Hallelujah. Hey, hey, hey. Down. Down. Heat. Heat. Yeah. Heat. Hey. D. Daloo
la. Uh-huh. Yeah, Heat. Heat. Welcome everyone. 501 >> here. >> Here >> do we have any public comment?
No public comment. So we will now recess to close session. Thank you very much for being here. Okay, thank you for being here. We're going to um call the meeting to to order.
Ajournment of closed session. Wait, wait, what? >> Readouts. Oh, I'm sorry. Public announcement of close session actions. I've been off for a month. We all have. All right. Concerning items
C1, case number 926647 by a vote of 4 to2. The board took action to approve of the settlement of special education litigation in accordance with the terms of a written agreement concerning item C2 case number 9502. By a vote of 4 to2, the board took
action to approve of the settlement of special education litigation in accordance with the terms of a written agreement concerning item C3, case number 932542 by a vote of 6 to zero, the board took action to approve of the settlement of special education litigation in
accordance with the terms of a written agreement concerning item C5. In close session, the board approved a settlement agreement in case number 22HCV0000525. The settlement includes a full and final release of any and all claims made regarding negligent supervision. The
vote was as follows. Eyes seven, nos zero, abstain zero, absent zero. That is adjournment of closed session. Call to order at
6:39. >> Present >> here. Here >> here. and Tina Fredericks, would you do the pledge? All right. So, now we are Item H,
comments from labor unions. Um, public comment. The board of education acknowledges receipt of public comments via email. These comments will be made part of the permanent record of this meeting. We
have three uh public comment. First, Cynthia Connelly, then Amy Valencia. Third egg can thank you. Thank you for giving me the opportunity to speak. I'm uh speaking about the Linda Vista school site. Like
many of you and people in the audience, I care deeply about the future of this community. and this school building, the Linda Vista school building, which has been part of our lives for so long. I believe that we can find a solution that not only respects our neighborhood but
also benefits the larger community. My proposal for adaptive reuse begins with a powerful forwardthinking idea. That is turning the expansive roof into a revenuegenerating solar field.
This would not only help Pasadena achieve its goal of carbon-f free electricity by 2030, but also provide a critical source of resilience and energy security in our uncertain times, making
our entire area safer. For the building itself, there are many options that can meet the needs of residents as well as the larger Pasadena community. We could explore, for example, uses like housing for our city's teachers, which directly
addresses a communitywide issue and keeps our best educators in Pasadena. This approach also allows the district to retain ownership. So, if our population grows, I should say when our population grows, surely it
will one day, we can bring the school back to its original purpose. Providing housing for teachers could also allow the muchneused park to remain as well as other potential community features. And I must
say I go to that park almost every morning and enjoy it very much. This is not about an aggressive new development. It is about a thoughtful, environmentally sound and economically responsible plan for our community.
to move this conversation forward. My call to action is a professional feasibility study. Let's get the facts and figures. We can look at all sorts of things. I know some people are concerned about aesthetics. This could be invisible. The solar field doesn't need
to be visible, but there's a lot of math that needs to be done, the financial aspects, and we can work together to make this a winwin for all of us. Thank you for your attention. Amy Valencia.
>> Hello everyone. I was here in 2023 uh with photos of the bungalows at my house faces with Linda Vista School and I appreciated that they were removed. And then at a recent town hall regarding
the school, um I mentioned that there was the caution tape that has been up there. So it's been such a nice change with the view not having the bungalows, but it looked like a crime scene or something. So I noticed today it was
removed. So I want to thank you. Uh but on the same subtopic, it's the the tape was up since January and in the interim of whatever is going to be the future for that site, if we could just keep it
maintained, I know that we're you're trying um to stay on it, but some of the the grounds, you know, with the with the weeds in the front and whatnot until some of people in the community even said that they would like to roll up their sleeves and
go and help, but I know that there's a liability issue with that. But thank you, Yarma, for everyone removing that. And uh there's been some real good points that have been brought up in the town hall and a survey that uh Ken Eric
Kern will address. I'm on the LVA board with him. So, I look forward to having you listen to what some of the outcome was from the survey. Thank you. Eric, >> nice to meet everyone. Uh, this is my
first opportunity to be in this building and to meet most of you. I know Dr. Velasquez. Uh, she's been a tremendous help uh to the LVA board. Um, my name is Eric Kern. I'm a member of the Linda Vista Anenddale Association. I've been a
resident for roughly 23 years. I've been the president of the LVA for about two to three months. Uh when this opportunity to work with you moving forward on the Linda Vista school site cameo came about. Um as Amy mentioned, we had
a very uh active uh town hall session last week. a lot of residents offered their opinions on uh what the developments could be. So, I'm here to listen tonight and I'm here to say that we look forward to working with you as
you move through this process to consider options for the Linda Vista school site. So, um you know, there's a a lot of passion in our neighborhood and we just look forward to working with you um during the coming months, possibly
even a year as you consider um options for our school site. So, thank you. Okay. comments from labor unions. I think the teamsters are up. Good evening, President Lee, uh Dr. Bronco, school board members, and members of the audience. Um have to
reintroduce myself. My name is Michael Leon. I'm the business represent for teams local 986. So, we just have a new local. So, I'm here this evening uh with my shop steward for M Thomas Pelivanos. Um thank you for your responses at those
who reached out to me regarding my last speech. We are here this evening to show team support for the district decision to hire Michael Dunning for the new M director. Mr. Dunning was one of our own and understands the needs of the department and the members. We believe he will be able to move the department
forward and implement and add to many of the programs we have been working on. As we look at the beginning of another school year, we are prepared to get back to work to help improve the working conditions for our members. Thank you. >> Good evening everyone. Uh ship and Dr.
Blanco, members of the board. Uh my name is Thomas Pavanos. shop steward for the trades and I just want to mention that Michael Denny has been a excellent example of hard work and uh for the best interest of the school district uh always in mind with various projects
that he's uh taken on uh especially shines uh through the the unfortunate fires that we've had and how to spearhead that. Uh I think he's an excellent candidate and uh as uh Michael said uh teams fully support him and his
work ethic and rapport uh speaks for itself. Um thank you for letting me share. >> Do we have any other labor partners in the room? I don't think we do. Okay. Thank you very much. So we're going to move on to item I, staff presentation,
which is back to school. Good evening and happy new year or happy new school year. Um, tonight we are we know that we have a lot of slides. We're so we may seem that we're going through quickly because we want to ensure that there's sufficient time for questions
but we did ensure that the slides were a little bit more text dense so that you could follow up with any other details that we may not cover because we'll bring highlights through from from the slides. Um you actually saw this framework uh I believe at our last board meeting before uh the short summer
break. Um it's really our alignment to the strategic plan in everything that we do. But there is a new addition in in terms of how we see this in ter in Oh, sorry. Okay. Um, in terms of our recovery and reopening of the school
year, um, we will actually be going through each of these tenants as we deliver our uh, section slides, but I wanted to draw notice to our commitment to a quality learning environment. We do have as a commitment in this next year uh a focus on well-being and safety. We
want to make sure that you know that we are very um affected by the activity of law enforcement in our community in the last few months and that's been a new consideration that you're going to see highlighted in the slides. So with that, I'm going to turn it over to Dr. Reels. >> Thank you, Dr. Hill. And as uh Miss
Bailey said, welcome to the new year and it's great to see everyone. Thank you for your time this evening and welcome back to our PUSD community and public. So as Dr. Chanhill mentioned, we'll be just highlighting a couple of um notes throughout this. Um beginning here with
hopeful horizons. It is the team that was uh designed um the minute we knew that we needed to be proactive and preventative. The team has maintained consistent monthly meetings. We've also expanded our team to have a broad um cross-section of resources with
community members so that we keep um information flowing back and forth throughout summer 2025. We also had um extensive preparation that was completed including a comprehensive legal with guidance from our council. Uh for us the key infrastructure uh for improvements
were implemented. uh we were able to use some of those things this summer and with great pride and um execution our staff was prepared and confident to do so and kept our students and staff safe. Uh we have established an emergency phone line that myself and one of the
members of Hopeful Horizons carries at all times. Um and it's used really strategically in case there was ever an emergency of any kind uh to really be able to d uh dial in. Uh we've also had um signage that has been put up on um the ED center, district service center,
and all of our sites uh to uh make sure that we keep everyone safe. And finally, through this um preparation and demonstrates our organization's commitment to creating a well-coordinated and legally compliant response system.
This one briefly goes over all of our board approved policies that we have established in PUSD. It is reassuring at great length that we already had everything in place in case law enforcement were ever to arrive on our campus. And therefore, this has been
able uh we also added um some resources through our other trainings uh that can be used on our campuses and any um need that our site may see or our sites might see a need for. As it relates to trainings, uh we began trainings early on in February uh about
two weeks um after we returned from our eat and fire recovery. Uh during our spring, the hopeful horizons team uh provided and received a very comprehensive training. Uh then we were followed by training sessions districtwide that included people such as our principles, all administrators in
the district, our counselors, mental health staff, um and other key community and office personnel. These are our people who are on the front lines and would be dealing with anyone that would be walking on our campuses. The training also was uh continued and initiated throughout the summer. So, our families
um and our students uh and staff who are working were advised of what was going on. And then we have identified key PUSD staff on our sites um who have an extens an extensive set of protocols that go above and beyond other members which means that we want to make sure that
they have all the information the knowledge and the confidence to be able to execute any kind of interaction should law enforcement arrive on a campus or a program. We also provided a refresher with our principles last week when they came back. And then we have a fullscale uh brief training uh that will be
happening on August 14th to all staff in PUSD. And this systematic approach we believe um ensures consistent knowledge and it also has the opportunity for implementation across all levels of our organization. Uh professional development um has
really focused on the idea we have we call our one pager. Um, this was a consolidation that we worked on. Um, so it took all the information we have in our internal document and it allowed for people to access uh that information at a glance, kind of a dashboard, if you
will. Um, also we uh are really highlighting um we hope you all will be there on August uh 13th at our welcome back. It's called a launch into wellness. And on this day, um the staff will be receiving a 10-month, uh wellness plan that anyone can use, um
from our students to our staff to um our community uh on our on our properties. And this will emphasize mental and physical well-being alongside restorative practices. And we believe going along this way in a dual approach um also combines the procedural trainings that staff are going to need
through all things that have been happening in PUSD over the last seven months. and we're looking for holistic wellness and support um for our students and the entire school community. Um so we're really looking forward to that. Hope you can join us on that day. And I think am I almost done? Oh my goodness.
Okay, almost done. I promise. I'm trying to speed. Sorry, Dr. Tanhill. Um uh the response to immigration um this particular week uh of August 11th, we are in collaboration with different public councils who are partnering with PUSD to offer webinars. Our first one will be offered this week. Um, school
sites have been informed of the date as well as how to uh get into that. Um, it is specifically on family preparedness, immediate, short-term, and long-term uh, plans. We also know that we have um, identified staff. This has been in place um, for many, many months where they
will be working directly with our families to make sure these plans are in place to make sure all contacts are up to date. Um and this helps to customize and personalize the the situations that some of our families are facing at this time. Our return to school um also has an
opportunity to just continue forth with our comprehensive protocols. We uh do uh revisit things. I participate in probably weekly or bi-weekly meetings all over the nation just to hear what's going on um so that we can be prepared and we can activate when we need to do
that. Um and then finally, one of the the notions that we are really grateful that we already had in place is our center for independent study. This allows any family who's feeling uh just reluctance and wanting to show up on their campus that they have a place that they can continue their students learning. So that is in place and we've
been working with HR to ensure um proper personnel is on those campuses. Um and Dr. Hill will talk a little bit more about the um access to technology in that form. And then our community partners, we could not do this work without them. They have been by our sides um from the beginning and always
uh they've established a strong uh coordination with us. Um we have seen that um when we had to take some action this summer and it uh also we have a dedicated web page in PUSD that anytime we have information I work alongside Hilda and her team to make sure we are
relaying that information and showcasing it as needed. And just finally we want to make sure that people know their rights. Um that is something we continue to um really take very seriously. Um this is a priority for us and we continue to look through uh all of our
departments and our sites to be the advocates um the supports and the defenders of our children and family in PUSD. Dr. Hill. >> All right, let me go a little out of order and go to the slide that says context. So as you can see what Dr.
Renoso shared uh what is currently happening in our community the reality that our families and students are facing is top of mind. Um even more you know difficult is that we just came out of the tragedy of the Eden fire in
its very nent stages and are still handling a lot of the impacts and changes and uh supports that are are necessary. So you can see our context with that on top of the um ice activity in in the area have led to a signific significant number of impacts that our families have not only reported to us
directly or reported to trusted uh colleagues and staff members who've been able to provide some support. We know that while we cannot guarantee everything will turn out uh perfectly for every family and student, our endeavor is to do our part in that um in
that endeavor. And therefore our commitments are safety first, flexible structures as needed uh based around our students, targeted acceleration so that uh that you know the true focus of our school district and education is not um disrupted and then trust building
because these times really do require uh those types of lines. So you'll see I I hope through our presentation that the intent behind the start of the school year is not just what we typically would say in in the strategic plan but a lot of the care and humanity that comes
alongside of it. Uh I will actually go back now to the enrollment update. So to begin with we are anticipating a little over 13,500 students. uh it is not too far off of our projection and it doesn't uh the
difference between last year's norm day count is a little bit around 200 uh below. This is actually sort of an anticipated drop, but we are pleasantly surprised that it looks like our students are registering and going to be
showing up on on the first day, but know that these numbers will fluctuate until we get our actual headcounts. I also included some information on what that number does not include meaning students who have declared a departure have already been removed etc and what the number does include. So you'll
understand that there are no duplications. So as we roll out we know that we have to take this uh through the lens of academic uh recovery not only from all of the postcoid uh impact and the
cohorting that happens there but also again through that eaten fire and the current activity that's occurring. we laid out and have worked with our principles and our MTS coaches around um really narrowing what it is that we're focusing on and looking for when we look
at the priorities of literacy and math, college and career readiness, and of course that social, emotional, and mental health well-being. Uh I want to just talk about one that will be a factor in almost everything that we do. And if you look at that first bullet point, the MTSS monitoring of student
progress, MTSS encompasses all aspects of a student's um experience. It's not just the academic piece, but also the engagement, the behavior, and the SEAL. We are working towards some systems and structures that I know as um as an SLT
and a board and we've had a lot of conversation over the years. How do we actually track it? How do we know how students are doing? And how are we looking at cycles of improvement and progress in a systematic way so that no one falls through the cracks? How are we doing this on an individual basis? So we
have worked on some structures and some systems and technological tools that will allow us to do that and really restructured the work of the principles and the MTSS coaches so that we can get down and drill down to the individual student level. So a lot of the things
that um may not have been known before are going to be considerations when a data team or a a MTSS team at a school comes together. So for example, we worked with our IT team to flag create a special little flag in Aries for students who were impacted by the Eden
fire and that means property loss, home loss, um displacement and a variation. So that that is also a layer that is considered alongside other programs and and needs that a student has. But we want to make sure that when we look at student data, it's as customizable as
possible. Now I want to shift into despite all of the um you know experiences we all had throughout the summer, we had some incredibly successful summer programs take place. Um, I want to point out with
the slides that are following how broad the capabilities are for our summer programs to provide a lot of um to to meet a lot of needs. This slide speaks to programs that we've always carried out for necessity. They're credit bearing. Uh they support initial and
credit recovery and they support extended school year. So those are the numbers that we have. Um I will also add that international academy since it's there. Uh those are our high school numbers because they did receive credit. Uh but we also had an additional 20 middle school students who came not for
credit but to come for continuation of academic learning. Those numbers are across all of the um programs slightly lower than we anticipated um but not as they dropped precipitously in the first week of some of the law enforcement
activity but they came back up. So, we do know that that was a factor um in having lower numbers than we anticipated this year, but the program still ran very thoughtfully. What follows next um I want to give a lot of credit to Harmony Conno, our coordinator of expanded learning um opportunities and
her team because now we're going to shift into the summer programs that we offer for enrichment, for intervention, and for other needs that we choose to uh to spend our our commitments on. Um she collaborates heavily, as you can see, with the CIPD edtech team. um but also
with our principles, with LAD, with um our community partners and notably this year, our high school athletics teams, which I'll get to in a minute. Um but you can see the enrollment that she had in in all of these programs and we're trying to also increase as you as someone in the questions noted that we drew in some students who were not PUSD
students, but that um were interested in taking advantage of these and getting exposed to our high school um uh teams uh team members. Additionally, I'm going to spotlight three programs and there's a lot of text so you can read it, but I just want to give you the purpose behind each of
them. Power up um was really constructed um through the brainchild of of this team behind us under a directive from Dr. Blanco to ensure that we um meet students who are um struggling with reading um and waste no time in making
sure that their holistic experience around reading is addressed. So we did not um so we utilized a curriculum that was intentional that was explicit and that included the family. A lot of the strategies that were utilized in this intentional academic acceleration
resulted in 100% of the students in this um program rising in in level and a very well-trained teacher population that is now going to go carry that back on throughout the school year. The next spotlight is on paper grow. This is just to show that we also made use of
innovative technology and uh tools. Paper is a tutoring service that you may remember we've had in the district for a while but haven't necessarily had all students taking advantage of grow in evolves an interactive tutor that is utilized um that we utilize in summer
program. Its success allowed students to not only gain comfort in using this kind of tutor which we can carry on um but um in our team PS program, Harmony also drew in our athletic coaches and we'll likely do this with other
extracurricular club coaches and said if you want to motivate your players then I'll train you on this and if you get trained on this then we can um make sure that you are reinforcing the academic expectations of the teachers from the school day all the way into extracurricular activities. activities that students want to participate in.
