[0:21] Local call, please.

[0:38] Present. Here. Here.

[0:47] Here. Okay, thank you. Now we will move to the resolutions. Item number one is approval of Resolution 2782, the revocation of Resolution 2411, which was the state-funded travel restrictions.

[1:07] Why? One, two, three, four. So let's roll through that. Can I go to the next one?

[1:15] All right, so I'm going to go to the next one, okay?

[1:21] All right, approval of Resolution 2777, which is supporting Proposition 2, kindergarten through grade 12.

[1:29] Schools and local community college, public education facilities, modernization repair, and safety bond act of 2024.

[1:39] Do I have a motion for this?

[1:41] This is a little approval, it's a minute, second.

[1:47] This is prop 2, prop 2 approval, we're on right now.

[1:56] So we're voting.

[2:00] We have a motion, do we need discussion on prop 2?

[2:06] Oh, we have a comment, public comment on this, so let's hear that.

[2:10] Renegance, all is?

[2:18] There we go.

[2:19] Good evening, everyone.

[2:19] I would like

[2:24] to voice my support for Proposition II and the resolution, the submission of the resolution.

[2:32] I'd like to congratulate this new Board of Education for

[2:36] hearing the community and moving towards a better accountability with the people that run the school bonds in particular to safe work that was removed as a vendor last year.

[2:50] And I want to encourage this new board and this administration to continue to work

[2:55] there's better public accountability and create a citizen's oversight and reform

[3:01] committee that can see faults and create checks and balances for a better physical future

[3:09] and to get better accountability for taxpayer money.

[3:14] I want to also encourage this board to move, start moving towards electrification items

[3:23] and procedures because we're not in any waiting list as far as electrification.

[3:30] As you saw, LAU has unified school district is already moving towards changing its entire

[3:35] fleet to electric buses.

[3:37] is we're not on anybody's list and we continue to repair all vehicles.

[3:43] There's one on the agenda, $3,000 for a transmission on an old truck.

[3:47] It's not worth it, it's not worth tax payer money.

[3:51] So please start taking the steps to move towards electrification of the entire district.

[3:57] And get all the incentives that are out there because we're not like I said on any waiting list for that.

[4:04] Thank you.

[4:04] Are

[4:14] there any more comments?

[4:17] All right.

[4:21] All right.

[4:22] So for 2777.

[4:23] So I'm sorry.

[4:24] Was there a motion?

[4:25] Yes.

[4:26] Okay.

[4:27] Yes, Tina?

[4:28] It's to address electrification that the community actually got us to add more

[4:36] greening language and sustainability language into the bond.

[4:40] So hopefully we can follow through with that when it passes.

[4:45] if when it passes.

[4:53] I just want to say that hopefully that voters will support Prop 2 because it'll allow us the opportunity to receive some state dollars that will help us to extend an augment.

[5:06] Matching funds for existing projects here in the district and they'll be able to make sure that the dollars that we have allocated will be able to go further.

[5:13] So this is a good thing and let's go Prop 2.

[5:16] All

[5:21] right, if we're ready then we can vote on favor,

[5:27] 6-0,

[5:30] all right, we'll go back to B-1.

[5:38] Keep forgetting I can't move that until I've heard it off.

[5:44] So this is an amendment to a resolution 24-11, which the previous board passed a few years

[5:51] ago, in response to a state initiative to discourage California public employees from traveling

[5:58] to certain states, there was at the time a bunch of states that were passing fairly outright

[6:06] anti-LGBTQA laws and the governor proposed this framework whereby the Attorney General

[6:14] will maintain a list of states that had done that and then California agencies would

[6:20] reference that list and not travel to those states. We as board passed our resolution before

[6:27] or the Attorney General's website was up, since that time California sort of changed its tactics on how it wants to encourage other states to not pass these laws, they've revoked the statewide prohibition on travel to those states, and the Attorney General no longer maintains that website.

[6:48] So, Resolution 24-11 as written didn't make any sense anymore because there was no list

[6:56] to reference for states that had passed those laws.

[7:01] So we talked about this a few times at policy.

[7:04] I volunteered to write a version of 24-11 that would keep, I thought, the spirit of the resolution

[7:14] as we as board intended it when we passed it the first time around.

[7:17] While also making it something that would be something that district staff could actually support.

[7:24] So here before us is that amended language replacing 24-11 with resolution 24-82, and I welcome comments.

[7:42] We can make a motion.

[7:45] You're moving.

[7:46] Yes?

[7:47] I will move approval, yeah, sorry.

[7:50] I will second.

[7:52] And then no public comment on this one, is that correct?

[7:54] So thank

[8:01] you for this resolution.

[8:02] I actually wanted to strengthen it to affirm our commitment to LGBTQ students in the community.

[8:10] And this actually is in line with the board policy 4131, which is reference in the resolution.

[8:17] And I had the hard copies printed for all the board members, so like see a red line version.

[8:26] which includes the, it says it remains a policy of the governing board to promote fairness and equality and to combat discrimination, the district staff development program assists all staff and developing knowledge and skills to include sensitivity to and ability to meet the needs of diverse student populations.

[8:47] including but not limited to, and this is the part I'm adding, lesbian, gay, bisexual, transgender, queer, and questioning LGBTQ plus students, and it continues with the original language which is students of various racial and ethnic groups, students with disabilities, English learners, economically disadvantaged students, foster youth, gifted and talented students, homeless and at-risk students, board policy 4133.

[9:19] I'll accept that as a friendly amendment.

[9:24] And then later on in the agenda, we have the board policy that will change as well to

[9:30] reference the new resolution.

[9:33] I don't know if it has the number in it or not.

[9:36] It is on the agenda and we might just have to put in, well maybe we don't have to put any

[9:41] resolution number in, that could be.

[9:43] We just remove the language referencing the old resolution.

[9:46] So that's probably.

[9:47] Okay.

[9:48] All right.

[9:48] All right, are there other comments?

[9:51] Just a point of information is since he accepted the amendment,

[9:56] does the seconder also need to?

