or
challenges. They needed that extra adult to be with, you know, not as a onetoone aid, but just be with them to support them. Um I don't think they're being used to replace instructional aids, but it's very difficult to get instructional aids. um we are always in a shortage and
so I think project aids are sometimes people that um the principles or teachers know in the community and so they don't have the same qualifications as an instructional aid but they might be easier to access. Right. I I may do
there was a couple plans that actually mentioned using them as classroom uh instructional literacy and math support and the site council meetings I attended they also so something just to keep an eye on. All right, that was school plans. I have a question. The first
thing you asked you had a request for something. What was it? said it would be great if we could include current year enrollment in demographics rather than so like in this year's plans the most current enrollment was 23 24 rather than 2425 is it possible to get the current
year I'm asking staff because it was a superintendent is it possible to get that so the board does the board want to do this this is a request okay so we They have a consensus on this
or the board is requesting this. Okay. Thank you. Go ahead, Miss Kenny. All right. The emergency resolution 4A. I was just wondering when staff was expecting that that would not be needed. What's our time frame?
Don't know yet. Still don't know. Well, we're I mean the soil testing that we just did is a good example of the value of having had it in place. Okay. Uh even months later. All right. And then I just wanted to remark on I have two more. Sorry. Um on the
purchase orders, the total amount of Allard legal has gone over what the board authorized. I think we authorized just under three million and now we've got contracts out there for 3.3. And then I did just want to say I
noticed that our insurance premiums grew quite a bit. I'm assuming that's fire related, but it was a significant increase. So, I um did want to mention that. So, even as we're moving forward and making cuts, we have expenditure
shares that are going up. I I also have a PO list uh observation. No, no, PO purchase order list observation. I noticed that the total was like 5.9 this month and the change orders were about the same. It was 5.2.
Is that at all like a red flag at all or is that just from the fire related? I I'd have to research that. I It's not a red flag, but um I I'd have to research it. It's just odd that
they're about the same amount. change orders five million and the expenses were five million. They're this they're equal. Um and then the the um award for on call move and surplus the there's three funding
sources. One is the from measure O there's uh 500,000 and then 50,000 from general fund. Is there a reason we didn't just put it all in 550 from measure O.
I'd have to follow up with staff. I don't know. Thank you. Anybody else? Nobody. Okay. Student board member. Yes. All in favor of the motion on the floor,
which is the sweep of everything but the polls. All right. So, now we're going to go start with the polls. I'm going to start with Dr. Velasquez's 4. Um, I'm okay with doing 4 at 4J together. I've said repeatedly, I have a
problem with continuing to approve contracts for consultants without a concrete plan. And so I'm going to continue to vote no in all of the consultants contracts until we are presented with a plan. I'll move approval for 4 H and 4J
student board member. Second. Oh, second. Student board member. Yes. All in favor? All opposed? Okay.
And then 5D, that is the item of the $17 million for Franklin. Um, I do not think that that is a wise decision and I oppose the idea. I have a
question on that. 17 million for the swing space. Can you describe that because we have some trustees that think this this is too much money. So, as as folks are aware, Franklin was damaged in the fire. Um, and to restore it, uh, in order for
it to be a swing space for the modernization projects, um, it requires this this investment of insurance proceeds. One point of clarification, it's it's not quite the case that the insurance proceeds can be
used for whatever we want. um they are principally for the losses incurred and and the expense of building them back. Um I'm oversimplifying a little bit but um but
that's conceptually the the way that the the policy works. Kim, so this item itself is um under fiscal is listed as measure O, but would we be
using the insurance funding ultimately? Yes, once that claim is finalized. Oh, so the insurance we've already received couldn't be used for it. The insurance we've received is an advance on our
future claim. Given the size of our losses, the insurance knowing that we're spending money in rapid amounts has given us installments of the in advance, if you will, installments of cash uh given that
they're assured that our final claim will exceed what they've advanced us. Well, this is a very detailed question, but given that we're approving this tonight and if this is going to hit our books, given where we are, do we need to issue more Measure O?
I that's just a an aside, not to be answered necessarily tonight, but I mean, we're keeping an eye on that because of course, this is one of the things that I was worried about. I was like, how are we going to build a whole building in time to actually move people into it? Um, but it this is the design build, I believe, where um we can start
some of the construction even as we're finishing the design of the rest of it. So it's not one of those got to do all the design first and then all the building second. So um just I wanted to keep that. So to be clear this is insurance money
you get it comes it comes to us. It's a okay I understand. Oh yes Mr. Yeah. I also wanted to clarify that money because in the five-year bond program plan it earmarks a million like
pre fire pre bond money um we only allotted a million to fix up Franklin but since the fire almost entirely or significantly destroyed Franklin that entire 17 million is insurance money. I mean, it's
to be determined exactly what the capital split will be because we haven't filed our insurance claim yet. But the intention is to get as much of cost, if not all of it, from insurance and we can't use that to change Franklin. It has to be the as it was Franklin.