So, it's a beautiful connection. And then finally, the uh other spotlight that I wanted to provide is on the Cesar Chavez Foundation curriculum that learns has utilized this summer and last because it highlights the intent that we have to ensure that our programs are
rich with content that are rooted in our values, in this case, justice and humanity, so that students connect with the um content that they're seeing and experiencing. Ashley Butler actually read through almost every single um writing uh uh product that the students
um delivered during the summer and saw the um incremental increase in writing performance. Those are highlighted there. So again, we didn't we don't have the ability to highlight every single program and there are programs here that aren't even listed on the slides like our pre-K programs and our PEF programs
etc. But there's a robust um number of offerings. We do want to ensure that they are more tightly aligned to our eventual academic goals and um we have been working toward that and I hope you can see that as evidence. All right, I will shift to our operational space I
believe. So I'll I'll go briefly on what folks are already familiar with. Obviously, we did an initial round of soil testing of 34 different campuses and locations. And after the first round of testing, 16 locations were um the access to exposed
dirt areas was was uh cleared by that first round of testing. The remaining campuses did have areas of impacted soil which necessitated follow-up testing, additional testing, wider, deeper to understand the size of the impacted soil, the volume of the
impacted soil. So, we're while we are moving as quickly as possible to address all those impacted areas, we have to put safety first. Um, and we also have to follow certain regulatory guidelines and and working in collaboration with certain
regulatory agencies. While initially we we believed that we would have all of the testing and soil removal done by the beginning of the school year, uh it's now apparent, it's obvious now that uh several of the 18 remaining locations
uh will not have the soil removal finished by the beginning of the school year. Unfortunately, we still don't have the specific timelines for the different sites or which sites maybe uh have the sole removed by the beginning of school years and which ones won't. We are still working in partnership with the
Department of Toxic Substances Control to determine um their oversight as well as the uh their approval of our work plans. Um and so again, we are going to work as quickly as we can. Um but but we do now know that uh there will be
several uh areas that will continue to have the access restricted. So primarily these again are areas of exposed dirt. Some cases it's a planter with a tree in it. In other cases, it's a a landscaped uh walkway, but in other cases, it is
also a a play area, a field. And so, unfortunately, that means that there will be some disruption uh at the beginning of the school year. And and unfortunately, we do have to continue to restrict access um to those areas.
So, um you know, protective areas and site management. So obviously to ensure the safety of students and staff, the fencing that you've seen, that orange construction fencing that was installed um at impacted sites uh will remain up. Uh we have staff going out to make sure
that to the extent those barriers need to be uh picked up if they've bone over that that that all is happening before the beginning of the school year. Um and so those those uh barriers will make we'll make sure they're back up before the beginning of the school years if if anything has happened to them.
So, as folks are aware, uh this is the summer of the Chromebook refresh. So, as part of the voter approved bonds, uh the we refresh our our student devices, our Chromebooks, uh every four years. And so, we're in that summer. So, I'm not going to go through all the information
here. you'll see specifications for uh the devices that that we've p purchased uh as well as the differences by grade level in how students will will either take them home or not. And so I'm not going to go through all the the slide, but uh we are in the midst of working on
this refresh and and working with our schools to uh distribute them to our students. >> Thank you, Simone. Among the different focus areas for HR, one of them has been to focusing on the beginning of the school year. Um part of
our focus as well is to given everything that you've heard is to minimize um disruption at the sites and making sure that we have staff uh when our kiddos arrive. So um every year for for the last two years since arrived, we provided some substitute support services to the school sites. Uh you
might remember uh we started off um at the beginning with providing support to every school with additional substitutes for both uh typically as you might imagine the beginning of the year and the first day the first week of school is um very frantic. There's a lot of folks that are coming in and rolling late. There's people there's a lot that is happening. So the support is really
for principles to use or the substitutes um as they see fit. Sometimes um it's with help in the front office. Sometimes it might be with an additional classroom. Sometimes it may be with a child who you know is having a hard time um you know letting go of mom in um in the drop off. So they might be able to
assist the teacher um in the classroom. So there's a lot of different ways that it can be used. Pardon me. Runners. Yes. And there's also runners. So they help with all of that. Um it was very wellreceived in the first year. So we did it the second year and um every every year since then um it's a big
thing that people have asked not only administrators but also our support staff in the front office have asked teachers have asked so we're maintaining to do that um this year again uh we provide u support at the elementary the middle school and the high school so we provide plenty of support is it was very
wellreceived I'm glad that they find it extremely helpful things that I have done throughout my career and that I found helpful when I was at the site um in addition to that um I sent some other information regarding starting a hiring fair that we did again with the mind of having our classroom staffed. As most of
you know, there's something that came through where it's a 10 to1 uh for TK classrooms in terms of staffing ratio from the state. With that in mind, we took a an initiative to ensure that um every TK classroom had enough TK assistants. We also did an effort to hire special ed instructional aids and
that's something we're going to make a a real strong push for this school year. So, with that in mind, um my understanding it's the first time we've done it here in Pasadena. We took over just about every room here at the district office, including Dr. Chanhill's um conference room. Uh we
took about over every crevice we could. We set up um classrooms for um or different uh areas for interviews. Uh we had a lot of our administrators who were off calendar come in and to do interviews. Um with all that um as you
might remember, we had a certain need. We met that goal so that every single classroom has the TK assistance that they need given the new law that has been passed. In addition to that, we were able to hire additional substitutes for those classrooms. So in the event that a TK assistant is out. So we hired
the staff for every classroom, there will not be a classroom, a TK without a TK assistant, we hired subs for them and we started the push for hiring special ed instructional aids so that we can uh release agency aids as well. So there was a big push for that. It was success. Uh Dr. Blanco said, "Can I do the one
the next day?" I said, "No, we cannot move one the next day." However, we are already planning for our next. We met um I met with um some folks from the special ed department about making a focus for other um areas hard to field. So, we're going to make it a really big push this year and you'll hear my
communication from time to time. So, we'll be focused like SLPs, LPAs, BIS. So, we'll do a couple of different things uh so that we can bring uh forwards. I believe there was there was over uh 40 employees that were hired in one day. The big push for that was uh
they applied, interviewed, were processed, TB, fingerprintings, onboarding all in one day. As you can see by the image, we also invited our CSA partners since it was classified specific for CSA. Uh the graciously they were at the end where we were processing those that were being recommended for
hire and getting fingerprinted. So they were there so they can begin to talk to them about um all the great things about CSA and how they can help support them um as employees. So it was kind of an odd day encompassing of going through all the parts of uh the hiring process which can be as you might imagine very
extensive right when we fly positions we communicate with principles we choose a date we screen so I can make the process uh very long and it typically is we were able to do that in a day we'll be bringing that for other positions moving forward so really happy but as you can imagine everything else stops in HR because it involves everyone so it is
all hands on deck so everything else stops and it focuses on this so we'll continue to do that um And the next the next slide is for communications. Hilda. >> Um good evening board. Um just get here. Okay. So um for um this summer we've
concentrated on supporting uh the communication about immigration enforcement about the things that went on um this summer. We're now focusing on the back to school communication and um the some of the data that has come out
about student achievement and all that this team accomplished in supporting students and doing you know um and doing well in in a lot of areas and and in uh registering some improvements. Um so
talking about that um getting ready with back to school information. We're we're picking up back up our cadence of weekly PUSD updates coming out on Monday evening. So the next one is on Monday. Um planning uh the welcome back event
launch into wellness which this year is um the the uh gathering of all employees but with employee awards and community recognition. But more than that, it's that launch into wellness and really taking care of our staff and um so that
they in turn know um are equipped to to support students um in the next year of of um through the the wellness programs that Dr. Reoso referenced. Um we are also um uh rolling out some banners to schools about enrolling in PUSD and
continuing with with our efforts to encourage enrollment in our schools. We are welcoming this year hundreds of new transitional kindergarten families um as well as the the returning students. So it is a time of you know the there's a
saying about the strongest steel is forged in fire. It's particularly apt here. Um this team um this district, this community has always been strong after what we've been through. um you
know in the last seven months I think that we're I for one am entering this year with a lot of energy and passion and commitment to um to lift uplifting our schools and our
students so that families can do what they need to do and raise their childrens. that educators have what they need to teach and that we celebrate all of the accomplishments that that we've done.
Finally, just a brief update on the budget. Uh so obviously the state enacted its budget and uh we will be back with a presentation on our finances in midseptember for the unodited actuals for last fiscal year. So some brief updates. Unfortunately, we there are still some risks at the state level. So,
the state is facing a structural deficit like many of the districts in the state. Um, and because the vast majority of our funding comes from the state, uh, that impacts us. So, there are some risks on the horizon, uh, of the economy deteriorating due to tariffs, due to
changes in federal fiscal and monetary policy. Um, and so what that would mean is if if the economy deteriorates uh more than what was already anticipated, that would have a negative impact on our on our education funding. A piece of good news, um, in terms of federal
education funding, while there have been a lot of actions, executive orders, uh, budget proposals at the federal level and a recent freezing of about $6.8 8 billion. Um, recently those funds for education uh have been released. So, it
doesn't mean that there isn't risk of other actions by the federal government, but at least uh those funds uh have been unfrozen. >> Thank you. And we are going to close with a gift to you all because as you
can see everything that um this team discussed we have a lot of structures that we need to put in place but at the center of all of it is whether our students are learning and thriving. And so the architects of the power up Carmela Ching and Nadar Nayo and oh Ashley's gonna help want you to be part
of our power up gang. So you've got your own shirt. All right. And we're here for questions. Is that all for >> Okay. So, do we have any questions here? I know Dr. Velasquez has one. She'll start off and then Miss Belly.
>> Okay. >> I have a couple I have a couple of questions and a couple of comments. Um, do you want them all in one or do we want go one by one? Okay. >> Are they for all for >> everybody gets the joy.
>> Okay. >> Okay. Um some sites have communicated that they have not received any type of communication specific to the impacted site with regards to the soil. When can the sites expect some specific
communication about their usage of uh grounds? >> So we don't know a date unfortunately. If we did, we would have already communicated that to individual schools. >> Well, that is an email. >> Okay. Um, so
>> we discussed it in the principal meeting with all the principles present. So if they rum are absent, they might have missed that presentation by Mr. Bravoy. >> Yeah. So we we don't we don't know the the access to those areas is like I
mentioned going to continue to be restricted until we know more. Yeah. Okay. I think that probably um the sites on the parents on the sites impacted would like to receive some sort of communication specific to their site. And number two, um this is also a
comment about the Chromebooks turnover and I'm glad that you received and listened to the feedback from the teachers unions about um moving into a different model that would break less. Um, we did in in the onboarding
of my children, I got a handout that said, "These are the responsibilities for the use of of Chromebooks." But I am interested in the turnover of Chromebooks by very diligent and responsible middle schoolers. um because
I'm not sure if there is an element of communication and education that can happen to parents to reduce the misuse of Chromebooks. And I think that we need to be more purposeful about communicating, engaging with parents about the responsibility because many of
these kids are, you know, using their chron hooks to skateboard, to sit, to balance, to like so some of that communication about the responsibility in terms of equipment needs to be enforced with more
intention to the individual responsibility. Okay. Um question Reoso. Um what well it's actually a combo question so it's not just you. What are the plans in place to provide
remote access for parents that are unable to physically attend schools? For example, if you're supposed to this week go and on board by receiving your a plan of classes and your books, but you're a 12-year-old and you don't drive and your parents cannot take you. What are the
plans? and like that um first day of class list parent meetings. How are we providing and making sure that all campuses have enough Zoom and electronic capability to meaningfully engage
families in an equitable way that cannot attend physically a school? I I think at its most basic, we know that we're offering an increase in virtual. We're actually asking most
meetings to be set up with either a hybrid or virtual um context. But when you speak about these very important individual factors of bringing your child to registration or filling out um paperwork or things like that that would typically be done on site, we are our family engagement office has been
working with our community assistance to sort of have what we're calling a white glove service. I know that means something else in the facilities world, but our intent is also the same that to take burden off of the parents. Some of this may actually require home visits. Some of this may be seeing what we can
do to transition to phone calls and doing things in proxy. So those are things that are in place uh with some success at some schools that we are going to be training all community assistants to do. We also know that depending on the volume, we might need to provide more support to that
particular community assistant if it if this if one particular school has a higher volume. Yeah, my concern is that um depending on volume there will be more effectiveness or less effectiveness in actually reaching the families that need um these type of services or even
like a onetoone relationship to understand who needs it. Um next question, how are we ensuring that our most effective summer programs don't stay as isolated interventions but became integrated? That's a that's an excellent question.