[10:00] Okay.

[10:01] All right, then all in favor?

[10:06] And this is item B1,

[10:10] all right?

[10:11] Any opposed?

[10:13] All right, six, and then we'll call you in a presentation or you want to?

[10:19] Okay, 70.

[10:23] All right.

[10:24] Next on our agenda is Resolution 2783 National Hispanic Heritage Month.

[10:31] I believe Mr. Dorado is going to kick us off.

[10:35] Thank you.

[10:36] I would like to recognize those who come in support of the resolution and Mr. Dorado's

[10:41] representation.

[10:43] We obviously know our partners from the city, but in this capacity, I'd like to introduce

[10:48] our co-chairs for the Pasadena Latino Heritage Committee, Lisa Barrios and Vania de la

[10:53] and then also Dr. Lisa Pettis, principal of Madison Elementary.

[10:57] So, for our speaker, Mr. Martino Rotto is a fifth grade teacher at Madison

[11:02] who we have been proud to acknowledge in multiple different ways in his teaching

[11:07] attitude, but he is also serving as one of the grand marshals for the

[11:12] testing Latino heritage parade this year. So, take it away, Mr. Dorao.

[11:16] Thank you.

[11:19] Yeah, just thankful for my school, Madison Elementary without Madison.

[11:24] I would not be the grand marshal, so go Eagles go.

[11:28] So first of all, this is an honor just to speak on behalf of Madison.

[11:33] Thank you for this opportunity for our school.

[11:37] In our resolution, the word that was most prominent to me was the word family.

[11:42] Because you see in my opinion, one of the primary things culture does is connect us with our families.

[11:51] Me culture is the language that we speak with our families.

[11:55] And it essentially encompasses everything that language and dialect we actually speak

[12:02] from everything from the food that we eat to the language that we speak.

[12:06] And so I wanted to share a brief anecdote on the importance of honoring culture in the classroom.

[12:12] Currently, I'm a bilingual master's program at Cal State LA.

[12:18] And last fall, I had to devise a lesson in which I was to prove my class to my class the

[12:25] significance behind honoring culture in the classroom. And so thankfully, it was spooky season,

[12:30] my favorite time of the year. And I thought of our Latino cultural folklore stories.

[12:36] and when and how I first heard them and so what we did was we compared common folklore stories

[12:43] with Latino folklore stories not to tell which is better because there is no answer to that there

[12:49] is no culture that's superior to another but what we did was we compared El Cucui with the booge men

[13:00] and what we found was that these two types of folklore stories they have plenty of similarities

[13:06] But the fundamental reason why they were not equivalent was because their families were the ones that shared these cultural narratives with them.

[13:16] Going to the grocery store with mom, spending time with grandpa, talking to dad about spooky things when he got back from work.

[13:23] Failing to honor these cultural narratives and attempting to replace them with equivalencies would be like disrupting these memories and connections our students form with their families.

[13:34] and so as a public educator it is crucial that we respect the cultures our

[13:40] students bring to the classroom and ask what we can learn from them and if we

[13:47] take into account for a quick second what culture encompasses we see that an

[13:53] integral part of it is language as well and so honoring our students' languages is

[13:59] just as important as honoring their cultures and so this resolution brings me

[14:03] great joy, not only as a proud Latino, Chicano, Mexican, but most importantly as a human,

[14:14] because it is a humanizing practice to honor everyone's culture.

[14:21] By honoring our students

[14:22] cultures, we will be honoring our students' connections to their families and thereby their

[14:27] own individual identities. Thank you.

[14:50] Thank you very much to our distinguished guests. Thank you for all the work that you

[14:54] and community that thank you to the school board.

[15:00] Board at Pasadena Unified, not only for creating and supporting this resolution, but for attaching

[15:08] curriculum for schools that support instruction in all of our school sites.

[15:18] I want to talk a little bit about the term Hispanic that, while commonly used, is deeply rooted

[15:25] in a colonial history of Latin America.

[15:28] It emphasizes the Spanish colonial influence,

[15:31] often at the expense of erasing rich and diverse indigenous

[15:36] and after descendent cultures that have existed

[15:39] long before colonization and continue to thrive today.

[15:44] The continued use of Hispanic without proper recognition

[15:47] of these groups can perpetuate marginalization

[15:50] of indigenous and afro Latino communities

[15:53] whose stories and contributions are integral

[15:56] to the fabric of Latin American identity.

[16:00] And in many cases, the original cultural authors

[16:04] of many of the artifacts and sounds and movements

[16:09] of resistance that we use to celebrate are joint

[16:13] and communal experiences.

[16:17] So it is vital to include a specific acknowledgement

[16:20] of the indigenous communities that have contributed

[16:23] to the richness of Latin American countries and culture.

[16:27] And some of these include the Nagua, the Mayo,

[16:31] the Tetsal, the Mistecco, the Sapoteco, the Otomi,

[16:34] the Quechoa, Aymara, Guarani, Mapuche,

[16:38] Kiccha, Tosol, Chol, Masateco, Tuttanaka,

[16:43] Misquito, Una, Tainos, and in addition,

[16:49] We must also recognize all of the Afro-descendant groups, including the Garifuna groups in Honduras, Guatemala,

[16:58] Nicaragua, Belize, as well as all of the Afro-descendant communities throughout Central America,

[17:08] the Caribbean, Mexico, specifically in Guadrata. All of those who are deeply represented in our schools,

[17:18] and you can see it in the composition of our students undeniably.

[17:24] So, in fact, there are many of these groups that are under recognized as part of our Pasadena communities,

[17:35] and over represented in comparison to their populations in neighboring cities.

[17:40] So by explicitly naming and honoring these communities, we can move closer to a true

[17:49] decolonization of our cultural celebrations, ensuring that all voices that encompass the

[17:55] Latin American diaspora are acknowledged and celebrated.

[18:00] Thank you.

[18:05] I just want to make sure we recognize a very esteemed person in the room, Roberta Martinez.