Generally speaking, it's to build back like in kind and with any necessary code upgrades. But okay, there's only so much I want to say. Yeah. in a public setting. All right. It can't be spent anywhere else. It has
Okay. So, let's Can we go on to 5e? Are we done here? Oh, yes. Superintendent. Yeah. Oh, and then Dr. Velasquez. Um I just want to remind you, too, we also have a lawsuit. It's been made public with um Edison that we will try
to recover any other money that wasn't covered by insurance. So, we have multiple properties that were impacted by the fire, correct? And you said that the intention is to file the claim and what was the very
carefully worded language that you used that we've about the money we've already received. No, about estimating the claim for the coverage of the $17 million. Yeah. that we haven't filed our claim yet. Right. Okay. And um Franklin had
been closed for many years before the fire and uh we anticipate uh loss in enrollment. So we don't have an immediate use for this building. Correct. It was intended to be the it is the swing space
but not as a regular school after the swing space given that we've have decline in enrollment. Okay. And so we were not using it before and after the uh after the use of its swing space we've
invested $17 million in a building that potentially could remain unused potentially. Yes. So one one the with if if we only had one swing space instead of two, obviously the impact would be modernization projects would
happen one at a time instead of two at a time unless we found an alternative option for swing space that would be likely substantially more expensive even even than what we would have improved Franklin. So it's not um that there are superior alternatives
that are better than this. Um I understand it is a lot of money. It is. Um, but the alternatives would likely be uh more expensive because not all of Franklin was damaged. Um, can I please set the record straight?
So, it wasn't that Franklin wasn't being used. It was being used. Um, at first it housed the adult education program before they moved and relocated to Wilson. But that um the multi-purpose
center where their cafeterium if you will where that existed which was renovated what was measure Y or measure TT funds I think um that was used not only by the school district but also by
the community um consistently and so um it's not that the facility was sitting there not being used and I just want to be clear um on that because there's always uses for the facilities.
Thank you. I have one last question. Um insurance money can be used to cover all expenses that we incur as a result of the fire. As long as it's allowed in the policy
itself, The devil's always in the details. Unfortunately, um there are some expenses that we will incur and have incurred that ultimately won't be covered by the insurance. Thank you.
So that's five. Now I'm lost again. 5D. That's 5D. So we're going to vote on 5D. There a motion. Excuse me. Yeah. I'm asking for one. I move approval on 5D.
Second. Our student board member isn't here. Oh, okay. All in favor? All opposed? No abstensions. Okay. 5E
on E. Okay. So 5 E, 5G and 5M uh can be taken as a group. So here's the thing. Oh, we need to increase capacity because we need an increased volume of work. Um that means that we continue to hiring
consultants and personnel to help us manage the facilities which I understand but at the same time in a time of financial distress we continue to invest in the growing needs of managing all of this crisis. Um I feel uncomfortable
with the idea of uh the expansion of these and um I think that at all levels and all departments we need to do less with less and if that means scaling down some of the projects so that we can meet the capacity with the personnel that
with the existing personnel that is a wise decision in my point of view. Additionally, um I'm concerned about the in-house versus external consultant
cost and return on investment. And finally, I would like to have some transparency about how we're moving forward issuing contracts within the context of our fiscal
stabilization plan. I'll move uh as a sweep EG and M 5 E 5G and 5M and I do have a quick comment. I'll second it. I think the explanation that and and we
um kind of heard this again at the COC last night was wanting to move forward in an expeditious way to use the funds that the taxpayers have given us um and not let uh inflation or other costs
inflation and other things drive up our costs. so that spending the money sooner rather than later um is ends up being efficient. I do think it's important to understand and and we talked a little bit about this last night as well.
Understand the total administrative cost and and staff said that they would be coming back to us and helping us understand the total administrative cost consultants and in-house um as a percentage of our spending for construction to make sure that it's in line with uh industry standards. So that
was something that I think the COC has been interested in as well and staff seems very immutable to helping us understand that better. Anybody else on this item? It's a sweep for these three.
Okay. So all in favor? All opposed. So 5. Um, that includes the flooring for the building that I don't think that we should put $17 million plus whatever the flooring is. So, it's even more money.
Um, it's flooring upgrades at Allenale also. Correct. Yes. I ask facilities to please separate them to increase the chances of getting my support, but given that they're together, I have to vote against both.