We every strategy that we train into in the summer, it we've kind of shifted away from summer being um I don't mean to insult anything that's come before, but child care and the expectation that that you're seeing under this new uh
shift and new leadership um are youth leaders and site coordinators and additional teachers being trained in the same strategies much like we are now training substitutes and aids and things like that in the same kinds of instructional strategies. Our hope is that that means holistically anybody interacting with children
whether it's summer or involved um in school day and after school during the school year have this sense of understanding around strategies that work well for students. Now the specific things that we highlighted are the things that we are most proud of right the intentional intervent intervention
and acceleration the innovative use of some structures and then the um the rich content with um with you know aligned to our values. Those are things that are already embedded in the way that we train around the new curriculum in literacy and in math. Um really a lot of
the talk that we've we've said about the um fidelity to implementation is um in our other conversations has been about not just the quality instructional material but then the quality instructional practice. And so those practices that we are seeing pay off for
students who are are are struggling in this particular situation is a small environment. So it's those were done in um sort of a small type of pilot in the summer, but they're also carried through in the training and with the intentional
um I guess I would call it like scope and sequencing of the material that teachers are are receiving. All of our K2 teachers are going to be on August 13th trained um in that same model that the power up teachers have already
received. Not the same curriculum but the same strategies. So this last question is for the board. Um because I am interested in how do we sustain strategies that s how do we
implement and sustain strategies that help our students grow academically? And so I want to ask specifically all of my colleagues, how do they see their role in shaping policy that directs staff to
prioritize subsidize and resources to intervention programs specifically during the summer and those with demonstrated impact? um can us as a board take action to
ensure that the funding is aligned with the academic recovery and equity goals of the district. So I in my short time here on the board, I'm not sure that we've ever um taken a active role in um
prioritizing how we subsidize summer programs um all of the different summer programs. and if we have the intention or interest in establishing some priorities that align with the overall educational goals
that we have for the district. >> So we are going to move to the next comments. So um who is the next person? Michelle Miss Bailey. Well, I don't want to um just gloss over or ignore what my
colleague just asked. Um one of the one of the ways is if you have something in mind, you should present it. The other thing is, you know, we need to be clear of our roles. Um, if there is not an issue,
unless we see that there's an issue, there's no need for us to try to reinvent the wheel, um, for lack of a better way to put it. Um, it's my understanding that summer school
has been flowing fine and the the costs have been there. I haven't heard of any challenges with um you know funding our summer school programs. So I mean unless you know something specifically
um the only thing the only concern that I will say um that I have is a system that I believe that needs to be tightened up and that's when the first question that you ask about what
you were hearing from folks about what was not going on at their sites and I say that's a system that we need to tighten up as a board and make sure that our parents, our staff, and other
community stakeholders are looking and going to our principles for that type of leadership and information. They are the managers of those school sites. And um I was clear when I heard Dr. Blanco's response that
we did convey this information at the principal's meetings. And so the thing is if someone was absent from this from if if an employee was absent from a meeting, a staff meeting where that information was given, then it's
something that they should be going to the principles and um trying to seek that information. When folks come to me with concerns about what's going on at their school sites, I immediately direct them to the principal. I cannot solve
problems. I'm not here to solve those types of problems. And if it's not something that I believe should be escalated up to the superintendent, which is who I would go to if there were concerns, um I send them right back down
to the principles. Uh be it a teacher, be it a parent, be it a student, it all starts with the principal and that's important. And we as board members need to understand our roles in problem
solving and how things flow through the district, through the institution. And that would make things a whole lot easier for us. But um to respond to your question that you're asking your
colleagues, Dr. Velasquez, I believe that if you have something that is jumping out at you that you just put it on the table and we address it from there because I'm not sure that um I see
myself involved in that space right now. I would have to know that there was a need for me to be there as a board member. With that said, I just wanted to ask Helen, um, you talked about the hopeful
horizons PD and I wanted to know, oh, was that you? I'm sorry, Dr. Reoso. Um, you talked about the hopeful horizons PD and I just wanted to know, I don't know that the board can participate because I'm sure there's a
charge for um, there's not a charge. Yeah. So I was going to ask was that something that the board could either observe or participate in if they so wanted to. >> Certainly I can work with Dr. Blanco and we'll make sure that you have the
information and if you're interested we would love to have you. >> I'm just more obser I'm I'm more interested in observing. >> Sure. >> Because it helps to know firsthand what is really actually going on. >> Wonderful. >> So that I can >> I'll send you the information regarding
the family webinar this week. So you have that if you would like to join. >> Sure. Thanks. And then to Sergio, >> I hate to say this, but great job, Sergey. Great job. You're making it hard for me this year to come after you about
uh as an agency, folks. You know, I want to get you on that one. No, I really appreciate you taking that seriously and and running with it. Thank you so much. >> Of course. Thank you, ma'am. A lot of work with a lot of the team, but we'll continue the work. >> I appreciate it. Thank you all. This is
good good information. Thank you. >> And you know we can always um suggest a board retreat for any topic anybody wants. So anybody can write to the board president and the um superintendent to ask for a board retreat.
Um Miss McKenzie and then >> yeah then Miss Frederick's and Okay. Okay. Hold on. Is it okay to do McKenzie? >> We need that city council. Well, I can't, you know, it's this it's hard. So, McKenzie, please.
>> I have two questions. The first is for um Dr. Hill. Um with regards to our summer program offerings. Is there are there programs or areas of study we would like to offer that we're currently
not offering? And if so, how would we what do you need from us as a board to actualize that? >> I do think that your question actually links possibly to Dr. Velasquez's earlier question as well. Um because I really appreciate the board's um intent
to ensure that our summer programs are robust. I think right now the we're working on setting criteria so that programs sometimes we're approached by community partners to offer a program and sometimes we say here's a need and can someone help us or can we do it
internally. Uh right now I would say that with sort of the historical way that we've offered programs some of these programs don't necessarily have the same um goals that that we would like to have systematically aligned all across the board. And that really is
that if we set a priority as the board tells us, focus on literacy, math, college, and career goingness, then we need to make sure that even the summer is aligned to that in different ways. Right now, um, this team actually may have more ideas than I than I would, but I will say at the core, what we keep
talking about is the ability to in uh to have like a power up for all grade levels. In particular, students who are older, for whom maybe the school year setting isn't the most ideal. and we don't want it to interact with or conflict with other activities that they
want to do and then to do similar for math. So if we could just make sure that we took care of those roots. I don't know if you guys have other creative ideas that but we will get you a list if you wouldn't mind. >> Thank you for that. >> Thank you for the >> and then my second question is for um Mr. Bravo Karini.
Um, with regards to getting additional information um, rection guidance from um, DTSC, can we do anything on our side in terms of advocacy either with our state and legislative members um, to or
state agencies to help um, push the urgency about needing to um, move on remediation, get direction on how to um, complete this task so that we can make these these um areas of our campuses available to our
students given that school starts in just a few days. >> Appreciate the offer. Uh we'll certainly uh work with you if if the time comes where where that would be needed. Um DTSC has been a good partner. They uh among other agencies that we worked with
on these matters and they are giving us a lot of u prioritization um given what's happened. Uh but we'll certainly keep that in mind. We appreciate the offer >> because if it's something that's um bottlenecking somewhere at the state
level um the legislative liaison on that Sacramento side can help move that um same at the county, same at the city level. So let us know helpful in that way. >> Thank you. >> Thank you all for um your hard work and um diligence in sort of preparing for the next school year.
>> Miss Fredericks. >> Oh, >> all right. Scott Harden, >> um I know some of us submitted questions around you know sustaining the wins the gains that have been achieved because of the success of
the summer programs. Um my mind goes towards you know families and how to um um support and empower parents to sort of continue this uh this work and to as
they engage with their students over the school year. Um are there opportunities for parent groups to perhaps you know get some of the uh frameworks of these programs so that they can also they can carry some of that responsibility of helping
>> educate parents about how to support their children using these frameworks in the school year. >> Thank you. That's a that's a great idea. One of the just as an example in PowerUp, one of the um aspects of the program was a take-home um reading
component. Uh they they partnered with just right reader who provided these curated book sets and um a little bit of parent training but also mostly read together. And I think there were some anecdotes included on the slide where there were students who actually ended
up teaching other family members to read because of it. So we do think that um this is something I hear all the time uh from this corner is how is the parent engagement meaningful and um that's one beautiful story but imagine if we had
more than you know if we could do this with 14,000 kids. There are definitely resources out there that would allow us to do take-home. We were talking about a very um nent idea around a family literacy program that could do something similar. it hasn't yet been fleshed out, but those are the kind of ideas that we
want to be able to invest in and and um to to capture, especially if they're aligned with those goals. >> You want to go next? >> Miss Frederick is next. >> Thank you. Oh, very amazing presentation. I really
appreciate this um very comprehensive presentation. I'm in denial that we are starting the school year, but you guys are on the ball clearly. Um, I got a parent email over the summer and
Dr. Hill is aware of this email about the devices for the young young learners K through three. Can you please um take this opportunity to be very clear on how we are shifting our approach for our
young learners with the devices? >> Sure. Thank you for the opportunity to share that. Um there is some concern that while there's a lot of excitement around the technology in the classroom and what technology enables us to do, we also have an overabundant amount of uh usage at very young primary ages on
devices that may not be as interactive as we need them to be. So what uh one of the shifts that's happening in this current refresh is that at the primary grades, we are no longer doing a direct one-to-one student checked out device and are using it on the daily. Instead,
in K through three, we are doing classroom carts. Um, where in someone can correct me if I'm wrong, classroom carts where there will be the availability for every student to have a device, but it will stay in the classroom for strategic and intentional systematic use by the teacher. At TK,
they will be receiving only um a number of of Chromebooks, maybe like five to eight based on their group size, so that they can do small groups in intentional ways. Um, additionally, we are shifting um, well, not shifting, but elevating
the play-based uh, aspect of our TK uh, it begins in pre-K, but our TK kinder um, up through third grade um, interaction and the new curriculum is very much based around manipulative touch tools um, and student interaction
with the materials and that's on the literacy and math side. So it's not that we do not rely on our technology. We are fine-tuning for what purpose? So that it's not about having students on the screen, but that the learning happens in person. So
many I've encountered many um constituents, parents with little ones and this is how they decide to put their kids in to choose where to put their kids. if they think that we are put introducing devices too early, they're
going to say, "No, we don't want our child there." So, they're making their enrollment decisions on that. So, that's why I want us to hopefully be very clear about that. >> Okay. And get that information out to families. >> Yes. Um, as far as the soil testing, uh,
there's the orange construction fencing. Is that Can you Is that going to keep kids out? I don't know what the construction fencing looks like. Is it like a mesh orange thing? Okay. >> Yeah. I mean, it's it's meant to be a visual indicator to not access the site.
Obviously, schools staff obviously are also during uh you know, the periods of time where students are out in these areas also supervising to ensure that um students aren't accessing those areas. I do want to be clear though that the the
risk to health is from like a substantial ingestion of impacted soil eating it um inhaling into the lungs substantial amounts of dust. So it's a precaution of course to restrict the access but I do want to be clear that the risk is really from very substantial
ingestion of the soil. >> Thank you for that clarity. And then the principles are up to date on the status of the testing every day. they'll know like the >> we will provide information as soon as it's different from the last update we
gave them a few days ago. >> Okay. Uh the subs at the beginning of the year. This is the second year we're doing this. >> This will be the third year. >> The third year. Yes. >> Um and is this financially sustainable? Do you foresee just continuing this as a normal?
>> Um as long as it is um the it's useful as it's intended to be. Um I'll give you an example. We'll always take feedback from the from both the principles, from teachers, from office staff. Um the first year we did it for two weeks. Uh the following the second year we did it for one week. Um this third year out we
asked principles to get immediate feedback. Some folks would say hey I'm comfortable with just the two days. Other folks say hey I need them for the entire for three days. Other folks I need them for the entire week. So we do make adjustments from year to year to make sure that we're meeting the needs and we're not just doing you know something blanket. will move um subs
from one school site to another school site as based on need. So um we do fluctuate based on the need of the site. >> Good to hear you're getting the principal feedback. >> Of course. >> Um MTSS monitoring data. Um
are you working with the new data person that we hired as far as the monitoring >> Mr. Carbone or >> I believe that's him. >> Our new he's our new coordinator for data research. >> Yeah. Yes, he's one of the members of
the team. Um, there are several members of the team very importantly in Dr. Reos's office so we can bring it together, but it involves him obviously as a data coordinator, but also some research technicians and others that provide us additional um information. But really the ones who are
implementing that work are going to be principles, coaches and the school sites with the support of Dr. Malone and the academics team. Do you feel that MTSS is is coming to a maturity level where it is integrating the data now? Like do you feel it's
evolved at an advanced stage at this point? >> I actually like that label, the maturity level. Uh yeah, I do think we're at its next stage, right? So maybe it's entering young adulthood. I don't know. But um I don't know if there's maturity associated with young adulthood. My
19-year-old nephew isn't the most. Um but what I would say is that I do think that in this next iteration in this next stage everything has been progressive right I think we did a lot of understanding what MTSS is training people on structures learning how to
assess where we are having pieces that have been desperate because schools gainfully created their own systems in lie of a system and now being able to bring it all together into one data system with a data team that then connects with academics and Swiss It's
at the level where I think we can begin to fully function, but we're still in that. So now, how do we do this as a team and so scheduling out the cycles, all of that, these structures are in place and we're hoping to see that this becomes muscle memory in time. >> And last question, I know you're very
impatient. >> M, can I ask a point of information real quick? >> Sure. Um, we have been using MTSS and other kinds of acronyms over the course of this presentation and we have members of the public who are in the room with us who are not necessarily familiar with these terms and people who may be viewing who don't know what these terms
are. So, can we >> um share what they mean so that everyone who is with us has a common understanding what we're talking about. >> Thank you for that clarifying >> McKenzie. multi-tered systems of support essentially meaning that not all
students will need the same thing at all the same times. And so how do you designate what is for all students which we call tier one but is for some students uh which we call tier two and then what is intensive for the few students who need that additional support at tier three.
>> And I will end my my part with thank you so much for this shirt. This was actually the favorite um slide on the presentation for me. And I just I love this little cutie um brain.
And I always thought that ELOP expanded learning opportunity program um when it was first started from COVID, I believe, and it just kept going, which I really appreciate that we still have it. And uh
I always thought um when Miss Toiver was the first champion of I mean she took that on and now it's on miss this team and Miss Miss Conano. Um it's huge and
we could see the the results of it and I think Dr. of Velasquez is keying in on how critical it is to have that continuity through the summer and I really appreciate the innovation of h utilizing the coaches for the cross
disciplinary support. So I'm really excited for the potential. So you know well done. Thank you. We're going to move on and I'm hoping I'm hoping that we can just remember the you know three questions around there
because that was a protocol we all voted on. So thank you Miss Kenny. >> I had a quick question about um enrollments and how many days were um we going to potentially do I know we do hand counting and we try and get the Aries and running as quickly as possible.
>> We're going to do 10 days this year. We're going to start >> counting >> of head counts. Yeah, we're >> head counts. But >> head counts, >> manual >> manual headcounts. >> 10. Okay. Cuz I thought we did fewer last year. >> We did. We did six last year. We got feedback that people would like 10. We're going to start on Wednesday the
20th, not on the first two days. So, we've already and we've deployed all of our central office assignments. So, >> just want to temper my expectations. >> Okay. >> Great to know. Um on slide 14 I didn't I wanted some some
clarification under college and career readiness it says adjust A throughG and dual enrollment plans and I wasn't sure exactly what that meant. So essentially that we part what we are we've been doing is a study
with our high school um teams around um graduation rates as well as the layers that kind of go into the A3G readiness as well as CCI or sorry college and career indicator information. So we um know that there's been some there are
different ways that schools track and monitor their students and also counsel their students on these things. And so we want to make sure that we are actually looking at these two big factors that sort of enable you to to move forward in in college goals. Um and
we want to make more systematic planning and counseling so that students don't count themselves out before it's possible and that counselors don't overlook something that a student may need or uh you know before it's too late. So yeah. Okay. So, this has to do
with how we counsel students and maybe when >> Yes, we've been looking at a lot of data on, you know, school. We've actually gotten down to the school and counselor level to see what um what it looks like with students on their case loads. So,
and we're also utilizing that A throughG grant right now to bring in some additional folks so that we can really get some solid ways that we counsel and what we should expect students transcripts to look like and on track readiness which actually Mr. Carbone is helping us with so that we can track um
students at earlier grades. And my last question, um I just was hoping we could hear a little bit about any final um budget, the state budget. When when they finally approved the state budget, I know there was a couple things we weren't sure were going to be in it and
then they did end up being in it. And so I don't know if I can talk about and I can't remember the new grant's name because I think it has too many letters. >> For short, it's a discretionary block grant. So it is >> that's the short hand discretionary block grant. It has a much longer title that ended up in in the budget and the
additional funds for learning and recovery emergency block grant >> also ended up in the budget, >> right? >> And the additional funding for TK add-on also ended up in the budget. >> Okay. So, I know in our fiscal stabilization plan, we estimated the
discretionary block grant and the TK. Now, we didn't initially think we were getting the learning recovery this year or at least on the fiscal stabilization. So, is that kind of new money if you will? No. So once we get the final number, uh it just ended up in a different fiscal year than it was in
2627 just because that's when we expected it to offset existing expenditures thereby creating that relief. Uh one change from the fiscal stabilization plan is that TK add-on. We had assumed in June that it was for the 25 26 year only, but it's actually
ongoing. >> Okay. >> So it'll be for every year thereafter. But there are going to be other tweaks, pluses and minuses from what we presented before as there always is. So we had so these things that we weren't sure they were in our fiscal stabilization plan so they weren't incorporated into our budget numbers. Correct.