[18:13] is yeah you can come up and I'm just going to introduce her this was sort of

[18:19] last minute but I reached out to her today because my daughter was volunteering

[18:28] at the library and during the summer and they tasked her with identifying 20 local

[18:35] Latina here, Latino heroes, and they gave my daughter a book to identify 20 people so

[18:45] they could create posters out of them.

[18:48] And so I asked my daughter, what book is this?

[18:52] And it was Roberta's book.

[18:54] And she wrote Latinos in Pasadena, so it's very local.

[18:58] And I just found out today that she and a handful of community members were the founders

[19:04] of the Latino Heritage Parade in Pasadena.

[19:08] So I do want to say, the little biography about Roberta Martinez is an actor,

[19:14] director, writer, and historian born and raised in East LA.

[19:18] She served as executive director of Latino Heritage, chair of the Arts Commission,

[19:23] and the Library Commission for the City of Pasadena.

[19:25] She served on the Boards of Army Center of the Arts, Pasadena Community Access Corporation,

[19:30] and Pasadena Senior Center.

[19:31] here, as well as she's been involved in the school district, PST 7 11 committee, school

[19:38] size and configuration study, superintendent search committee, and PST redistricting task

[19:43] force.

[19:44] And I don't have the language that you added to our resolution, but basically is a paragraph

[19:53] highlighting four local heroes, and maybe you can read that, but I also wanted to add Roberta

[20:01] Martina is into that list because without your book we would not have known about these heroes so thank you. Thank you for coming and

[20:14] I think it's here actually it's second to the last where as I think that paragraph.

[20:21] Okay, sure.

[20:29] Okay. So this all happened between about 10.30 this morning and now and it's been interesting.

[20:40] Okay, so one thing I want to do before I read this is to acknowledge a couple of things.

[20:47] Number one, it was my idea when I saw the Irish parade because I love things Irish.

[20:52] And I thought, my goodness, we have as many folk here who are Latino.

[20:57] We have all of these other parades, why not this?

[21:00] Luckily, I was working volunteering at the Latino Cultural Academy, Sandy Romero,

[21:05] knew the field rep for Councilmember Bill Crowfoot, who is now our mayor, Victor Gordel.

[21:16] And so we met in the office.

[21:19] He took the message back, and that was where that began.

[21:23] For the first 15 years, it was totally volunteer.

[21:28] On occasion we get monies from Northwest funds, and we would pay people who lived in the

[21:34] Northwest to do various and or sundry things. It was something that as time grew on, it was

[21:43] exciting to do it for 15 years. It was also tiring to do it for 15 years. And I was

[21:50] very happy that council members Steve Madison and city manager Steve Mermell were open to

[21:58] the idea of a conversation where I said, hey, what about if the city took it over and

[22:05] they did?

[22:06] And it's been a joy to see how it's grown and to see who the co-chairs are now and

[22:12] all of the wonderful things that they're doing this year.

[22:15] So there you go.

[22:17] And it's always about allies.

[22:19] I mean, that's the key.

[22:21] That's kind of what I'm hearing in what you've been doing in the six and a half minutes

[22:25] I was sitting back there.

[22:27] but it's all about the ally building and seeing the value, the shared values in

[22:33] experience, in culture and in just being who one is that that's how change

[22:41] gets made. I'm wearing the wrong glasses but here we go. The last paragraph you

[22:46] wanted?

[22:49] Okay. Whereas the Pasadena Unified School District Community is home to

[22:54] highly accomplished Hispanic.

[22:58] Latino leaders, including Chicana Roberta H. Martinez,

[23:02] writer, historian, and founder, Latino Heritage Parade,

[23:06] many Perez, the first Mexican-American

[23:09] P.U.S.D. teacher, Puerto Rican,

[23:12] Yvette Lightfoot, who co-founded P.U.S.D.'s

[23:16] Elementary Foreign Language Program,

[23:18] which also became the key for foreign language

[23:23] which being taught via television.

[23:25] It started here in P.U.S.D.

[23:28] and Ilias Galvan and Ms. Lightfoot, I never met her,

[23:33] were the people who actually started it.

[23:38] Filimon Gutiérrez, the first Chicano P.U.S.D. board trustee,

[23:42] who was nominated by Elbe Hiccombatum

[23:46] and seconded by Marge Wyatt to be on the board.

[23:49] and Ramon C. Cortinas, who was the district's first Latino superintendent and had ten years total

[23:58] as superintendent during some very trying times here at PUSD.

[24:04] Those are the paragraph and what this actually began with was I was telling Tina,

[24:10] I want to give a copy of my book to each of the high schools.

[24:14] so I have five copies here for our five high schools, so I don't know who I should give this to,

[24:27] and thank you very much.

[24:29] I look forward to seeing and hearing what you're going to be able to have come out of these books, including, I hope, the recognition of Hunipero-Sederah School and Chihuah-Witha Schools, which were two of the established schools as segregated Mexican schools.

[24:46] that was part of what was happening during the Southwest and also recognition of the deportations

[24:53] that took place in the late 1920s and the early 30s continuing when nearly a million Mexican

[25:02] Americans and American citizens were deported. The American citizens were 60% of those who were

[25:11] were deported?

[25:18] Well, if I may add, it seems fitting that it was the Irish that inspired you because

[25:28] the struggle for the liberation of the Irish worked in partnership with the liberation

[25:34] of many other countries and movements throughout Latin America, including Puerto Rico and the

[25:46] out.

[25:49] Did the co-chairs want to give us a brief update or information about the upcoming event?

[26:00] Good afternoon. P-U-S-D school board and staff. My name is Lisa Barrios Isa Guiree

[26:05] and I am a proud alum of Marshall Fundamental, joined by Vania de la Cua,

[26:11] proud alum of Blair High School. Today we join you as co-chairs of the 2024 Pasadena Latino Heritage

[26:18] Parade and Festival. It is a pleasure to be here this evening to invite you and the entire

[26:24] PUSD community. Those are there here to the 26th annual Latino Heritage Parade and Festival

[26:32] that will be held on Saturday, October 5th, starting at 10 a.m., the route will actually

[26:38] start at Madison Elementary along Los Robles and conclude at City Hall. This year's theme

[26:44] Somos, pasadena, seguimos, lo reciendo.