So Allenale and Franklin are both getting the flooring done on a piggyback contract. Okay. So what if we don't do the flooring at Allenale? What happens? What's the flooring? Yeah, I mean it's it's the other swing
space uh currently occupied by Altina. So it would just those flooring would not be improved. Okay. Move approval on P50. A second. All in favor? All opposed.
All right. Now, I've got one C. I was absent from that meeting. So, I'm going to abstain not voting to approve minutes for a meeting wasn't present. All right. So, do we have um a motion second on this? Move approval on 1C.
Second. All in. I'll second. All in favor? All opposed? All abstained. And then 3A. Madam superintendent, can you just give
some greater scope about what we intend to utilize these grant funds for and if there's any plan to align the goals and objectives that hopefully do not include um
spending dollars on law enforcement specifically as one of the uses of this grant specifies to the restorative practices goals and object objectives that are in um 3D.
I'm hopeful that there could be some alignment between Sure. I can have um Dr. Renoso right of more clear communicate on the grant, but when we have had um officers in the grant before was so we could train them in practices if in event they had to come on the
campuses that they would use more restorative practices because their training is usually a little bit different than that. and they've always appreciated that additional training that we've been able to provide through the grant. Okay. Thank you for that clarification. Yes. So, I think um in the past we had
started to work on a short grant form so that there'd be kind of even when the grant application is due in the future and so it isn't complete, we could at least kind of get that overview of what's this going to be used for, is it coordinate with other things, what's the budget being spent on that kind of thing. Um, we might have to go back and
revisit implementing that and putting it in their pots just for this. I mean, I was asking where we're getting the money to match for this, which does have to be in cash, and I don't think that had fully fleshed out yet. That's a good um
suggestion. I just was concerned about what the scopes were that you can use adults and I was like, Karimi, did you have the answer on the matching funds? Okay. Move approval P3A. All in favor? I'll second with the I'll
second with what? Superintendent's explanation. Okay. Thank you. All in favor. All opposed. Okay. Now, I've got this 4H and a 4J.
Did we already do that? We did that one. I just Oh, right. I did them separate. Okay, great. Then we're done there. Uh, no, there's no more. And we did the sweep, so we're done there.
Um, and now we go to no public comment, board requests, questions. Miss Kenny, um, a question that I had posed had to do with, um, the developer fees that we
charge people when they do construction. And I don't know if we are sure 100% whether we would be collecting that for people rebuilding from the eaten fire. I don't know if that's the kind of thing that triggers that. And then I don't
know if we wanted to have a discussion about potentially waving that or reducing it. I know a lot of other entities have been doing that. So, but I don't know what the potential revenue is and I don't know if that's
even a conversation, but I wanted to throw it out there to see if that is a conversation we want to have. And then I think there is a board resolution we need to do to uh raise the fees. Is that is that a conversation we can have in facilities?
Sure. I mean, do we get to have the conversation, but I just want to um caution you that there are some laws around what we can and can't do. So, I'm not sure how those other entities are waving fees, but we have been looking into it. Right, Mr. Brown? Right. Any anybody else? Do you
know? You know, I'm going to ask the visioning that we're going to have in the future that we're not going to forget to have next year. We won't be repeating ourselves.
Retreat. Adam, we we discussed having a retreat around it. So, this is something that we've been discussing and the board has to get together and make a decision that a long-term vision is something they want. That's where we're at right now. We haven't made that decision as a
board. Well, board decision. Do we want to say if we want to have it or I think some people probably have a lot of questions about what it's about and what it entails and we have to decide how long it is basis and we also have to have a
decision about who's going to do the work and how it's done. This is going to take some time but I think the first step is making the decision that this is something we want to do. If this is something we want to do, it would be nice if it was facilitated. Yeah, I think we have to design the
project. You know, it's a The visioning is a project and I think we all have to we can say we want to do it but then we have to be comfortable with what the scope of that is. All right. The starting point for that be at our scheduled retreat that's in August.