>> We'll see that at the next budget iteration when we see it the next multi-year and what there wasn't really anything else spectacular that happened at the budget. >> Okay. Great. Thank you. >> Yes. Oh, and I did want to say to Yarma's question,
I I do I think I agree a little bit with what Michelle said that our role is really to set the academic goals and and other goals and then encourage staff and and be receptive to funding what you guys come back with as this is what we
need to make your academic goals happen. I think um Miss Frederick's point about the ELO money is instrumental in allowing us to do these things either after school or during the summer, but I will remind everyone that it's Mr.
Nuome's Governor Nuome's baby and when he turns out and and times get rough again, I I worry that it may not be as ongoing as we expect it to be. So So let's use it while we have it. >> Let's take advantage of that.
So am I to understand that as a board we are not interested in establishing goals that prioritize recovery learning in the summer? Is that what I meant to understand? >> I I think what Miss Kenny is talking
about and Miss Bailey is our roles as trustees. And do you want to talk a little bit more about that for some clarification? Miss Bailey can >> Well, it's not an agenda item. I don't know how far we can get into it, but I
mean, our roles are to establish the goals for the district. So, it should be all-encompassing. I mean, that's that would be the way that I would see it. I don't think we have to say whether it's the regular
school year versus the summer program, but I mean that's up to us to discuss when we have that conference. >> We can have a retreat on this. >> Oh, well, we'll be discussing it next week. >> Oh, correct. Yes. Yes. >> Oh, yes, Mr. Harden.
>> I think we can lean in on the importance of continuity and sustaining um uh improvement. Um, I think it does venture into the action territory a little bit and to for the superintendent to hear what our goals are overall
and then implement strategies to uh to lean into summer recovery. >> Superintendent, do you have a comment? >> Sure. I just want to say that um you know what we're seeing this summer has been long in the planning and really
connecting what happens in the classroom to our afterchool programs right and so we really put an emphasis on on making that happen and this pilot that we were able to do for you know to support reading by third grade in some
concentrated need areas um really far surpassed our expectations in that you know some children were able to teach other people in their family how to read when they didn't know how to read when they entered in a very short time. So I think you know it really does go to Dr.
Velasquez's point too that what you focus on and have intention about will get outcomes and I think you know we all have that that same goal and we want to continue these programs throughout the year. I also just wanted to say um for
the public that we did send a community message that it had in um on August 4th that embedded the soil update and I know that not everybody always reads everything that we do um send out but um that >> so you did send sight specific
>> we did send site specific because we don't have that yet. So um in terms of that all of our sites weren't going to be open as we planned. We wanted everybody to know that because we we had every intention of having all the
remediation done um by the time we open school. I think one of the things Mr. Bravo Creamy didn't mention was the process that we've been going through. So, it's not like we tested once and we're waiting around for DTSC. We've had to go back and retest based on the
findings and then talk to them again and then wait for them to give us the next guidance of retesting. Um, but we understand the urgency that the community has around wanting their play areas open. Um, and so we will be giving
that information as soon as we have it. When is your next meeting scheduled, Mr. Bravo Creamy, with them. >> We're supposed to connect with them next week. That would include uh public health and Calipa. >> Okay. Thank you very much. Excuse me.
Excuse me. Did you say something >> that the answer was? No. >> What is the answer to what is no? >> There was a communication sent out. There was a communication sent out. So, we're going to move on here. Asset management. And after we hear the
presentation, we do have a public comment. So, Mr. Bravo Karimi, you're up. Okay. So, this will be a joint presentation between myself and uh Serena Abraham from Orbeck Hoffen
Henderson OHH and it's about information about joint occupancy development of district owned properties. There's going to be a lot of information about different laws and different options that districts have with respect to their properties. So I will uh hand it
over to Serene for the first few slides. >> Oh yeah, sorry. Quick background asset management presentation. So last couple times we've been in front of the board with information about asset management was back in February of 2024. Uh there were two presentations. One on
real property and asset management options opportunities that was presented by legal counsel and then an superintendent leadership team recommendation for long-term facility planning process. Then in June of last year, 2024, and also November of 2024, the board
received additional updates and presentations on those uh same subjects. Thank you, Mr. Bravo Karimi. Thank you, board, for having me tonight. Uh uh and of course the community. Uh happy to be here. And so uh as Mr. Bravo Karimi said
and cited to the prior presentations just some important points I wanted to highlight from those presentations. Uh we did discuss and present on uh the various ways in which uh K12 properties can be disposed of or used and uh
development opportunities for those sites. Uh just a brief summary of that. Uh, of course there is uh the surplus statutes that we covered. In order for property to be sold, it has to be deemed
surplus by the board. And typically what that requires is a recommendation from a 711 committee or an advisory committee on real property. In addition to sale, a 7-Eleven committee can also advise that long-term
leasing is an opportunity for the board to consider under the surplus statutes and under the surplus statutes that would authorize an up to 99-year lease term. Uh second, we discussed alternatives to surplus. So there are
various avenues for pursuing development both under short-term, long-term and exchange uh projects and procedures that the district can pursue and those are under the alternatives bucket. Tonight, what we're discussing and providing more
information on is a long-term lease opportunity under the joint occupancy statutes, which have, of course, their own procurement steps, which are very robust, transparent, and open to the public, which we'll talk through in a little more detail. I wanted to advise
on on a couple other important points that we had touched on in those presentations, but just to emphasize them. uh under the surplus statutes when a district sells property and there's often a question of how can those proceeds be used those are more
restricted in terms of their use. So in a short form they have to be reinvested back into school facilities and you have there the statutory language for it shall be used for capital outlay or for costs of maintenance of school district property that the governing board of the
school district determine will not recur within a 5-year period. When it comes to lease revenue the board has a lot more flexibility and it's as the board directs. So that's a really important distinction between the two. And one additional point, um, as you're probably
aware, there was a recent update to the surplus land Act, um, under AB130 that was recently enacted. Um, and what that does is it removes certain exemptions that were previously there under the surplus land act that
benefited school districts. The exemption that does remain is for joint occupancy. So, I wanted to make that point and I can provide more information further in the presentation. That's a question the board members have. So just specifically around joint
occupancy, which again is a procurement mechanism for procuring long-term ground leases for school districts. So, under the education code section 17515, any school district may enter into a lease and agreement relating to real
property and buildings to be used jointly by the district and any private person, firm, local governmental agency or corporation. some key features of joint occupancy, which is why it's become a little more popular over the last few years and very
many districts are considering or are utilizing it, is because it does give the district flexibility of entering into a lease for up to a 99 lease, 99-year term, similar to under the surplus statutes. What joint occupancy
means is actually something that very much benefits the community and the district in that the district maintains a presence on the site and the developer through the procedures that we're going to talk through in a little more detail will build a facility or will contribute toward a facility that meets the
district's needs that can be utilized by their students and if the board so directs by the community at large. And we have some examples of what some of the projects have uh resulted in whether it's community fields, homework study centers, child care centers. There is
one currently underway where a child development center is being uh revamped because that was the need of that district. And then uh lastly just wanted to make the point that there was a time when joint occupancy wasn't utilized as often
uh because prior to 2020 2020 it required going to the state board of education for approval and it was a little bit of a cumbersome process to get projects approved. Now all the decision makingaking authority is with the school board when it comes to joint occupancy projects. So I did want to
highlight that as an important change. Turning it back to Mr. Bravo Karini. >> So just quick overview again of of the these long-term ground leases and the benefits. So uh one is that ground lease
would be entered into between a school district and a developer. Now developer is just a broad term for uh an entity that would develop whatever ultimately would be uh built on the site whether a housing project or some other kind of project. Uh the projects can create
long-term revenue streams. while maintaining or ownership of the property. And importantly, that revenue can go towards pretty much any educational opportunity. So unlike in the sale of a property where there are those restrictions that that Serene mentioned, um under these long-term
ground leases, under the joint occupancy, um the funds could be used for example to maintain uh important educational programs for our students. Other benefits is there's maximum flexibility um in terms of the there can
be a ground lease of up to 99 years. So that's obviously a very long time which gives a lot of comfort to uh any developer that would want to pursue a project on our property. Um and then of course the longer the lease term the greater the revenue stream and ability for developers to obtain financing. This is super important. Uh so because the
longer ground lease allows for them to go out and borrow from banks or whomever, um it means that more revenue would then uh potentially come to the district. Um and then one that's also really attractive is that there's the possibility of a district and community benefits from continued use of a site. And Serene gave some examples uh of
that. Uh so there would be a legal contractual obligation to a developer only upon board approval and execution of an agreement with the developer. Okay. So the action items. So how what is the the at a very high level the process. So first uh the district would
retain a real estate professional to market the property effectively. There would be commissions and expenses paid uh but born by the developer. Um and we would of course target developers nationwide and and locally. um and then assess the market response to an up to
99-year uh lease term. The process again at a very high level is identify that real estate professional, negotiate and finalize the agreement and then finally the board approval of of the agreement.
Just want to make sure okay thank you Mr. Ravo Karimi. So that is the process and the recommendation for uh adequately marketing a site that is being uh uh where there's an opportunity for a potential joint occupancy. Um and I did want to
emphasize the the real focus on uh being able to target local potential interested parties as well which is something that some effort goes into as part of the process. Um moving on to the actual requirements of the statute itself and how the
procurement steps work. So what's required similar to when a district is considering granting an easement there is a resolution of intention step. So the board would consider what we have there in short form in an acronym ROI which puts the world and the community
on notice that the district has commenced a joint occupancy project for this site that they'll be soliciting proposals for development of this site. Um the standard for the joint occupancy assessment of the proposals is what best
meets the needs of the district which is a little bit unique and different than maybe some of the other standards that we see in school district procurement. It's not highest price or lowest bidder. It gives the district some flexibility to establish criteria that they would
like to consider as part of the process and then be able to select a project that again meets the the district's needs, meets the community's needs and generates the revenue that is part of the goal of the process. And again going to the transparency
aspect, there is an ROI that's published that once the ROI is approved, it has to be published weekly for three weeks after approval. Um and then given that the ROI would give uh the district team the authority
to issue an RFP or request for proposal to developers that would include the marketing materials that the real estate professional de develops to adequately market the site. Um the proposals would be received and reviewed and uh of
course requests for clarifications and explanations for further information as is typically done during a procurement process would would would occur and then of course there is the opportunity to interview the top candidates going to developer selection and a
little bit about how the contracting would work. So we just walk through the procurement steps and getting to the point of uh the board selecting a developer. An important part of this process too is at that second board meeting that's contemplated under the
statutes where the board receives the proposals and makes the selection. That is also a very open and transparent concept that the proposals are provided and uh available for for input by of course the board but that they're provided as part of the board packet
that that is considered. And then what typically works as a good structure for these ground lease uh opportunities is entering into what's called an exclusive negotiating agreement or an option agreement. During that time, the developer now that they've proposed to
build a certain project to certain specs, uh they have to do their due diligence to determine whether that project can actually be built. In other words, are there site constraints that would prevent them from doing it? Are there environmental constraints that maybe they weren't aware of when they
made the proposal? So, they have to establish for themselves that they can in fact build the project that they've proposed. And a second part of what occurs under that ENA or option process or timeline is uh the entitlements. So depending on which entitling agency is
is granting the entitlements, the developer would submit what we call a site plan. Once they reach that final point where they're ready to submit a site plan with, of course, the board's input and the community's input, then that has to be determined whether it meets the entitling agency's
requirements, whether it's under the environmental statutes, zoning codes, or other considerations that the entitling agency would have. So, the entitlement part is is under the purview of the entitling agency being the city or county. And then finally, of course, uh
if all of those steps are taken and the entitlements are obtained, then the board would consider entering into a long-term ground lease with that with that developer. So again, just to emphasize that at every step of this process, it's coming back to the board for consideration and approval. And I
also want to emphasize that on a parallel track an important component of this is of course there are the procedural steps for the statute and to comply with the statute but also the community meetings occur on a parallel track and during the ENA period. One of
the things that we've now very much built into the process, which we think is a good um very good step in the process, is for the developer that's interested in developing the property to provide a pretty robust communications
plan. So of course while the district is is uh getting feedback and input what is the developer's role in that and what will they do as part of the process both during the ENA phase or the option phase and then also moving forward into the
entitlement phase. So this is designed to be a collaborative open process trans transparent process. Of course, there are the statutory steps that we've outlined, but in addition, you can make it more robust at the board's direction and to receive input. So, what we're
suggesting as next steps if there's an interest in pursuing a joint occupancy project, not that that's happening right at this moment, but just in terms of the very next steps that would occur, if that was something the board was interested in pursuing is of course retaining a real estate professional as
Mr. Bravo Karemi described and then uh uh for an ROI to be considered at an upcoming board meeting uh which would of course outline the steps for how the the district would receive proposals from interested developers for a certain
site. So obviously there's a lot of interest there. We have a number of properties, but one this is just a sample of one property with the kind of information that's relevant as we consider potential joint occupancy long-term lease agreements. Uh this is uh the former
Linda Vista Elementary School site. You'll see highlighted there in yellow on the map. Uh the address there, it's about five acres currently zoned for public and semi-public use, which means that almost certainly any kind of development project will require uh
zoning change. And so that would require working with the city. That was the entitle that's the entitlement process that Serene mentioned. That itself of course involves a lot of community engagement and community input. Um, and so we will continue as we always have on past projects to work collaboratively
with the city beyond even what's required by by statute. So again, this is uh there's a lot of public interest in this site. There's a lot of folks here that we're very happy to see here tonight with a lot of interest and and interesting ideas for for how this site may be improved. Um,
and so we look forward to working uh again with the city and uh the community on this potential site. But again, it's really just a sample of the kind of sites that might be viable for this kind of lease agreement.
That's it. >> All right. And uh before we get to this conversation, I think we have a public comment. >> Eric Kern, >> do you mind if I move this or >> That's all right.
I want to apologize. Um, as I mentioned earlier, this is my first uh exposure to you all. I had checked the box to speak after the agenda item and then when they called me up, I thought, well, maybe it's my time to introduce myself, but I really intended to talk now. So, I
apologize for taking twice your time. Um, as mentioned earlier, we had a really robust town hall last week attended by about 120 of our residents. Dr. Velasco was was there and she shared her opinions and field a lot of questions from our residents. And we
also sent out a survey that elicited about 230 responses. So, there's a lot of passion around this school site that they put up on the board there. Um, I wanted to throw out an ask, a few of the ideas, and a few considerations.