[26:48] We are passadena.

[26:49] We keep flourishing.

[26:51] Ames to highlight the growing Latino community's contributions to the city and country.

[26:57] We brought fires in English and Spanish that list the free and fun cultural celebrations

[27:03] for you all to join us.

[27:04] That will be held during the month.

[27:05] And again, just want to thank you for the opportunity and also we cannot be here without

[27:09] those that came before us.

[27:11] So, thank you for the opportunity and we look forward to your participation.

[27:15] Yes.

[27:16] I think my colleague said it all, but thank you all for having us here today, and we really

[27:22] do look forward to seeing you all in the parade.

[27:24] Each of you, some fans that get a little bit hot out there, but really want to also recognize

[27:30] Mr. Louralo and his words because I think it's what he's talking about in terms of our culture,

[27:36] celebrating all culture, honoring all culture, and being present for it is one of the biggest

[27:42] parts of our parade.

[27:43] That's what we want our community to see, we want our kids to see.

[27:47] And we are thrilled that we're going to have Ms. Lilerado writing with astronaut Jose,

[27:54] and on this, sorry, and we're hoping to have Jose and on this come to Madison Elementary

[27:59] on Friday.

[27:59] So the kids can see themselves going up the space with an astronaut, it'll be great.

[28:05] but thank you all again for the support. It means the world to us and as proud of Lums,

[28:11] thank you again. And yes, by the way, let me know. All right, thank you.

[28:26] Did we have a motion

[28:28] in motion to approve.

[28:34] Second.

[28:44] There's one public comment. René Gonzales.

[29:09] Good evening again. I also brought some Mexican candy to share with you guys. You're welcome

[29:17] to take one. And so I'm going to hand it.

[29:23] And I'm wearing a hand made hat from the central

[29:27] West Coast of Mexico, Michoacán, and Guerrero called Tierra Caliente, that's where my

[29:35] mother was born, so this is from that region, and so I want to say that as we celebrate,

[29:43] we begin to celebrate National Hispanic Heritage Month, I want to thank this board for the

[29:52] a continuous investment on or Hispanic culture and art, and encourage the implementation

[29:59] and then you will see the last one, the last one, the last one, the last one, the last one,

[30:00] A full mariachi program, as well as the continuance of a folkloric dance program in the secondary and on the high school level, because the students and families' time invested on elementary or folkloric dance should be valued in the continued investment on secondary academic should be implemented, otherwise it would not be fair for those children.

[30:29] and families, as well as, you know, like it's been mentioned many times, the Latino or

[30:37] Hispanic arts and culture implementation and the curriculum encourage children to

[30:42] feel more proud about their culture and arts.

[30:45] So with that in mind, I look forward to a great amount of celebrations and thank you very

[30:51] much for, you know, the continuous support for our culture.

[30:56] Thank you so much.

[31:00] Thank you.

[31:00] Can

[31:03] we vote and then have a picture?

[31:05] All right, all in favor?

[31:10] Pass the 7-0.

[31:12] All right, picture time.

[32:45] All right, is there any public comment for closed session?

[32:50] If there isn't, then we will recess the closed session.

[32:54] Thank you, everyone.

[35:40] To do the public announcement of closed session actions

[35:43] taken tonight, concerning item D1, case number 909-959

[35:50] by a vote of 7-0, the board took action

[35:53] to approve the settlement of special education litigation in accordance with the terms of a written agreement.

[35:59] Concerned item D2, case number 2023-110-330, by a vote of 7-0, the board took action to approve of the settlement of special education litigation in accordance with the terms of a written agreement.

[36:13] Concerning item D3, case number 2024, 020, 944, by a vote of 7-0, the board took action to approve the settlement of special education litigation in accordance with the terms of a written agreement.

[36:28] Concerning item D4, case number 2024, 040409, by a vote of 7-0, the board took action to approve the settlement of special education litigation in accordance with the terms of a written agreement.

[36:41] Concerning Item D5, Case Number 2024, 040476, by a vote of 7-0, the board took action to approve

[36:50] the settlement of special education litigation in accordance with the terms of a written agreement.

[36:56] Concerning Item D6, Case Number 2024, 041-148, by a vote of 7-0, the board took action to approve

[37:04] the settlement of special education litigation in accordance with the terms of a written agreement.

[37:10] Concerning item D7, case number 2024-070-053, by a vote of 7-0, the board took action to approve

[37:19] of the settlement of special education litigation in accordance with the terms of a written

[37:23] agreement.

[37:24] Concerning item D8, case number 2024-070-934, by a vote of 7-0, the board took action to approve

[37:33] of the settlement of special education litigation in accordance with the terms of a written

[37:37] agreement, and we'll adjourn close session.

[37:44] And then I will call us to order, roll call,

[37:50] here, here,

[37:56] here, presente, here, here,

[38:08] here,

[38:08] here, here, all right, next is the Pledge of Allegiance, and we'll have our student board

[38:16] member Leslie Chi, lead us,

[38:43] all right, we will have public comment.

[38:45] How many parts?

[38:54] The Board of Education acknowledges receipt of public comments via email.

[38:59] It will be made part of the permanent record of this meeting.

[39:03] There are five public comments.

[39:08] First will be Dr. Gilbert Welton, followed by Helen Morales, followed by Dennis Mathemara.

[39:33] Good evening, thank you for this opportunity to speak to you all.

[39:37] I did not go to school here in Pasadena, but I am a strong advocate for public schools.

[39:43] I grew up in Birmingham, Alabama, and I went to schools that were segregated, and we didn't

[39:47] have an option for private schools, charter schools, or any of that, and so public school

[39:52] actually changed my life.