That's a good starting point. Work out sort of the frame of kind of what we think it's going to be scope and then kind of put some parameters together to identify facilitation and some other needs. I think it's a great idea because when we mentioned it last time, Chris Steinhauser was way into it. Yeah. And I
would just we don't want to lose sight of our board goals too as well. So board goals is first, but then we can touch on the visioning and um Long Beach, they already did one. I mean, I think they're in one now that goes to 2030. I think the board goals dominate
probably. We'll get there. We will touch on it. I mean, we need to have a quality discussion, not a rush. Yes. Yes. I would like to request a special meeting to deal with the safety issues impacting our immigrant communities and all of our families of mixed
status. Dr. be um in order to facilitate having this special meeting sooner than later. Um are you other members of the
board open to having it on a day that's not a Thursday? We can kind of accelerate that. I don't know. I would have to look at my schedule because I'm busy every night. Does it need to be like a quorum? It
would need quorum basically, right? Yeah. And then we could make it. Could we Is this discussion going to be above what the district is already doing to to keep our campuses safe? Well, yeah, because we had a discussion. We we've
had some discussions about that and other we have not had an open forum discussion with the public has access to. Do you want it to be just the staff doing presentation and then ask ask
answering questions or do you what other sort of experts do you want in the room? I mean it can always be a community meeting where you can host it at one of your school sites and invite the community to come in and I I have a
continuous exchange with community members. I think that this community deserves to hear from their board. Yeah, that's what I'm saying. Their entire board Trusty Bailey, I think she wants a district-wide thing, not just a school.
You're think Well, I I don't And I mean, the only thing that we can say as the board is support the superintendent and her efforts for keeping the students and staff safe while
they're in school. Is that is that what you're you're talking about? because above and beyond that I don't understand what you're asking for. I don't think that we have to have an agreement about what the scope of that meeting is or Well, if you want to hear
from me or or um that is a very limited understanding of what we can and what our responsibility is to the community. We can have a meeting where we deise number
one whether or not we are going to um allocate a budget to address some of the real and emergency needs that are coming up as a result of this situation. We can talk about uh
safety concerns with our community partners that we're engaging with to give comfort and safety to parents that may not be comfortable either coming or reaching out to us. We can make available
information to all of the families that are feel intimidated or afraid of even emailing the school district. There are multiple things that we can do at such meeting that do not need to and and
okay I'm I'm confused about what I even hear you saying right now. That's okay. Okay. If you want us to have the meeting, are you saying you want the meeting the community members or the family members to come and observe or be
participants in said meeting? Please understand that under the current circumstance that is not possible. That's what I'm saying. And so so you're saying you just want the I mean come on. I'm trying to get what I heard Dr. Velasquez. I'm trying to get clarity
from you Dr. Velasquez. So please bear with me. I just need clarity. So you're saying that you want this board to show up to have a special session where we discuss this as a board, not going to the community, which is what I thought I
heard you say. initially. So, Dr. Velasquez, we've done quite a lot of work in the school district to do what um you're saying and we have a website with all of the resources and information and people that are that we've talked to in the community that
are equipped to support families in ways that we're not. Do you want us to discuss that website publicly and the resources on it? Like, I just want to understand what would be on the agenda. presentations about that or do you feel
there's something more that we can do as a polic a as as a board and in in regards to our policy and our values um we can use the opportunity to take an official position. I am grateful for your explanation of your current
measures, but I think it would be an opportunity to hear from public comment and from our our own input in from the community what things are needed to improve on that plan. It would also be useful, as I said before, to hear from
community partners in terms of how they can support and will continue to support our efforts to keep our children safe. Our children right now, right now, even the children that needs interventions the most, children that
are in programs that are important for them to improve their outcomes and to be successful in August are having to make decisions on whether or not to go to school. Fantastic. You have a plan. Great. There are elements of those plans
that may be confidential and may be specific to the parents and the particular relationships of those parents and then the need of those families. However, it is important for us to consider what are some of the implications moving forward if the situation continues. Are
we willing to invest in public in some sort of public transportation for families? If not paid by the district, how are we going to partner partner with the Department of Transportation of Pasadena in order to make sure that our kids are safe when they're coming and
going from schools? These are decisions that we need to make. These are policy decisions. These are resource decisions that we need to have in addition to an official in addition to an official stand from this body. And I think that
it is very difficult and somewhat frustrating to have to justify the need of this item in this way almost like explaining racism to a
person that is implying it. I mean it is very difficult to have to be put in a position to explain the value and important of this type of measure. Right? It is very difficult. You you can't try to lead a group into
doing something and you don't want to take the time to make sure they're clear on what you're asking them to do. Okay? So if you want us to participate as part of something that you want us to do, you need to be more patient and make
sure that when you are asked clarifying questions, you take the time to answer it. You're not the only one being impacted by what's happening right now.