The ask is if regardless of whether you're going to uh keep the property, enter into a long-term lease, or you sell it, can you commission uh a study to see if there are any asbestos or mold issues with those buildings? Because it's a concern with our residents that
live immediately around those buildings that have sat vacant for over 20 years. So, um that's the ask of us. Um I wanted to touch on a few of the ideas that were mentioned both in the uh town hall and through the survey. Um there was a mix
of uh excitement around both um single family home development and affordable housing. Um there was a definite passion to keep the park uh ex in fact just even maybe expanding the park um on that
site. um create a permanent uh facility for our children's center. Um the residents, as I mentioned earlier, they're concerned with the uh any mold or asbestos in those buildings, but they also uh articulated and communicated that they love hearing the students
playing around um on the playground there um from their various homes and as they go on walks with their dogs and their family members. um consider a senior care facility for our residents in the community that um as they age and they have to consider uh
a move, they're typically moving out of our community, but if we uh considered a space for a senior care facility, they could stay in the community. Um, a few people mentioned an art uh colony u for the artists especially so close in
proximity to the Pasadena Art Center College uh that resides just above us. And uh finally, another idea was maybe there's space there uh however we develop it or however the developer decides but for a possible market or
some people on the east coast might call it bodega which I just learned about. But um so there's many different ideas that were thrown out there that um we look forward to talking to any developer that uh expresses interest should you decide to either sell or enter into a
long-term lease. Um three uh quick considerations. Um there was consideration for the height of any structure there. Um maybe o more open space which I mentioned earlier. Um using Pasadena local companies that
employ not only PUSD students but also PCC students. So maybe a preferential um uh treatment for those that bid on any uh potential development that we keep the the work within our city limits. And finally, uh parking, any any
development, let's add some parking so that it it's not a taxing uh situation for our residents that live around that space to to have to work around um and walk around um the uh immense parking that could come with any development of
this size. So, I appreciate it. Thank you very much. We look forward to working with you uh as you move through this process. >> Thank you. All right. Does anybody have any questions here? Miss Kenny,
Miss McKenzie. So, we have Kenny, McKenzie, Velasquez, Frederick's. My my first question on the surplus land act and whatever that was 130 SBA whatever it was
>> what did we lose >> didn't >> what is the impact to a school district >> so uh what was previously identified as exemptions is uh if you pursue uh uh and consider properties through a 7-Eleven
committee process as well as through an exchange structure. >> We can't do exchanges. >> No, you can. So what what it does is as as we've talked about the K12 uh uh uh school districts have their own set of surplus and procurement statutes that
they have to comply with to dispose of property. Then in addition there's the surplus land act which until this point exchanges and properties that were being considered by 7-Eleven committees were exempted out of that process rules. So,
as a result of this recent change now, and we're still waiting to see the exact impact of this, but what we anticipate is that now the district will have to comply with its own pretty technical and and
uh K12 surplus statute steps and then in addition, the surplus land act requirements and >> and never we do an exchange or do a 7-Eleven process. >> Correct. >> Now, I got it. Great. Thank you. All right. To Linda Vista itself. So Linda Vista is a property that we
declared surplus in 2012. We took San Rafale out. Are you saying we also took Linda Vista out? >> Yeah. So in other words, we've already declared this property surplus. We all agree on that.
>> I think there's some information. >> We should all come to an agreement on that. So I can find a resolution that we passed in 2012 where we declared it surplus. I know we reversed San Rafale because we also declared San Rafll surplus, but this feels like an important fact that we should all be on
the same page with. Now in addition, we also have a joint use agreement with the city for the park, >> which is part of our 50year joint use agreement with them. And I just got confused between joint use and joint
occupancy. I don't see anything in the ED code that talks about length of time for either of them. I know in your February presentation you delineated and said one's for short-term and one's for long-term, but and this doesn't have to be tonight that you help me clarify that, but I'm
just saying it seems to be a little muddy about the terms because we do seem to have a long-term joint use currently with the city. for a piece of that property. >> All right. >> So, that's kind of >> But I can address the the term
questions. Okay. You can very quickly if you'd like. So, for joint use statutes, um the term is typically a five-year term subject to the board making the three required findings under those statutes. Um for joint occupancy and the
the surplus leasing that we talked about, it's up to 99 years. There there are under the joint use statute there is an exception for uh agreements with public agencies and the term limits are relaxed when you're dealing with another public agency. So that's probably why
you see an extended term under the joint use statutes. >> Okay. But an I guess I'm kind of saying I don't even know why we have a joint use if we declare it surplus. But that's that's another wrinkle. Um >> and as to the surplus piece that and depending on the on the background on
that it may be stale at this point. So that's also a consideration for you know further discussion. >> Do those have expirations declaring something surplus? Not in the statutes per se, but usually the the rule of thumb is around 10 years just because circumstances change and you know.
>> Okay, that's good to know. >> Changes in the law >> because we have is it gets stale if you declare it surplus and don't do anything with it because we declared Burbank surplus and then we have someone leasing it from us. But I'm assuming that won't go stale
because we have a >> ongoing >> it's usually a casebyase assessment. But we have had circumstances where for example a school district has surplused property deemed it surplus and then uh gotten a waiver from the state board of education to do an RFP for lease to have
more flexibility around and not comply with all the surplus statutes and then that waiver becomes stale and has an end date. So if the waiver has an end date, you know, it just really depends and it's circumstantial, but we'd have to assess it sight by sight.
>> Okay. So you may not have the answer to this is like what would if if Linda Vista is one of our examples, what would we do to make it a joint occupancy? What use would PUSD
how much of it and for what use? And and maybe it's too early to say that, but that's a requirement for joint occupancy. >> It's a requirement. It it is too early to say what the joint use would be. >> But I will say this, there is nothing in the statute that establishes a certain
square footage or gives that kind of direction necessarily. So the board does have discretion around, you know, h how it directs the the investigation into that. I mean the main distinction I saw between joint use and joint occupancy is
that it talked about joint use being at an operating school. So and that's most of mostly except with some exceptions like Jefferson what we have joint use agreements. Um, >> sorry, can I just mention on on the the
joint uh occupancy aspect of it, the community aspect of it, it's probably self-evident, but there is a trade-off. Uh, obviously an important objective of the district is to generate revenue to maintain programs for our students. And so, while there's no criteria or
standard for square footage, for example, is just a it probably again self-evident. the more of the pro the more of a property that is for nonrevenue generating community benefit district benefit then the less revenue
the project will earn. >> Right. >> It's the it's you know it's obviously for the board to decide the the striking the right balance but I do want to make that that clear. Well, and I guess so I'll just end with I I'm not sure if we've already had the
conversation where we say these are all the possibilities for any of our given sites and the one we're choosing is joint occupancy versus the others and without looking at the pluses and minuses of um
the financials. So, I know we're talking about one option, joint occupancy, and we've mentioned this site. I'm just trying to figure out when did we have the conversation that said every other option for this site or any other is off
the table. And so, I don't know if we have a time frame for when that might happen because I it it feels premature to say, let's do joint occupancy for this site. there's some benefits and there's some there's pros and cons, but without understanding what the pros and
cons of any of the other options are, it's hard to weigh them. And so I'm hoping that that comes before there's a decision asked of us to make. >> I I have a a comment on this. I mean,
we're not even at that place yet, right? >> I don't know where we are. Okay. So, this >> we're having this presentation and and we embarked in February. >> Yes. But we're going through the entire um district. That's what the that's what we've been >> No, I understand. All I'm saying is this
we all saw that this presentation is about joint occupancy and it mentions Linda Vista. It doesn't say since it's surplus, let's go sell it. Doesn't say it's surplus, let's go do a long-term. >> This is just a sample as he said. >> This is just a but it only talked about joint occupancy. So it feels very
direct. >> Well, I think >> that's a comment. I'm making a comment. >> This is part of a long-term plan to look at all of our assets right now. And this is the first of many and many conversations that we are going to be in
charge of how this district goes forward, grows, and thrives given the threats to public education and what all we have to do to make sure there is a public education system here in our community.
>> Point of order. Is there an order in which we're going to make comments? >> Excuse Excuse me. We're the politeness is very important here. Thank you for that. I will finish my comment. I am the board president here, Dr. Velasquez.
So, we will move on, but this is one of many conversations. We are in charge of this district and its future. And that's why we're going to have talk about visioning. the visioning will entail and be part of this asset management plan.
So, does anybody else have any comments? We're going to stop these side comments, please. I really need some politeness here on this on this horseshoe. I really do. To everyone, Miss McKenzie, would you like to go
next? I'm treating this presentation as information and the example of Linda Vista's site being used is merely for illustrative purposes. Am
I correct in that assessment? >> Yeah, it's an illustration, but I want it is obviously a viable opportunity for development. So, I don't want I don't want to be disingenuous and say it wasn't random. why it was included in this presentation in a previous one. There's a lot of >> community interest in it obviously as
you can see tonight and that's another factor for why it was included. >> Understand? But I think to the earlier question, the board has not made any actionable decisions about properties, what to do with them, what
path to take, etc., etc. This is information for us to be able to begin having a longer series of conversations. >> Yes. Um, correct. >> Okay. And then my more specific question is related to the joint occupancy is
should a site be identified and we identify a path forward for joint occupancy is said developer um subject to pay
developer impact fees for whatever is built and if we are in joint occupancy with said developer Does the district still gets a chance to collect said developer fees? >> Typically yes. Um if there's an exception for whatever reason a
particular circumstance then that can be explored but typically the answer to that is yes. >> Thank you. >> Um on the question of I just want to also discuss again tradeoffs. So, um, to the extent there's a an urgency
and desire for the district to generate revenue given our financial circumstances, that would inform a faster process. Uh, to the extent that's less of a priority and there wants to be a more deliberative approach to uh, learn information about
every single property, maybe not every single property, but many properties, all the pros and cons, that that's possible, of course, and it'll just be a lengthier process. So, there's a trade-off in terms of moving more quickly with properties that we know now are viable and demonstrating
um why one was selected uh to go first or second. Uh there there is a trade-off. >> We're going to let the superintendent jump in on this. >> I just want to respond um to some of the things that were brought up by Mrs. Kenny and Miss Marsh McKenzie is that um
we did bring this property with the intention of moving forward on this property. So um if my direction what I understood was when we started asset management over a year ago that we needed to generate revenue um for the
school district and we need revenue for general fund and joint occupancy is the best way. long-term ground re lease is the fastest way and the best way for us to be able to do that if the board we've spent many presentations talking about
like the different options. Um our recommendation would be to go joint occupancy underground lease and the next step would be to bring a resolution where you would tell us we could go out and talk to developers. in between we would have to talk to the city about
what entitlements there are. So if there is a different direction that you would like us to go and take steps back to talk about sale versus ground lease and you know other options for the property
then we probably do need to know that. Um, I also want to say that we have a um 2018 we went into addendum on the um agreement with the city for joint use on this property and either tenant can end
it with a 90-day notice. So, I'm not saying that we would take away the park. You know, we want to work with the city. We want to work with the neighbors and and I want to publicly thank all of you for coming here this evening. I know there's been a lot of questions like why did we leave the property just sitting
there for so long? And I think, you know, some of the feedback I've gotten since I've been here is that the neighbors didn't want us to do anything with the property and that they would object to any changes we try to make to it. So, I'm so happy that you're willing to, you know, um, support the district
and that you have a lot of good ideas about what the property can become because that can be of value to all of us. 90 >> Dr. Velasquez. >> Thank you. So my question the the the the line of questions that I had I think
that is in line with some of the conversation that we're having. So PUSD currently has about 39 properties. Correct. Okay. So, if we were going to say, well, we've h experienced some
extenduating circumstances that have directly impacted five of those properties, uh, we still have 34 properties to evaluate, right? And so, my question has to do with what is the formal role and authority of the board in directing some of the scope of this
work? Um, we're talking about a study or an analysis that we asked for almost two years ago. Um the last presentation was last year and in a year and with a significant investment from this board and this district um I am
surprised by the by receiving a proposal that only has one and so a pri one's property to evaluate when we have uh 39 properties that are available for evaluation. And so one of my main
concerns has to do from a fiduciary standpoint is how can the board make an informed decision about occupancy or any other in this asset management analysis when we do not have a comparative analysis of revenue risks community
value of any of the 39 properties. So who gave you the direction of selecting Linda Vista? Well, as you know, the vast majority of those 39 properties are operating PUSD
schools. Uh the vast majority uh many other, as you mentioned, were burned by the fire. Um and still others are in leases with with tenants. And so 39 is a big number. I think it gets a lot lot
smaller once you start eliminating them for the reasons that I just mentioned. So that that is important to note. It's not I wouldn't call them 39 options for a long-term joint occupancy. It's not not the case. Um so I mean it's always
at the board's discretion um whether they want to improve. I mean Serene went through the specifics of the process for individual proposal for joint occupancy. Um that would be the board's role, but certainly the board directs the district. And so if if there's a desire
to see more before approving any individual project, that's certainly a board member's prerogative. >> So certainly um I am not here to argue that look, I I the Linda Vista community is incredibly civic engaged. have been a
long-standing supporter of um the school district and as evidenced in some of our efforts to secure uh funds through bonds and parcels for this district. Um, and so I think that we have a
responsibility and a need to um work along with the community members, all of the community members throughout Pasadena uh to identify potential areas for um opportunity, development or income. And I don't think
that I am opposed to that and I am not opposed to engaging with the community to really uh bring them along to the need, the real need that we have as a district. Um, however, I have no information, zero
information to determine whether or not we should prioritize Linda Vista because it's going to give us the most amount of revenue at this point, right? and that's built into the contract documents. >> And is your firm going to be the
facilitator of that process or do we have to hire some other facilitator? >> No, we can lead that. Yeah, we we have about 15 of these projects going on right now. You're like, "Yeah, we done this." Okay. Thanks. >> I think that means Miss Frederick's happy with you.
>> All right. Uh, Mr. Hard. >> So, thank you for the intention on on the proposal and for the information that's being the newest member on the board. There's a lot of history to this site in particular. Um, I for one have looked at
it from the public when we've talked about it many times and said, "My god, we've got to do something with this site." So, um, but I also think we are, you know, we're at a time of inflection.
We're at a time where, you know, we have the opportunity to kind of think about the district holistically, um, given some of the challenges that we've had of late and will continue to have. And so I think when when we talk about asset management, we talk about the site and
we talk about all sites. I'm I'm inclined to support my colleagues that that have said to the effect of, you know, we we need to look at at asset management holistically. And I think we
need to look at it in in service of the student outcomes we're looking for, the dis kind of district that we want. And then how do we get there? And that includes a portfolio of many things including asset management. We decide
that we want to have you know a this is just throwing spitballs at the wall a CT super center. Okay, great. That's a great idea. But what you know, where do we have that? And then what transformation has to happen in the district to get there? And how do we afford that? And then we can start
making decisions like this getting rid of this site or transforming this site helps us achieve that vision, helps us achieve that goal. I'm aware that sitting on this again for another set of years is not going to
make the community happy. So, I think that, you know, we have to balance staff's intention to let's go, but I'm also worried that we'll make some oneoff decisions. You know, this is a similar situation in some sense to Jefferson of
a set of one-off decisions that aren't thought of holistically in service of the students. Uh, the educational I know there wasn't a question, but if if I might respond to just uh just Mo very respectfully, very
respectfully. Um whether there are other viable sites should have no bearing on whether this site makes sense to move forward with respectfully. Um whether this is the best or second best should have no bearing. Now to your point, Mr. Harden, if we knew that there was a need for a
complete comprehensive plan for every district needed all properties and that Linda Vista may be a part of that future need, then I would agree with you. But if we've determined hypothetically that Linda Vista is not going to be uh meeting the needs of our declining enrollment, for example, then I don't
see respectfully much benefit in in waiting for the broad view of every property and every valuation and every possible development type of each property in order to move forward because even if it's the third best property per analysis like that, that would still be one that I would
recommend moving forward with. If we have one property districtwide that can generate revenue and community benefit, I would say move forward with that one. If we have 10, I would say move forward with all 10. So, I hope again I'm sorry. I know there was no question for me, but I I I did want to kind of explain uh
some of the rationale for why I think it's it's okay in my opinion to move forward with even one property without the the full picture. And maybe then that's the that's that's that's that should be the lead on this presentation is here's a site that's ready to that is
the best candidate for nothing of what Harden just said, you know, and here and here's why. No, it's okay. But you know, and here's why it makes sense to take action on this now because that's essentially what you're asking us to do is we want to take action on this now and here's why.