[39:55] And what I want to speak to is, because of that, years ago, I was reading Thomas Street

[40:01] month's novel, the world is flat, basically. And in that, he was interviewed David Baltimore,

[40:09] the Nobel Peace-winning former president of Caltech, one of the leading scientific institutions

[40:15] in the world. And he said that he was shocked that almost all of their students came from public

[40:21] school. They did not come from private schools or charter schools. He was surprised by that because

[40:27] was we generally think of our schools as failing.

[40:30] And so what I wanted to speak to was the use

[40:33] of underutilized PUSD property

[40:37] to house teachers, students, workers, and the like.

[40:42] Because what made a difference in my life

[40:44] wasn't just the cognitive things that my school instilled in me,

[40:48] but it was the character shaping and molding

[40:50] that they did in conjunction with my family,

[40:52] so that a community is important.

[40:55] And so I just want to see the Pasadena Unified School District maybe think about that when you decide how to use this property for people who otherwise would not be able to afford to live here that we can have that kind of community that would be synergistic thank you.

[41:15] Helen Morales.

[41:18] Good evening, board members.

[41:21] Thank you for the opportunity to speak with you today.

[41:23] My name is Helen Morales, and I'm the Director of the Rent Stabilization Division for the City of Pasadena, a new department that was started as a result of Measure H Charter Amendment Article 18 of the Pasadena Code.

[41:36] And I do want to invite your community, all of our families, who attend the schools here in the City of Pasadena to come to our office.

[41:44] if they need assistance regarding rental housing matters.

[41:48] And in addition to that more specifically on October 9th,

[41:51] we will be having a tenant session at 6.30 PM at 199 South Robeless Office on the first floor to provide input to our board regarding relocation benefits.

[42:07] And so we invite our tenants to come on October 10th and

[42:11] And our landlords to come on October 9th to provide us feedback to our board.

[42:16] And again, I thank you for your time in consideration.

[42:18] And I look forward to helping all of our families and our children in the Pasadena Unified School District.

[42:24] Thank you very much, and I have my staff member here, Leon Ariano, who is here, and he will be doing our outreach and helping all of our families.

[42:32] Thank you so much, bye bye.

[42:35] Thank you.

[42:37] Dennis McNamara, followed by Sandy Leish.

[42:41] Thank you.

[42:42] My topic is the evaluation of the superintendent, and in particular the contract which is on the agenda for tonight,

[42:50] specifically referencing the evaluation of which I can find no public details.

[42:55] And to be clear, very clear, I am rooting hard for Dr. Blanco and her leadership team.

[43:01] Leading a school district, especially with our myriad challenges, is difficult.

[43:06] The evaluation of the role must cover a lot of ground.

[43:09] But it must prioritize progress meeting academic proficiency standards.

[43:16] The number one LCAP goal is proficiency across all core subjects.

[43:20] To my mind, that means the superintendent would be held to that goal.

[43:24] Following short is failing.

[43:27] Progress is admirable, improvement is wonderful, but full achievement is the goal.

[43:34] That means 90 plus percent proficiency in literacy and math.

[43:39] Understand it would seem unfair to the newly named superintendent to hold her to that standard given that she is inheriting such a low base, but it is even more unfair to our children to graduate them insufficiently prepared for the real world.

[43:58] If we don't publicly and explicitly set an America standard, we surely will never reach it.

[44:06] In prior presentation of the board, district leadership has stated the goal of a 5% improvement annually in academic proficiency in three years that would approximate 60% proficiency in ELA in about 55% in math.

[44:22] Can we at least hold the district and specifically the superintendent to this metric?

[44:28] This requires, will require, focused support from the board, hyper-focus, actually, full support and trust to knock down impediments to change in improvement, numerical standards.

[44:45] Publicly stated, publicly monitored, we owe it to our children, especially the children we say we care most about.

[44:53] I'll repeat my initial comment. I'm rooting hard for Dr. Blanco and her leadership team.

[45:00] I root harder for our students. Thank you.

[45:06] Sandy Lee Shope.

[45:13] Hi, my name is Sandy Lee Shope, and I am a leader at the church we hope for here in Pasadena. And I'm here to advocate for the use of unutilized school property, the USDA property for affordable staff housing. 11 school campuses have closed. Most of the 11 campuses are being rented to outside entities such as charter schools.

[45:38] The campuses are being underutilized in our financial liability to the district.

[45:43] And these sites are a financial drain on the district using them for affordable housing for

[45:48] the staff or student families will turn them into financial assets.

[45:53] Staff and student housing will make the school district stronger and more resilient.

[45:58] And we don't have to keep closing schools if we can help families stay in Pasadena,

[46:03] including families of staff who send their children to PUSD schools.

[46:08] Both teachers and other PUSD staff tend to send their children to PUSD schools,

[46:13] but only if they are able to live in the district.

[46:17] But sadly, many can't afford to live here.

[46:20] So they end up commuting from really far away places, and then their children go to other schools.

[46:25] So affordable housing for staff could change that.

[46:28] and affordable housing for PUSD student families can help reduce the loss of families that move out of the district due to the housing cost.

[46:37] Additionally, because PUSD owns the land, it can both provide affordable housing and realize a profit from this.

[46:46] And this additional income can be used to help fix remaining school sites which have severe needs for repairs and upgrades.

[46:54] Staff housing would also help pay for, help the lowest paying employees of PUSD.

[47:01] Many of them can't afford to live in Pasadena, and so then they end up having to drive

[47:05] really far away, and then having to spend a lot of time on the road, which they don't

[47:10] get paid for.

[47:11] So for all of these reasons, I would really strongly advocate that we be able to use PUSD land

[47:18] for affordable housing.

[47:19] Thank you for your time.

[47:22] Thank you.

[47:30] All

[47:36] right, that concludes public comment.

[47:38] Now time for a comment from labor unions.

[47:44] Michael Delion, would you like to go first?

[48:18] So good evening, President Kenney,

[48:20] school board members, super tenant, Dr.

[48:23] Bronco, audience members and my team

[48:25] should brother and sisters.