I get it. I feel the same way you feel. Okay. But we got to be patient with each other. I'm going to come back to my question in order to accelerate and respond to the urgency that you are expressing, Dr. Velasquez. Does this meeting have to be
on Thursday or are we open to other days of the week so we can try to agendaize this sooner than later? So, are we talking about on Monday because I think people are leaving after that. That's what I'm trying to um to gain. high at all. Mon Monday works. I'm
fine with Monday. I'll make any day work Monday forum. And and and what I might offer is what I'm hearing from Dr. Velasquez is there's some problem solving happening in this meeting. It's a it's a discussion. It's a it's almost forum town hall, whatever words you want
to use to describe it, but it's more than just it's not us sitting here just listening to experts and then thanking them for their time and moving on. There's some I think desired action that comes out of what are the things what are the chain what change do we need to
enable based on what we're hearing but to be compliant though to be compliant though with Brown act we do if we're going to approve money we need to agendaize that so that we can't just have discussion we can't just have an idea let's spend money but we didn't
agendaize it that well and and maybe the maybe the action is to explore at you know a budget change or something. We're not taking action in the meeting, but we're identifying the actions that we need to do downstream from the session. So, you know, so that
we can properly agendaize the well, it might be in concert with our regular meeting schedule, you know, to take action in those those agendas. But I think the outcome the the desired outcome of this session is to come to
some consensus on things we might want to do or have to do to get ahead of this evolving challenge. Are we asking for a special meeting on Monday? Is that what's happening? Look, the answer is yes. In this room,
what time? Probably not before six, right? Correct. Before six. Good. Okay. I'll make six work. Yes. So, I want to be clear on um what we're requesting on the agenda. And first of all, I want to restate that we
have started working on the immigration situation since January. In the middle of the fire, we hired the best attorney in Southern California to train our staff. So, I don't want it implied again that we're not doing anything. We have taken precautions and we've also been very precautious about announcing what
we're doing publicly for reasons of safety of the children and families. If that's what we want to make public, we will make that public. There is risk to making things public. And we do not have a list of undocumented families anywhere. We don't keep that kind of a
database. So, we can't reach out and say, "Do you need food or do you need transportation?" We rely on people coming to our principles, coming to people that they trust in the community. And I have been in contact with Collaborate Pasadena and I've asked
them, I said, "We're very interested in the same goals that you put in your newsletter. Let us know as a school district how we can support these efforts." Okay. I think our community partners are trying to figure it out. My understanding from people who have been
in this situation as immigrants, including people in my family, is they do not want to come to people they don't know and trust. We are a government agency. So, I have to be very clear on what we're putting on this agenda and how it's going to be presented.
And and I I would offer that I think our target for this group is those community partners, you know, because the folks that are victimized in this will not be coming to this event. It's the community partners stepping up and saying, "Oh, we have that there. Here's a challenge we have with our district.
We are limited by doing XYZ." And so is there a community partner that can help us where we fall short and and because we we can only do so we can we go up to a line because of there's we can't go beyond it because of whatever reason it is. Have we been having those
conversations with our community partners? We've been having those conversations with our principles who are there with um we've had meetings with our summer school staff made sure that people you know know how to train. I think there um
is a question about transportation. I guess we could send buses to different places in the community because we wouldn't know exactly how to pick someone up at their home because we don't know exactly where they live and children could walk to certain bus stops. But beyond that, I think we have
done everything that is legally possible for us to do. So much as the chief did tonight in his public comment, he reiterated what can be done, what has be done, has been done, what cannot be done, which I think helps clarify for
everyone where we are. Um and then if there is public comment from other community members or partners as as I've said or if there's brainstorming that we come up with to say well here's some needs that we're hearing about maybe we
can connect that with other I don't know so I I think there's a little bit more free form after we kind of cover of the this is what we've done this is what we can do this is you know and I think it's a way of kind of saying here's what
here's where we are here here's we're here we're concerned about this issue and can there be an anonymous form that people just say I'm scared about this and then ensure that we have accounted
for those scenarios basically that's the kind of I mean I'm saying this is the kind of brainstorm I think we should do at that time and not now when it's not agenda I think yeah it's not that's not the way it works but we could definitely um you know people are going to people they trust, right? We see kids couldn't
come to school. Our principles know the families that can help them, right? And and watch over them. And we have really strongly encouraged our families to make sure that they have updated their emergency cards since January. And in the summer programs asked everybody to
have emergency cards because maybe our PF partners don't have access to Aries or somewhere where emergency contacts are. So, um Yeah. Well, I think it's a it's an opportunity to acknowledge what the district without getting into detail
that the district is doing things, but there's only so far there's only so much we can do. And so, this is an opportunity for the community to say, "We got you. There's things we can do that you can't do, and let's get those folks to step up." Well, I hope you'll
get them here by Monday, Mr. Harden. There's that. We like the name of the agenda item to be because we have to put this out tomorrow morning. We're going to have to put it out. So, what is this called? To come up with a agenda name.
I think we can come up with a title now. All right. Ajourned.