>> So yes, yeah, >> but not tonight. >> But not tonight. All right. >> Correct. >> So, well, it is not on fraction. It's a staff presentation. And when you first started saying this is a sample of other things that we can be doing. So, I'm
just clarifying because I heard you say that. I did >> and I do understand there's a big district here and we got a lot of needs. Miss Bailey. >> So, there are a few things. I mean really being told that this was an
example which is what you said in at the init the onset of your presentation had me in a totally different mindset. >> Yeah. >> Okay. And so I believe that all of our properties can contribute. they have the the potential of
contributing to enrollment because the better they look, the better presentation that the community sees. It attracts people. It's like when you're trying to buy a new home, it has to have that curb appeal, right? Before you even want to get out your car and go inside.
And so, um, while I don't object to anything that's being said here tonight, I want to go back to the importance of process. Okay. Good points about the one-off
piece. Very important. I agree that not only should Linda Vista be considered right now, it needs to fall in line with the process of the next set of sites that we
are going to prioritize. And I'm going to tell you something. Many of these folks out here tonight came to a facilities committee meeting. I think it was maybe a year ago. We had a very fun, robust conversation about
the Linda Vista site. One of the things that came out was someone said, "Well, we should we want to see a community center there." And I said, "Oh," and we were talking joint use. And I've been thinking conference center for the district or professional development
center for the district, you know, uh, joint use with the community center and of course keeping the daycare or preschool there. And then they talked about park improvements and I'm thinking this is really great. So in my mind, one of the things that I wanted to to
present when we got to the point where we were having that discussion about our next set of priorities um was to put Linda Vista up there in the top three. Um, I think that it's important that we
develop some consistencies in our processes so that not it's not that we know what to expect, but so that the community can begin to
see how we handle our business. It's just inconsistent. We're all over the place. We expected one thing. We were told we were getting something else. And then we have folks who want to separate this part. I have no idea why
because we still have 31 other sites that we have to consider. And so I know that we're not going to get them all done at once, but we do have to establish that priority list. And so when we get to
that place where we're having discussions about our facilities, Linda Vista needs to be part of that discussion along with however many other sites we have enough funding to bring to that discussion at that time. And so I
just want to say that before we take this and pull it out and make it its own separate piece, I would like to recommend maybe it's time for us to start talking about our
next set of of priorities for development projects for PUSD. superintendent. >> So, um I would like everyone to think about it also as like steps, right? So, we've talked about um why we wouldn't
want to bring all the properties out at the same time and put all the cards on the table for for different reasons. um negotiating power just don't want to seem like we're landmongers and we're going to take over all the schools and make them into you know developments and
um this property along like with our Roosevelt um property that went through the housing process. It's the same kind of process, right? >> Yeah. So, I think this property is was empty, right? It's not being used for
anything. And um the other two empty ones at the time prior to the fire, we decided to use for swing space. So we wanted to come out with properties also that were um not occupied by our current
students. But if the board you know wants to go in like a different direction and look at the properties more holistically then we have to like go back and and restrategize right which isn't a problem. But the goal of asset management from the beginning was how do
we generate revenue for general fund and that's why we weren't bringing forward like sales because that doesn't generate revenue for um general fund but if there is a desire to talk about that you know and look at that as options. Yeah. So I
mean because that was said by somebody this evening. All right, Miss Kenny, >> I just want to clarify. I think it was back on slide three under it was the recap of property disposition options
and under surplus of property, it said long-term lease of property for up to 99 years. So, if indeed this property is surplus, which still to be determined, is that also the kind of lease where we would invite a developer in? >> You can. The distinction is it doesn't
have that joint occupancy requirement under the surplus statutes. It's the reason it's the property is surplus is because it's deemed surplus to the district's needs. And so it goes it it you have a different set of steps that you have to comply with. They would typically how it works is they would
occupy the entire site. There isn't a a district component to it. um >> it's an option potentially if this is still a surplus site unless what you're saying is we might run into those surplus land act requirement. There's that. And then the other important consideration there which I know we
haven't delved into too deeply is that um it would h it would be a high highest price analysis for a surplus disposition because um the way that the statutes are structured is that it would be a public offering process and then a formal
bidding process and the formal bidding uh selection criteria is price >> as opposed to >> that best meets the needs of the district. Well, and the community. >> Yeah. >> Because if it's not joint occupancy, >> it wouldn't we wouldn't be looking for
it to benefit us anyway except in price and revenue. >> Okay. >> Have we? Uh, Dr. Velasquez. >> So I I guess I'm very concerned about your staff and the capacity of your staff to manage all the multiple
projects that um we are prioritizing and working on because we have the fire recovery, we have the reconstruction, we have the uh swing space, we have the uh staff development. And so if we're concerned about capacity, we should also
be concerned about uh moving forward with a property that can maximize our revenue. Wouldn't you agree? >> I would say that concerns about capacity would actually make me think doing a more developed comparison of every property would be more of a concern. uh doing that depth
of analysis multiple engagements with the board would be more of a concern with capacity on an individual project because so much is done by experts who have done it so many times we're doing it now I would be a little bit less concerned but yes I'm always concerned about about capacity yes I appreciate
that >> yeah so it is an issue also about understanding how our capacity impacts our strategy moving forward and how we can be more um uh not only take into consideration the responsibility of this decision in
protecting uh resources for our students and our community in the long term, but also in terms of managing what is the best use of your resources and our resources and moving forward so that we can really address some of the financial needs of the district.
>> So, I think we've wrapped this up right now. >> Okay, superintendent. So, I just um need some clarification on our next steps. As I mentioned, we wanted to present this to you. Our next step would be to bring back a resolution
where you give us permission to explore this property further. If that's not what we want the next step to be, I just need to be clear on that. Um and then have some direction on what we would like the next step to be. This is a really long process, as you know, with
um our other properties. It's not something that we bring back the resolution and then you know a developer has it next week. It's it's a process. There's entitlement. Um we're still in entitlement for our housing. So u that was the way we were we were thinking about it, but um it's really up to the
board. >> So you're looking for a consensus to go to the next step >> on on this property or a direction for how you would like us to change the um direction we're going. >> Okay. So,
should we do a consensus vote to move ahead on this particular property first? >> Yes, Miss Belly. >> Does it make a difference if the property is surplus how it aligns with the other
properties that we'll be working on? >> So, like if we move ahead on this, is this going to stop us since we don't really know if we deemed it surplus? No, that's not my question. Okay. The question is exactly what I asked. >> Okay. I I couldn't understand.
>> So, if Linda Vista has been declared a surplus property, which right now I'm looking at it online and it says that it is. Um how does that impact or does it impact
if we were to um um align it with the next set of school sites that we're going to prioritize. >> Yeah, we'll have to follow up. >> But in terms of procedure, if it's a question around whether it's deemed surplus and if you can do joint
occupancy, that is that your question or is that reading a little too much into it? Okay. >> No, >> because there are steps. >> You already spoke about that. Yeah. I just want to know because my recommendation was that we bring Linda Vista in line with the next however many
um sites we want to establish as priorities for the next phase development. >> So without getting into many details I I want to be a little bit more clear than I was before. There aren't many sites likely that will generate the kind of
revenue that this would. They're just not. I'm sorry. >> It's not about generating revenue for me. you're talking about >> wouldn't know. Linda Vist is surplus. These other sites are not surplus. >> Okay. >> So, will that present a an issue
for us if we aligned Linda Vista on the list with the other sites? >> No, it shouldn't. It shouldn't. I mean, they can be considered uh on the same. >> Okay, that was my question because I
mean, I hear where you want to go with this. You want to pull it out and you want to do it separately, but if in fact from what I'm looking at, it is true that it is surplus, then I just wanted to know what I'm asking
because it does get a little different treatment. It can, but again, if the surplus designation is from years ago, that that impacts it. And then also the board always has the the just to be very very clear about where the prop what the
property's current uh positioning is can always deserplus as well. So those resolutions occur as well. >> Okay. >> So that's al that those are all steps that you we can develop depending on what you know if it if it was in fact deemed surplus and it stayed with that designation.
Miss Kenny. >> So I think what you're saying at some point the next step becomes identify a real estate professional and hire them and then I guess say that we're moving forward with joint occupancy for the Linda Vista site. So
it sounds like we should check whether it's surplused or not and then decide if we care and if it is and we need to undo it to do joint occupancy. Then we might have a step we have to do in between. And remind me we do or do not
have to change the zoning or talk to the city before we decide to go forward. >> It's it's a good idea to talk to the city before moving forward. Yes. just >> we can't change the zoning because we don't know what it's going to be for. >> Correct. So, it would it would be to get
more of a general sense of what would they potentially entitle and then that can inform what the project description could be for uh an RFP process. >> But, but that doesn't have to hold up moving forward with hiring a real estate
professional. No, can be concurrent. That's I guess I'm trying it's nice to have a timeline with all the little pieces and which ones depend on each other. Absolutely put that together. Yeah. >> So, it sounds like the main thing we want to decide is whether we surplused it or not and if it's still in effect to
know if we have an extra step before the next one. >> And in terms of the extra step, it's not so much like an extra step at a board meeting. It can be part of the same resolution. Just going through the history of what occurred and then why the desurflexing is occurring. And we've done that before.
>> Okay. All right. Miss McKenzie. >> Yeah. So just a point of clarification in order to initiate the resolution to proceed. Is that the step that we need to take prior to identifying a real estate
professional? >> No, those can occur. >> They be simultaneous. >> I'm sorry I interrupted you. Um that those can be simultaneous. So at the meeting where you if you choose to approve an ROI at that meeting you can also approve the agreement with the real estate professional or of course you can
do the real estate professional beforehand. >> And then how far into the process can we go before we decide should something change and we say you know what this might not be the best path forward for us >> until you vote to approve. Honestly I
mean even even under an ENA there are exit provisions right? Okay. So be and then also remember they're they're still the the developer developing partner is still going through their process of due diligence and entitlement. So they may find a reason why they don't want to
continue. So on both sides there's work to be done and and assessments to continue throughout the process. >> Thank you Miss Fredericks. So I think what is okay what is not what is not um was not settling well setting
well with me is that it does feel a little bit like we didn't do due diligence as far as like what has been presented to the public and to us and so when we just focus on the one site it
feels like I can't tell I can't be honest to public and say, "Oh, I did my homework because I didn't. I only we only looked at Linda Vista." Not to say it's not a good project, but
without hindering this, could we simultaneously move forward, but at the same time um ceue up the next sites or your recommendations for next sites? Would >> would that would help us feel better? I
felt helped me feel better about this process because I think that's what trusty Bailey was talking about like this is not a process. It feels very disjointed. So if we can go in sequence of like there's something else after this it would feel like there is some
sort of long-term process. >> Dr. Velasquez. >> Yeah. I I would like to echo um Trustee Frederick's um thoughts on this and you made a comment that about the
significant value of the Linda Vista property and I'm so glad that you know what that is. I wish I knew as well. Right. And so that that is part of the conflict right now. Um and it's not to add a additional bureaucracy to
the process but It's to have like a minimum understanding of where we're going and why we're going that. And we had a year and a half since we've requested this study and a year since we
started this study. And I am not clear why we can't have two weeks to see the study, right? And so why do we have to act upon the direction of this specific site and we have that to move in this recommendation? Um
Right. So, I really h I'm having trouble thinking about how I am I feel like I'm being put in a position to move in a direction without having
anything to really justify my support. Right. >> Yeah. I just I I don't mean to repeat myself. Sorry. Go ahead, Dr. Mona. So, I would like to remind the board that we had a task force and we had a study of the properties and I'll go through the
properties. Roosevelt was recommended for staff housing and we move forward on it. Linda Vista was recommended for the things that Mrs. Bailey mentioned, some kind of development in the community. Wilson was recommended to be completely remodeled and we had a feasibility study
on it. and the other properties that were in it were Alen Dale and um Franklin, which we decided to use for swing space. So, this is not out of the blue. Okay. So, um I'm not sure if everybody was on the board when that task force was formed, but I know um
Miss Holly and Mrs. Bailey served on the task force. So, >> I also know that Hudson, this building >> was >> was also part of it. >> Yeah. And with Hudson, um the the feasibility is we're evaluating whether
or not it makes sense if um another property that we talked about moving into Jefferson, if it's going to if we can get the same value out of Jefferson and Hudson, and not have the cost of moving and redoing all the dark fiber in the city. You know, we're doing that
cost analysis, right? because those that was where we talked about moving to, but Hudson is on the list of evaluation. Correct. That's was one of the ones we wanted to look at next and bring back to you. >> But I think what's missing here is that
we went through a process, this board, we went through a process where we established priorities and Linda Vista was not one of the top priorities. It didn't rise to the top.
So, we still have this whole list of school sites that are waiting that are on that priority list and they're waiting to be done. And we keep digging ourselves in a hole
when we take one school site and put it and there's no sense of urgency and we take it and we we bring it to the top and all the ones that hadn't got developed or whatever they needed are
still left at the bottom. Don Bonito was one of those. U Marshall was one of those. And so now here we are talking about a site that was not part of being not even I don't think were they the top 10. So that's why I'm saying we need to
go back, revisit that process and bring Linda Vista into um that process before we that's that's just my take on it because I believe that it's not going
to sit well with the greater community to just bring them to the top and and start working on their property. that property. >> So, I I maybe this is a clear already, but just wanted to to make sure I added
that um what was discussed tonight was uh not using any of our bond funds. And so, it wouldn't compete, for example, with the use of bond funds for Dominito or other properties. It would be fully
paid for the development by the developer. And in fact, they would pay us for use of the land over that up to 99 years. So I just wanted to add that. >> Okay, that's different. >> So that so then the Linda Vista wouldn't it wouldn't even be necessary to put
them on the list of priority. >> That's there's no bond money going into this. This is actually part of our asset management plan. And this piece this we're looking for consensus tonight on a next step to look further at this. >> Okay. So I just want to retract
everything that I just said. >> Mr. Harden clarifying that >> just to clarify we're the >> we our consensus is just to keep is is let's keep going like don't put the brakes on this don't stop you know
>> on this particular one >> correct >> the consensus on this to move forward so we can get some more information here. we get more information and we see it, we can at that point say, "Yeah, this isn't want to go." >> We have got to be really, really clear about this
>> because we stand to really upset this community, this school community, if we're not clear about where this funding is coming from. >> Yes, I think that's a really good point to be really clear. Um, obviously we have people who've come here and spent a lot of time who are excited about that
we're finally doing something over here. So, it's kind of an exciting vote for us to move ahead with some asset management that we've been anticipating for so long. Miss Frederick's. >> Oh, wow. You knew I was going to say something. Thanks. Um, I want to make a
recommendation. I know that our district is going through a facility transition right now and there are some sensitive information that cannot go out to the public. So, I'm wondering if you know, you gave us a summary of don't you remember when we did this, this, and this. Well, I don't sometimes I don't
remember some things and so um maybe Dr. Blanco, you can provide us a sort of a summary of findings, analysis, just one paper, no binders, um, of your findings and conclusions,
the recommendation that Linda Vista should be at the top and then the other sites for whatever reasons are at whatever priority order in your mind, but would be a confidential
um document cuz >> well actually it's not necessary to be confidential if the funding is different if it's coming from another funding force source from the other properties I mean then it stands alone then >> legal implications I'm fine making it
public but I'll leave it up to Dr. Blanco, but that would make me feel a little better about >> Yeah. And sorry to belver this, but I just It's not like it's this there's a prioritization this property instead of that property. It's all of them if we can. There are staff capacity potential
considerations to your point, Dr. Velasquez. Um but it's not an eitheror where we're doing this one at the expense of another. It's like no anything list. No, >> no, no. I'm not disagreeing with what you're requesting. I just the word priorization has come up a couple times
and I just wanted to clarify that it's not about like uh >> picking one over the other. It's all of the above. >> Okay, >> we're missing Mackenzie. I don't know if I have clarity yet. If you want more information about Linda
Vista or if you're okay with us bringing the resolution exactly what would the resol next step if we were going to go the next step with this property. What is what are they voting on in the resolution? >> I'm I'm okay with you moving forward with bringing the resolution. >> Okay.