[48:27] So I'm back.

[48:29] So I've for a little while, but it's nice to be back.

[48:32] So I'm here this evening to address a couple of pending issues

[48:35] use impacting teamsters.

[48:37] I would like to share a quick PowerPoint in regards to the

[48:41] custodial concerns that were brought up at the last board meeting I attended on May 23rd.

[48:47] So, concern is a lot of things that were mentioned was sort of caught a lot of my members

[48:56] should have, especially my custodial members off guard when those comments were made.

[49:03] We actually had the custodial lead, I spoke to him that night that was at the time during that school and just surprised to hear what was said.

[49:12] So these are some of the kind of things that they deal with on a regular basis is just to show some graffiti that happens.

[49:24] So it's not on a daily basis, well it's actually on a daily basis, a cleanup in the morning

[49:30] in the graffiti passing periods and then they got to clean them all over again.

[49:36] So one of the comments that was made was that they're not being cleaned on a regular basis.

[49:41] They are being cleaned on a regular basis.

[49:44] They are being monitored on a regular basis.

[49:48] Unfortunately, what you're having there is you have a lot of graffiti going on during

[49:52] passing periods, you have a lot of kids in there smoking weed during the time and there's a lot of

[49:58] vandalism. Our members cannot say anything to the students. So they simply have to respond to

[50:06] when that happens. And then we heard that while the bathrooms get locked. Again, that's not our membership.

[50:13] That's an administration call. So when a lot of things get too bad, they just lock them up.

[50:19] which again, not our call.

[50:22] So the thing was as a consultative concern to us that was not a custodial concern, it was an administration concern.

[50:28] Fortunately, I think that has been addressed because I gave an example over a John Muir high school that principal has no problems with his restaurant.

[50:37] So again, I think a lot of times and over through the time I've been here, custodial my members shake this sort of thrown under the bus that this is not being done.

[50:47] I just want to share, there's a lot of other factors in it.

[50:50] So especially here, there's more to it, but I just wanted to share that with you real quick.

[50:58] So the other reason I'm here this evening is support the Workforce Housing Project at Roosevelt Elementary.

[51:06] The teachers consider this to be an additional employee benefit.

[51:10] An overwhelming majority of my members want to live closer to where they work and

[51:17] the land for staff housing, which they get to live in.

[51:20] Cutting out commute alone is a major benefit.

[51:23] Less gas, soar into their day, allows them to spend more time with their families.

[51:28] For these reason, building housing that's affordable for the employees on the land that school district owns, but it's not unique, it's a good idea.

[51:35] Affordable housing will be a net financial gain for the district.

[51:38] A US-PUSD land is not only a waste of unused resources, but also a cost of the district's money to maintain.

[51:45] Unused POC land is the drain on the school district's finances.

[51:49] The land is used for staff housing, and it will not only provide a valuable resource for staff, otherwise cannot afford to live in the air, it can also bring income for the district.

[51:58] Free and affordable housing option district can help attract talented education staff to the district and encourage long term retention and reduction in turnover rates.

[52:08] This is actually what's currently taking place in Northern California school district.

[52:13] So, I also work in the Inglewood Unified School District.

[52:19] The County Administrator is trying to bring the same plan into his district and

[52:24] shared with me that he had visited the school in Northern California where this has already been implemented.

[52:30] And have been able to provide housing for their staff.

[52:33] They've been able to fully staff their school district because this is a big incentive of going to work for

[52:40] that district have the opportunity to work and to live within the district.

[52:45] So just that additional benefit is drawn people.

[52:48] So as we see this, there's all these additional benefits that come with this program.

[52:54] We simply see it as a win-win for everybody.

[52:57] Thank you.

[53:04] Johnson Gardner?

[53:07] I would like to use the transition in between to congratulate our labor partners as we celebrate Labor Day and Monday.

[53:13] All

[53:20] right, thank you, Dr. Blanco, and members of the board, and including our student board member, and members of the public.

[53:26] I am bringing you our UTP Labor Partner comments for August 28th, we'll do.

[53:37] All right, so some successes.

[53:39] I just want to make sure we start with that, because I know previous years that's not where I started.

[53:44] But classrooms were cleaned, for the most part we've, I think it's brought forward.

[53:49] some of the concerns when our sites are used by multiple programs during the summer it can be

[53:56] hard for that to get dealt with and I think for the most there were a few cases but those have been

[54:02] addressed and then curriculum was distributed to the sites it's a better plan but my concern is

[54:08] the way it was done was not sustainable but we'll talk about that in May so that we can make that

[54:13] work but even better the HVAC systems though seem to be working which is really a big deal

[54:20] because especially for how hot it's been in the last couple of weeks so I think I

[54:26] was hitting like I have to 10 emails a day about that previous year so it's

[54:31] really nice to have not have that. And then of course our teachers and all

[54:35] their professional educators are giving of themselves for the benefit of the

[54:38] students and they're fully able to do that because there these problems are being

[54:43] met. Some concerns. So teachers and our professional educators are still being

[54:49] told they have five additional video-based hours of training to do on their own time by September

[54:55] 6, even though HR has already stated that deadline is September 20. We've adjusted a few

[55:00] of the sites, but I keep finding other sites where they have not yet been told. And so hopefully

[55:04] that will be dealt with. But our big concern is that these five additional video-based hours are a

[55:12] for us to have to do that on top of getting our classrooms going and our curriculum and all these

[55:18] other things, it's a lot. So we are hoping that we can work on a better solution for the future

[55:24] and that the other thing is if we're watching these videos every single year over and over

[55:29] and over, they're the exact same thing. It's really hard for our members to justify that time.

[55:35] POST bargaining team unfortunately was not able to meet with us until October, which is a concern.

[55:42] We provided a number of dates and we're hoping to start in September, but I'll ask

[55:46] Unfortunately, as of right now, the first dates are in October.

[55:51] The POST UTP contract violations are not being addressed promptly.

[55:55] We are hoping that this will quickly speed up, but because we understand at the beginning of the year it's really hard.

[56:02] But there were a lot of issues with regards to placement of our teachers, the positions.

[56:10] And what subjects they were assigned and changes over the summer.

[56:14] And especially a lot of our psychologists had their schedules changed randomly without

[56:21] following our contract.

[56:22] So we are hoping to address these promptly and quickly and hope that bringing it up here

[56:28] but also making sure that our systems are followed so that we can get to a resolution quickly.

[56:34] There was a district practice change this year that we're very concerned about.

[56:38] So, we now have a split shift in child development for the first time in more than ten decade.

[56:46] Right now, the student, they come from 7 to 830 and then it's followed by a three hour break and

[56:53] then 1130 to 6, which is 11 hours start to finish and it's borderline cruel to treat some of our lowest

[57:02] compensated teachers in this way. And we hope that there will be swift, this problem of student

[57:08] meeting care before school has existed for a decade.

[57:12] It was dealt with previously, and now the change is to have that be on our members, our child development members.

[57:19] And we don't appreciate that, and we hope that there will be a much better solution come to quickly.

[57:25] And that we don't split our teacher's time in that way.

[57:31] Superintendent's Budget Committee, so we appreciate that labor partners have a seat at this table.

[57:39] Especially with our teachers, we want to make sure that we have a diversity of opinion

[57:46] from within our ranks, and because issues on one side of town versus the other side

[57:51] of town, different subjects that we teach different positions.

[57:55] Unfortunately, we are only being a lot of one spot, even though there are more teachers

[58:01] that are going to be on the panel.

[58:03] We have no say currently in this election of those individuals that may be okay regarding

[58:11] the letter of our contract, but it is not going to yield the best outcome for these budget

[58:19] discussions.

[58:19] I hope that we will consider something different.

[58:24] I really think that circumventing our unions in this process is undermining them.

[58:34] We have been doing site visits now, thankfully this year I am able to be out of the classroom and visit all of our sites and we'll get to all of them very soon, but every single one I've gone to has had concerns and been told that they don't have supplies and they don't they have to share and they're going to have to rush their paper and while we understand that there are needs our teachers need to have what they need.

[59:01] to be able to teach their classes.

[59:04] Some of this can be in the past,

[59:06] it's been like POs being processed too slowly,

[59:10] so I don't know exactly,

[59:12] we haven't been able to get to the bottom of it,

[59:14] but we don't understand why year after year,

[59:17] our teachers have to wait to have their materials,

[59:21] they start teaching right away, they attempt to anyway,

[59:25] and if they don't have the materials,

[59:26] they need it, it makes it that much harder.

[59:29] Teacher time.

[59:30] So, POSD needs to value our teacher in educator time.

[59:33] Some of these critical POs that I just mentioned, but also, I don't want to speak to it on the

[59:39] mic right now, but there are some very concerning POs that need to be processed as soon as possible

[59:45] to make sure that our district doesn't wind up with legal liability, and that timelines

[59:49] are able to be adhered to.

[59:53] And I've sent emails, they weren't responded to, so hopefully that'll happen, but we really

[59:59] We need to make sure...

[1:00:00] We are working with our social education staff to meet all the needs that are out there.

[1:00:09] Shared decision making is a better way. The master's scheduling needs to be fixed. We only

[1:00:17] had one school in the district to change their configuration dramatically, but the rest

[1:00:23] of them there shouldn't have been nearly as many concerns, and yet there were. And since

[1:00:28] This may, UTP has offered to work with academics in HR and master scheduling, but we never

[1:00:34] got something to work with, and so we were not able to help with the process.

[1:00:40] We need deeper conversations, long-term planning, and we can fix these problems, but cutting

[1:00:46] out UTP is not the way.

[1:00:49] Some potential solutions that are out there, some districts do this, they have thoughtful

[1:00:55] overflow systems. They have schools that are designated overflow. We could have overflow

[1:01:00] delip, overflow steam, or arts, and find ways to support some of our sites that are not

[1:01:09] currently favored, but it would help them to be able to have enrollment, and we would be

[1:01:17] able to keep these other signature programs growing without having to keep adding temporary

[1:01:22] structures on sites that are full. So hopefully that is the path forward that we will work

[1:01:30] together on solutions and we will be able to get ourselves to a better place. Thank you

[1:01:35] for your time.

[1:01:39] Thank you. Is anyone from CSCA here,

[1:01:48] Pacti, or absent?

[1:01:54] All right. The next

[1:01:56] on our agenda is our student board member report.

[1:02:07] Thank you, President Kenney, esteemed board members,

[1:02:09] and Dr. Blanco for your continued contributions

[1:02:11] and commitment to the Pasadena School System,

[1:02:13] and to your support for a newly formed student assembly.

[1:02:17] We are a young and developed structure.

[1:02:19] However, thanks to you, we believe we have the power

[1:02:21] and ability to create meaningful, long-lasting,

[1:02:24] and impactful progress within PUSD.

[1:02:28] The student assembly would like to recognize

[1:02:29] and commend the board's plans for creating affordable housing

[1:02:32] the options for district employees. These plans will foster stability among staff leading

[1:02:36] to enhance collaboration and better educational outcomes for the district employees as well

[1:02:41] as students. Over the summer, the student assembly took a break to focus on individual

[1:02:45] personal projects. However, we are now back and ready to begin the process of researching

[1:02:49] structures and processes to create meaningful and long-lasting progress, including collaborations

[1:02:55] with different segments of the district. Also, we would like to expand our student assembly

[1:03:00] representatives to include CIS and Rose City to ensure the best representation of the student body.

[1:03:06] This statement will cover the student assembly goals of improving

[1:03:09] communication in the classroom setting and ensuring district-wide accountability.

[1:03:14] As mentioned by my fellow student assembly member in June 2024,

[1:03:18] one major objective of the student assembly has been to improve communication between students

[1:03:23] and teachers in the classroom setting. We have been exploring different ideas of what

[1:03:27] improve communication could look like and how to achieve it. The student assembly

[1:03:30] recognizes and appreciates the immense work that teachers do to provide students us, with the best

[1:03:36] education. We hope to work with students and teachers to ensure the accountability on both the

[1:03:41] students and the teacher's ends. Decide my fellow assembly member Emilio from our last statement.