>> We're going to move ahead. We're moving ahead. Do we do we have consensus on on moving ahead on this particular property so we can get more information on our >> So are we saying that this is going to be on our August whatever the next meeting in August that we will be doing
an action item to start the process to develop Linda Vista. Is that what will be on >> the resolution? What is the resolution for exactly? >> Start the process >> to start the process. Correct. to authorize the district team to uh uh
explore and then issue a prop request for a proposal. >> Is that what And so you're meaning to do that at the end of August? >> Yes. >> Remember when this was just an example? >> That's my fault. >> I mean this is this is you do not have
my consensus. I do not support this move and I feel like this is the second time during this meeting where this board has chosen to do not exercise the responsibilities that we have uh as
part of our roles. first in agreeing to set a having some sort of agreement in goal setting and second in trying to have some responsible decision- making process by getting information before we
prioritize an action. Oh, I am just >> Yeah. >> Okay. So, we're going to take a vote here for consensus. Not a vote. A consensus. I'm asking for a consensus. Kim, did you have something to say? >> You've got that hand there. I guess I
was going to say if there was another there is no use for the school district with the current buildings that are on the current property which is very different from Linda Vista from I think any other property except the ones who no longer have any buildings on them.
They're all kind of similar now but this one is not part of um the eaten fire. So that's why I think this one stands out and is different than others. I don't >> I I understand but >> so I don't know that there's another use
for it. Now I'm not So leaving aside though whether this is the best thing to do first, there is probably nothing else that we will do with this site. So we might as well move forward with this use
because otherwise we're just delaying any ability to get revenue which is not imminent. It's three to four to five years away. It's not solving our budget crisis this year. So, >> thank you for adding that. >> To clarify, >> I >> So, um I I give consensus. I
>> But we we did pay $40,000 to see an asset management study that we have not seen and that has proven no other result that we didn't need to have we didn't need a study to get to this recommendation a year and a half ago. So
then what what is it that we are doing? >> I think we paid more than that, but yes, it should be other information as well. So, but I give >> I give consensus. >> Okay. So, can we just do a raise of hands? Is that okay, Fatima? Is that okay for me? No, that's a vote. Okay.
Okay. Thumbs. This is my first time doing a consensus. >> Okay. One, two, three, four. Four. I consensus four and Okay. Hold on. >> Can I add an amendment to the >> No, not right now. Um, Miss McKenzie
just said yes. I have to be clear. Okay. So that's Miss McK. That's that's five. Anybody else? >> So we're moving in the authority of the >> superintendent and we're choosing to ignore our possible authority over facilities.
>> We are not choosing to ignore our authority. We are setting goals next week. >> Yes. and and operationally the superintendent has broad authority in terms of how and what she does >> with some degree of autonomy.
>> Yes, >> we are giving her permission to initiate a process. >> That's all we're doing right now. >> Correct. Nicely said and nicely said, Miss Kenny, too, on explaining all that. >> Yes, Miss Frederick. uh the onepage
summary of the other non like could be used sites >> bailing >> I mean >> this is addressing the concern that we don't have enough information >> okay that but it's just one board member here >> that's yeah that's
>> no that's directly >> that's a whole another board meeting >> yeah that's something else >> when we start talking about the other sites >> yes yes so we have the consensus We you got that >> point is that >> I don't think that that's another topic because we did direct the district to do
a study and we're moving forward with some recommendations authority to request for to see such study >> but she's asking for a one-page summary on the other sites. I don't know that the full board wants that. I'm not requesting that.
>> So I was going to say to amend the vote to allow a one-page summary. >> Okay. It's not a vote though and it we really are going to need it's I I think we're okay here. We did the consensus. We're moving to the next step and we are
going to move on here. As painful as it seems, >> um I would like to um if we're moving on, I would like to ask for item K to be pulled. >> Okay. Um I'm sorry. Okay.
I know we're >> Okay. So, >> no, I want it pulled because I want it to um cuz I got to go to the restroom. Um, >> you want it pulled temporarily or for the night? >> For the next meeting because it is not there's there's no context. There's no
board report number or there's no resolution. >> If you table it, that means it dies. >> I I probably won't. >> The motion is to postpone. >> I probably won't be in the room, so I want to pull it. >> Hold on. We still have the board meeting scheduled. Can we just take a break right now?
>> Yeah, cuz I probably won't be >> What? >> I got to go to bathroom. >> Go to the bathroom. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. N. Heat. Heat.
Oh yeah. Hallelujah. Heat. Hey. Hey. Hey. Heat. Heat. Hey. Hey. Hey. All right. >> Okay. So, we're back. We're going to move ahead here. But prior to going to
item J, I'm going to make a motion to table item K. No, don't >> I'm gonna >> we're going to table it until the end of the month. Can we do Jay first and go in order or no? So that >> um this month
>> Yes, it does. We have We voted on Robert. We voted on Rosen. Explain it, Kim. >> That's what we're under because we all voted on Rosenbergs. >> But it but it passed and that's what we're doing. It passed and so this is
what we're going to do. It's not going to kill it. We're going to table it until the regular meeting on 8:28. Okay. Now, is this a vote? >> I'll move that we table item K to our
>> August 28th >> 28th meeting. >> I second. >> Thank you. >> Wait a minute. Hold up. It was whole my idea. How come I don't get to move or table it? >> I withdraw. I withdraw my second so that you could second. >> Well, because I wanted to give a reason why, but if that's not important to
y'all, >> it's fine. You don't have to give a reason why. >> I do think that she wants >> I think Miss Bailey should uh give her comments on >> Okay. So, the reason why I want to table it is because it's just there. There's
no board report number. There's no resolution. There's no context >> and there should be it should be done in order and so I want to >> now as you say table it according to whose rules? I don't know but I want to
table it to our next regular meeting >> on 828. Yes. Okay. So is that a motion? >> No. >> Oh you made the motion. You made the second. We have a little explanation. >> So we to clarify though Michelle is asking for some >> yes >> product. Who is going to do this
product? Is that someone on the board? >> Why don't I work with her on it since I'm the president? >> You want me to do it? I don't need anybody to work with me on it. Okay. But I just need to know that it needs to be done. >> All right. So, what I am interested in understanding, so hopefully this can be part of your work product is what is the
purpose of having legal counsel at our meetings and what >> what problem? >> I told you you don't have to tell me. I got it. >> What problem are we trying to solve? >> I already got it. >> All in favor? All opposed.
>> All right, we are moving on now to the >> Sorry, >> she has an abstension, >> but we're going back to Jay now, right? >> We are going back to Jay. Action item board meeting schedule change. So, this has come up because recently we received
um an email for the west from the Western Justice Center. They are going to be commemorating Elliot and McKinley at the Jonathan Club and they have asked us to come because we're the board and
the superintendent and um so we are going to change the date so that we can attend this commemoration of Elliott and McKinley by the Western
Justice Center from SE. So, we're going to change our meeting from S September 25th to September 18th. Does anybody have a comment? Yes, Miss Kenny. >> I understand the desire to meet their
schedule. Um, I wish that they had listened to Dr. Blanco who's in the past told them what our meeting schedule is. And we did set this meeting I think last December. Um, my main concern is that this is additional work for staff
because we have the Labor Day holiday. So, we've got a meeting on, sorry, I thought I wrote some notes somewhere. Uh, we have a meeting on August 28th. Then we have Labor Day. We have another meeting on the
the 11th. And then this would put another meeting the following week on the 18th. And I don't even know that staff will have time to do their three-w weekek kind of preparation to get us all the board reports and items. So I, you know, again, this doesn't just impact
the board. This unpacks impacts all of the staff. So I feel that that would be a reason not to do this. Okay. >> Dr. Velasquez, >> I oppose it because we agree to the calendar and just because there's a dinner party, we shouldn't modify the
calendar. Okay. Um, Ms. Frederick's, >> there are so many events that I don't want to create a precedent right now to, you know, there's going to be another event that we want wish we
could go to and then we'd have to vote for that. So, I just don't want to start that slippery slope and that precedent. So, I'm I'm going to vote no on this. >> Yes, Miss Bailey. You know,
I would probably be inclined to vote no if it were any other school that had not suffered the way this school has suffered. and the fact that any part of
any community wants to pay homage or honor or do anything to support that school. We are the board members and we if not in whole
but in part we need to show up to be part of that family. They're our family. That school has gone through a lot. They have suffered a lot and I want to
support this because I want to be there for them and I want them to look out and see that their board members care about them and we are there for them with them standing with them and so I plan to support this. Thank
>> Mr. Harden. >> I know this is the dumbest question ever but the normal meeting is scheduled for the the uh 25th. Is there any flexibility to have the meeting like a day earlier or you know, in other words,
not the 18th. >> All right. So, >> um Thursdays have always been our meeting nights. So, that those are usually the days we're supposed to keep them clear in case something comes up. >> Yep. So, hear that.
Um, I feel that since Elliot was destroyed and these children lost their homes and their school and this is these are unprecedented times and they're being honored by one of our loving partners to the school district who have done tremendous work for PUSD and yeah,
it's a drag when people schedule things on our board nights. It's a lot to kind of move around, but you know, a certain amount of flexibility for our students is warranted. And um I'm going to vote yes on this. >> Oh yes. Mr. Miss McKenzie,
>> is there a value in designating the superintendent, the board president to attend and perhaps the chief academic officer stands in for the superintendent vice president over the meeting so that we can still conduct our business and that there's a
representation at said event. So >> that is definitely an option that I would >> especially considering that um we've got tight timelines in the month of September and there's not a willingness to look at another day of the week
for the regular September meeting. I think that um >> my concern about other dates just to throw in is that and I don't know if this is the current back to school night schedule but I'm not saying it's perfect which night
but the 24th which is the day before we you know moved it to the Wednesday says that there's four schools back to school nights but again I don't know I'm looking at the most current calendar but I'm suggesting to >> my recommendation if the superintendent
and board president attend on behalf of the district that the meeting stays on it regularly scheduled day so you don't have to move the meeting >> I wanted to be there so >> yeah I also think you know it is true that Thursdays are our days that we hold
>> you know >> for our meetings Thursdays are that chunk >> yes Mr. Harden. >> Can I move approval of deputizing the board president and
the superintendent to attend this event uh in representing the entire board? >> Well, but but hold on. So, the whole board was invited and they want us all to come because they're commemorating one of our schools that was burned down. >> I understand that and I went to Elliot.
However, >> I understand you would >> we have an obligation to conduct business and we're going to make something that's going to be burdensome on staff. Then I don't know that it's responsible for us to put that burden on staff to be able to
produce work product back to back to back three times in a row. >> Miss Frederick, >> I don't even have 911 on my calendar for a board meeting at this point if there's allegedly a meeting on that date. >> So I believe quorum is five or four. >> Four.
>> Four. So if if trustee um board president um Holly and trustee Bailey want to go, we still have quorum, >> right? I'm just not comfortable with a motion that says these are the people
who have to go unless which is why I'm saying >> pick a day and then if people as long as it's not majority all decide they want to go um then I I'm just saying I don't know that I'm comfortable with a motion where we say here's who's going because Liz may
say no no no I really need to be here on the 25th because we're going to do something extremely important I'm sending Helen >> so I'm just It should be up to the individuals about how they allocate >> and I I'm just not clear how much of the Elliot
>> community is going. Like I don't think all the students are going. >> I just think this is really a unique situation. I mean the students and the staff lost their homes. They lost their school.
They're being honored. understand. >> I mean, >> well, my question to superintendent is this. If in fact the meeting does move to the 18th, what impact does that have on your staff to
be able to produce the board reports and be able to have materials ready for the meeting? Is it something that's feasible >> knowing what you know about? The 11th is really a um one item an audited actuals
board meeting. So it is asking the staff to do the work a week early but I don't think it's like asking them to do an enormous amount of work because they would do two board meetings one being on the unudited actuals and then the other one being the regular board meeting. So
it is putting it up you know the timelines are all moving up. So, as long as all of the rest of the people comply with turning in the information on time, it doesn't impact the superintendent's office. It's the rest of the chiefs who need to be paying attention to me um
right now. Uh that they have to make sure their staffs uh really make sure the work the board reports are all in on time, right? So, it doesn't impact the superintendent's office if we move them meeting up a week. And I'm only asking you because you are
directing the work of the people who have to produce these reports, right? >> So based on what you know their priorities are, based on what you know their workload is, is this a reasonable request of us? >> But is it a reasonable request?
>> Just to do the work. >> That is an uncomfortable situation to put a staff. >> I can tell you on the agenda if it's not feasible for you, >> it will have an impact on your charter. Yes. >> So why
>> it will be an impact on HR? >> Okay. So do we let >> let's have a meeting a meeting. Should we vote on whether or not to do this then? It's one or nothing. You know, it's all or nothing.
>> It's a it's an action item. >> We need to vote it down because it's not even All right. So, let's do that. >> Wait. So, let me I'll retract. >> If they're not ready to do it, then >> motion to deputize. So, I retract that.
>> Hold on. Hold on. Maybe given that this information, this is new information then for me. So, why would we why don't we just have a vote and see if we vote to change or not to change? >> Yeah. You're asking for a vote to approve the schedule as is or not?
>> Yes. Okay. >> I'd like to make a motion that we do not change this schedule. >> I'll second. >> Okay. All in favor? >> Yeah. >> Okay. So, okay. Next, um board committee
reports. Who would like to start? Who has some update? Okay. >> Well, it's here and I read it, so I think we already gave reports. >> I could give a board committee adjacent report to say that Mr. Harden has been
approved as a member of Collaborate Pasadena. >> I can't give a report. >> Okay. >> Um, there was a prior uh There was a
meeting with the attendance of 40 members in the creation of a new Latino parent group that is organizing to start uh recruiting um families in each one of the campuses
in PSD. Um the name of the new organization is Voses Unidas. this uh they voted on this and um we're working closely with the African-American parent group.
Yay. Is there another anybody? We can move on now to consent agenda. I'm ready to write down the polls. I would like to pull uh 5B which is board report 2 Peter.
>> 5P. Okay. >> 2 P B >> 5B as in Baker which is board report 2P. All right. Well, I know. Oh, these guys like the board. >> Hold on. Item five. 5B as in Baker.
>> 5B. >> Okay. Anybody else? >> No. Didn't we have >> All right, we only got one poll. >> Move to approve consent. >> And I just have a few comments,
questions. That's okay. Anybody else? >> No, my comments are on the things we're gonna vote on. >> Yeah. >> On the on the remainder. Um I just wanted to ask on the law firm's board report. So I don't know if that's
Mr. Karimi Bravo. Bravo Karimi on the law firms. Did we adjust them to in consideration of our 2425 spending? I think this is approximately the same
amounts for like each department that we budgeted for in this current year that just ended. But I noticed that some of our spending was a little bit some people use more and some people use less. Might might this be changed maybe
to reflect that in the future? Yeah, it it it should be. Yeah, if if Yes, that's a good point. >> All right, that would be fantastic. Um, on the mirror building Dclassrooms, um, if everyone well, if the people who
are here in 2023, remember we amended our lease with PCC for the building D on the Mir campus so that we could use seven of the classrooms. And we did that for two years and we said we're going to charge
you PCC half of what you would normally owe us because we're using those classrooms. So now this is saying that we're going to add five more. So now we're going to be using 12 classrooms. But the problem is is that lease that's currently in place, they're supposed to
now go back to paying full because we only said we were going to use those classrooms for two years. So, it sounds like we may need to go back out to PCC and modify the agreement with them, especially because otherwise technically they're supposed to start paying us 100% again and they probably
don't want to do that. Excellent. And then I just wanted to mention I think we're going to bring back um on the excess insurance. So, I think we've been reading a lot in the papers about um the AB218
uh extension to allow people to come back for previous um sexual abuse uh that may have happened in a school. And people have been hearing about the settlements of the cases, but as we can see from this item, this has I think um
about 2 4 million. It has a bunch. It has an significant amount of money. And then there's another item that will be coming to us. And this is money just to for to pay excess insurance and in increased insurance premiums, let alone the
settlements. And we know that we want to advocate and have other people talk to their legislature legislators about getting relief for school districts so that we're not taking away from our current students to pay these types of expenses. So, I want to make sure that
we highlight this so that people are aware that this is happening and we know that we have a a fiscal crisis. So, this is just one of those additional pieces that's impacting us. Thank you. on the classified.
>> Um, wait. Sorry, Tina. Motion to extend the meeting to 10:15. >> Second. >> Second. >> Oh, you. >> All right. M. Miss Frederick's. Yes. >> Vote.
>> All in favor? And Miss Frederick's >> the director of maintenance position. Has that is the description different or what was the previous job description of Michael Dunning? Like
what happens to his previous job or is he just that was that going away or >> No. Um his opposition is not going away. We're gonna I'll be talking to Son about um how to to replace um him. But no, his
new job description will be with his new title, which is not changing from the director that we had before. So the job description itself is not changing. >> And um so he's been the interim of the That is correct. >> Okay. So he's been >> so he's been working
>> not being paid this the he's working on a class in that position. So no, he has been getting compensated for the work. >> Okay. Okay. Thank you, >> Dr. Velasquez. Any any vote on the consent, then we're going to
move to 5B. So, all in favor? Okay. So on 5B, >> so 5B is our um certificated personnel ratification. Um I wanted to say thank you to Dr. Canal for letting us know um that we're using the figure of 60 at
this time as our limit or target for temporary contracts for certificated positions for 2526. Um I had a question. So, there's approximately, I think, 18 temporary contracted positions on tonight's board
report. Since we can hire up to 60, that's the a potential. We do have other people who are on tonight's agenda who are being employed, but they're not on temporary contracts. How what is the rationale or criteria decided to which
jobs would get a temporary contract and which ones wouldn't? >> Sure. Thank you for the question. Um so the the typically we'll look at the difficulty the challenges to fit a position for example in terms of which are not um they're not a one for one so
I'll give you the example um hiring physics uh teacher or hiring uh chemistry um we're also taking a look at other positions that have been challenging when we post a position sometimes we'll have 80 applicants uh sometimes and we'll look at the traditional whether or not it's been
traditionally difficult to fill position position versus we fly a position and there's you know five or four qualified applicants. So we look at a couple of different um areas in terms of whether or not um a temp contract is going to be provided. So there's a couple of
different varying issues. Those are just some of them. >> So if it's harder to fill, you would or would not do temporary. >> Not >> not. Okay. So, um, my concern is that we are using these contracts for such a
large number of employees. And I think the issue that I'm concerned about is that being on a temporary contract prevents the employee from earning their permanent status. It doesn't count as their probationary time and it's not doesn't come with a
guaranteed March 15th notice impacting their potential for future employment. So, um potentially they might not know until the end of the year that their contract that they weren't going to have a job the following year as opposed to the protections of being a regular um
employee. And and I did want to request that we get a legal opinion now that we have changed our TOSA positions to be indefinite. Um they used to have a a time limit. Um, so now that and I believe my
understanding is that most of the 60 number that we're using is because people are on leave from being a teacher to be a teacher on special assignment. But I'm trying to understand and and what I'd like a legal opinion on is can position leaves
for an indefinite multipleyear amount of time equal the ED code standard where it states that you only have temporary people when someone is on leave for a semester or a year. So, the employee
that you're replacing is supposed to be on a short term or for a long-term illness. And so, we're using and we're saying everyone who's on leave to Betosa, which could be 2 years, 5 years, eight years, we're hiring temporary people
because of that. And then we let them go at the end. and either we hire them back again as a temporary which means they would again not be working towards achieving permanent status or we're turning through and getting a different employee which I don't know if that's beneficial
for us. So I just want to again a legal opinion on if the position leaves of our tossas can count in that um leave for a semester or year and I have to abstain because my
daughter-in-law is on this item. >> I can make two quick comments. Article 25.10.3 of the UTP contract says either a teacher on special assignment or the set administrator may end the assignment at the completion of any school year so long as the action is not arbitrary and
capriccious. So that article guarantees that it's not forever. So, it is on a year-to-year basis uh on the article that's still in the contract today in the Tulsa article. And the the case that that I referred to in um one of my responses to the questions was the
McIntyre versus Sonoma Valley Unified School District. Anyone can look at that case. Many law firms will have briefs on their website, but we can certainly um get a legal opinion, but most um because this is such a big case um that uh set the tone for the state of California. If
you look at any website, Lozano Smith, LR, doesn't matter who they are. That case talks about exactly some of the concerns that were expressed. Um, it in fact it reads the court rejected McInty's claim that she cannot be employed as a temporary employee for multiple school years. I know that that
was a concern of whether we could do and it also addressed the about the having to be onetoone match for an employee on leave including TOSAs. Um so we can get uh I can certainly the direction of um um if that's what's required but just want to make sure that everyone is the
rest assured that um we are um employing the temp contracts as indicated by the ED code. >> Okay. So I have a question just here. Sorry Miss Kenny. So given everything that the head of HR said, is this still a problem? So again, I I
did look up the court case and it did it was someone who said I was on a temp contract and then the next year they hired me on a temp contract and then the third year they hired me on a temp contract and I wanted to be get my probe. But that has nothing to do with does a TOSA position
count as a temporary leave. Now, Sergio is saying that they can terminate it at any time and and that is probably true, but I don't know that that that's the legal opinion I'm seeking is whether the tossas having a position leave, which is I
think is in quotes in the CBA, um if that counts as employees on leave so that we get to the number of 60 that we then hire temporary contracts. like for the head of HR to answer that.
>> Sure. Um I think the um >> his name sorry >> that's a quite all right. Um yes actually the the next part that I was going to mention about the UTP contract is the contract itself actually also acknowledges that the position should be considered on leave. Part of that is for protection for TOSS that the UTP
contract actually has it on there. Meaning if San is a teacher in the classroom and we hired him uh to be on teacher on special assignment, the contract recognizes that he is on leave from his position. Meaning he has every right to come back into that classroom. So and because of that that's what
authorizes a someone for like myself to hire someone put him on a temp contract to ensure that Zan the Tossa now has a place to return to. So the EDP contract in another location besides the article that I'm cited uh where it talks about that actually refers to that position
tossis on being leaf which is consistent with the education code. >> So in the contract >> I'm sorry >> it's in the contract. >> Yes ma'am. >> Okay. >> And so again the employment of temporary people should be based on the need during a particular semester year because a certificated employee has been
granted leave for a semester or year. And since these employees do not reapply for these jobs, they have been granted an indefinite leave. So Son, I mean Sergio and I can go back and forth or we could ask for a legal opinion and settle this for once and all.
>> And as people are aware, the union has objected to this practice and I know that we have sent them a reply. I don't think they are done fighting this. So it's this is still an open issue with the union as well. So it >> doesn't have to affect the voting on
this. >> It's in the contract, but it it's in the contract. They may not they may be fighting it, but it is in the contract. Correct. >> Well, that it contradicts the ED code >> because the ED code says it's a short-term leave, and nothing in the contract says it's a short-term leave.
It says that it's a leave and that they have a right to go back. Question is, should we be hiring people on one-year contracts for TOSAs who stay in their job as long as they want? >> Yes, Miss Frederick's,
>> are you looking at the future of this practice as increasing more temp positions or I mean, I don't know if you could see project to the next year even. I don't know. But um I couldn't imagine this is
a a retention mechanism. >> No, it is actually very common practice. Um there's quite a bit of um information on this uh on the use of Tim contracts. There's also um folks that um don't use temp contracts appropriately, which I
completely understand and and understand the concern with it. Uh but it is a practice that is used um throughout all of the districts. Um especially because folks have a lot of folks that are on leave for various different reasons. Um that's why people in the position as
myself will leverage the use of temp contracts um when we do the hiring. But yes, it is something that is very common practice. >> But it's less than last year because we reduced the number of doses. >> Anybody else on this?
Nobody going once. >> Move approval. >> All right. Consensus. >> All right. So, >> second on the motion. >> Second on the motion. >> To approve >> to approve this. Okay. We're going to do a vote on this to approve 5B.
Okay. I'm trying to be clear. All right. So all in favor on 5B. Okay. All opposed. >> Any extensions? Okay.
Now do are we turning to a legal opinion? >> Right. So there is a request from one board member. I need to know if there's a consensus to move forward with getting the legal opinion that Mrs. Kenny has requested. >> So, we need a consensus on getting on
paying a lawyer to look this over. >> Is there a cost additional cost or just our normal rate for them? I'm asking Dr. Blanco I guess Dr. Canel is this an additional
>> getting a legal opinion always costs money but whenever you ask someone to uh an attorney to do something whether it's an email phone call obviously they charge for their services so I would say it's yes so I think that um so I I think it's normal part of their practice but yes there is a fee to it every time you
know we seek their input but of course um it's something that we can do >> so I'm I'm trying to understand is it violating their contract or is it just because you're saying that it's it
doesn't align with board policy? >> I'm asking for a legal opinion about whether we're in compliance with ED code. >> Be able to >> Well, they're saying we are and I'm asking a legal opinion in the cont. They're not lawyers.
>> Yeah, but they have to they have to work According to the the laws, >> they do. >> Point of information. >> I mean, >> yes, M. McKenzie, >> it is 10:06. >> Oh, yeah. We still >> we have to adjourn by 10:15 and there is
a public comment that is still waiting. >> That's right. So, we need a consensus on >> Do we want to ask for a legal opinion? >> That's one. That's two. That's four. >> That's three.
>> Four. >> Four. Okay. So, there you go. That's that's the consensus. Four. All right. So, we're going to move forward to this public comment. >> Rafi Wanian. >> Yes.
>> All right. Thank you all very much. and I've learned a lot tonight. So, thank you. Um, to just quickly introduce myself, my name is Rafi Joe Wartanion. I'm the inaugural poet laurate in the city of Glendale and I'm a laurate
fellow with the Academy of American Poets and I'm a lecturer at in UCLA writing programs and uh I just received a grant to launch a program called the San Gabriel Valley Phoenix Poets which
is the dis the the handout that's coming around. So, if I can just read the mission statement. Um, the San Gabriel Valley Phoenix Poets champions and celebrates the authentic self-expression of individuals and groups impacted by
the eaten fire of January 2025. Our program harnesses poetry and community to remember, honor, mourn, express, and explore the possibilities of recovery. We will approach this collective journey through the lens of a phoenix, the immortal bird in Greek
mythology who rises from the ashes. SGV Phoenix poets programming elements includes five actions and five deliverables throughout the upcoming academic year. So the actions are a series of nine poetry workshops, five community poetics encounters,
three scholarships that we'd like to distribute, uh $1,000, $700, and $300. six video interviews and a celebratory event. And then the five deliverables are a poetry anthology, bookmarks, a scholarship fund so that the scholarship
can continue at least for the next three academic years, a mural, and a website. So I put the values there and um basically I'm here to introduce the project to say that I've I've started reaching out to some of the principles
at different schools in the district. So, so far this week I've reached out to the principles of Marshall, Blair, Mir, Pasadena High School, and Rose City High School. And um you know, I I would love to explore the possibility of
collaborating, maybe bringing some of our workshops into uh schools and classrooms where people have an interest in creative writing and they have poetry that they'd like to, you know, express. um you know we would bring in featured poets uh you know established poets from
throughout the area um I work with a lot of poet laureates from you know I've brought I've hosted the poet laurate of California Lee Heric I've worked with many poets Laurate from Aladina uh including the current and former ones uh and so um I hope that you know we can
work together and if you know of anyone who might be interested whether it's a principal or a teacher or a community member um you So, I'm I'm all ears. My email address is at the bottom of the sheet and thank you for your time.
>> Thank you very much. Almost at the witching hour. So, okay. Board requests. Do we have any? Miss K, >> I have one request for a study session and then I wanted to ensure that we have
invited the students to our board study session next week per ed code and our board policy where they are entitled to attend all board meetings that aren't close session. So, I'm not saying they're necessarily going to come because the students aren't back yet, but we should at least invite them. >> Okay.
>> And then, um, I'm wondering if we can schedule a study session on graduation requirements. I know staff and I'm so sorry I know Helen's speaking in the back um has been work has a committee that's been working on that but I am wondering if
there's an opportunity to kind of get an update on where we are and perhaps give some board direction on if we had some overarching policy ideas about graduation requirements um that we should share with staff before they go
too far in making their decisions. and and find out, oh wait, the board wanted you to go in a different direction. >> So there's a couple things. The task force Helen has already been working on the graduation task force. So I think to start giving direction now at this point might be a little too late. You might
want to hear what they're they've come up with and then you know have discussion around it. I just again if the board has direction to give and policy to you know direction to give and
as the representative for the community I feel like we should let you know here's a direction you might want to go in in case they've been going in a different direction rather than come to us at the end and we go no that's not what we want. >> So I know I know they have been meeting and that's why I'm saying maybe now is
better than waiting till it's too late. Yeah, we did have a extensive process under Dr. Renoso too that we didn't finish and I think they picked up there. Um, but are you saying the board has had a process where they've gathered community input that they could share with us or this is just going to be
however the board feels? >> It's always good as you always remind me. We did um our strategic plan and had tons of community input. >> So that's what I'm trying to clarify when you're saying get input from the board. Where does the board getting
their input to give us is my question. >> Can I just interject? I think she's asking for a study session on graduation requirements. >> So, so that we can learn the process and what we're requiring. So, I know that there have been some, you know,
information about this. Helen, Dr. Hill, >> I'd be happy to provide that context. It may not be very lengthy. It may just be about what the requirements are currently a comparison. We've done the crosswalks across various districts locally and across the state
implications, but are you also asking that we do not bring recommendations to that meeting? This is just a where we are in the progress. Yeah, I mean I think if you have um if you are guys are leaning towards certain areas and I think if you can help us understand the state keeps
passing new graduation requirements and they're not all in effect yet but they're coming and so understanding the landscape of what's coming so that that you know what are their parameters and I mean I think it is important that we do
talk to the community and and understand your process. I mean, I my impression is that there's going to be community outreach in the next few months, but something maybe to kick that off. And again, board members may say, gosh, I I >> I feel like there's some internal
inconsistency in terms of how do we um request goal setting and policy direction because there are some areas where we feel entitled to do require policy direction, input and policy direction, and some others that we don't. So I think that this is part of
an overarching conversation about what is the scope of the school board because even in the meet the duration of this meeting there have been some very conflicting directions in the request. >> So we have one minute left. Thank you Dr. Velasquez. What if can we just get a
um like a a presentation from Dr. Hill first before that? Um Kim Kenny, what do you think? because I'd sort of like to start with a presentation because it's kind of a big topic for me. >> But it would be nice to have a study session so that we can get into it as opposed to just a presentation and
asking questions because I I I guess I remember being on the board when we had these kinds of conversations and we were talking about do we want to have um two years of foreign language or do we want to have zero or All right, >> let's pick up this discussion because
we've got 15 seconds here. Okay.