[1:03:47] It is important to note at this time we are not advocating for any specific tool that can help us

[1:03:51] achieve this goal as we respect that any major change to the student and teacher relationship should

[1:03:55] be done only with the involvement and active participation of the teachers union and the

[1:04:00] district administration. Building on top of that, the student assembly not only wishes

[1:04:04] to improve communication within the classrooms, but also improve communication lines between

[1:04:09] teachers, students, and administration on district-wide decisions, which could ensure accountability

[1:04:14] on what happens in classrooms and on campuses. We recognize that creating major systematic

[1:04:20] progress will be a research-intensive process, but we believe that with the

[1:04:25] collaborative effort of everyone involved, we will create a stronger district and

[1:04:29] community. As stated earlier because of the honorable position that the

[1:04:33] student assembly is in, we are able to voice our goals of improving communication

[1:04:37] classrooms and ensuring accountability between students, teachers, and

[1:04:41] administration on decisions throughout the district. Thank you to the student

[1:04:45] think tank for creating such an amazing system and thank you to you, the esteemed

[1:04:49] board for enabling us to create change and provide a voice to the student body.

[1:04:54] Thank

[1:04:56] you.

[1:05:25] All right.

[1:05:25] We're on item K, board committee reports.

[1:05:29] Anybody have brief reports from their committees?

[1:05:33] Jennifer?

[1:05:34] It's very brief but safety committee met for the first time in a couple of months and we heard

[1:05:41] from young and healthy and we had a great time and I don't think there's really much else

[1:05:46] to say but we'll meet again in October and it was wonderful. Thank you.

[1:05:55] All right. We had a policy meeting

[1:05:59] in August and I just wanted to say we're caught up. I may have said that when I spoke to you at

[1:06:05] the beginning of August but it's wonderful. Ms. Sanchez was a great help and we are continuing on with

[1:06:15] wonderful help. Our next meeting will be on October 2nd. One of the items that came up during

[1:06:22] this meeting because of one of the policies that's on the agenda tonight. It was

[1:06:31] governing

[1:06:32] board elections and there was some language that CSBA is suggesting and then we are under

[1:06:40] the city charter, the Pasadena city charter. So a lot of what governs our elections is there.

[1:06:45] So we did say it might be, there might be board interest on updating the city charter

[1:06:55] in regards to the section of the city charter regarding our school board and elections,

[1:07:00] but that we thought that something we could start in 2025, that doing it now before upcoming

[1:07:07] election might not make sense, but that we would approach that in January.

[1:07:14] So, to clarify what you're saying, we're talking about the evaluation of establishing term limits for school board members.

[1:07:24] Reviewing any and all of that language.

[1:07:26] I mean, it's not our charter, so I think we would have to figure out the process.

[1:07:31] Mr. Cahilin, if you want to talk a little bit more about it.

[1:07:35] Yeah, so because we are not an independent government entity, but we're chartered under the City Council.

[1:07:42] and the city charter, typically what's happened in the past is whenever there's needed to be a change in the chunk of the city charter that applies to the school district,

[1:07:55] the formal, there hasn't really been a formal process, but the informal process has been the Board of Education established as it's a charter task force to make, to generate a report.

[1:08:09] The board then votes on that and then that goes to the City Council and we're basically we're asking the City Council

[1:08:14] Please take this into account

[1:08:17] When the City Council does its own

[1:08:20] Charter committee task force it typically only organizes and

[1:08:24] Focuses on the parts of the City Charter that applied to the City

[1:08:27] So if we don't take the reins on our stuff

[1:08:31] The changes don't happen. I've mentioned before a couple of times that some of the language in the City Charter

[1:08:39] is it can lead to a case where there's a,

[1:08:45] us as a board are stuck between the City Charter and Ed Coat, because the Charter City Charter is quite old, and

[1:08:52] Ed Coat has changed several times since then, and many things that have come up regarding the timing of elections or

[1:09:00] the case when we switched to sub districts, that was something that was sort of pushed by the general political climate in the state of California, but

[1:09:09] But we had to go through this hoop process.

[1:09:12] So it's kind of been a low grade back burner thought of mine that we should encourage

[1:09:20] a charter task force to cover the PUSD parts of the city charter, including possibly

[1:09:28] even investigating what it would take, or if it's even possible for us to be a separate part

[1:09:34] of the charter entirely.

[1:09:35] So that rather than petitioning the City Council, we could make our own decisions about the charter.

[1:09:42] But that's a fairly substantial conversation and requires somebody who knows, not just California constitutional law,

[1:09:51] but charter city law and what it takes to organize a school district.

[1:09:55] So I think that we're probably close to the state where getting ahead of this and

[1:10:02] putting language in this city charter at the very least that makes it clear that the order

[1:10:10] of operations is PUSD should first respond to the California Constitution and then

[1:10:15] Ed Code and then after that things in the city charter is probably warranted.

[1:10:19] So, but as Kim pointed out, it's a lengthy conversation, it's a process that we're never going

[1:10:25] to undergo as a board during an actual election year because there's too many other things going

[1:10:31] on election lines and so we at policy thought it would be a good idea to sort of see if the board is

[1:10:37] interested in pursuing this and if so, a good time to start would probably be January 2025.

[1:10:43] So I was just thinking we would talk then about, you know, is this something that we have a

[1:10:49] like a task force committee that wants to go pursue this? You could certainly interest me in

[1:10:55] And removing ourselves from the city charter so that we would have control over making any of those decisions when we want to not by having to go through a full election cycle, you know, and take it to the voters most districts don't have to do that.

[1:11:12] So that was just a quick update from policy.

[1:11:15] Well, I believe that given recent actions from the Pasadena City Council, they would support

[1:11:29] a conversation with us, especially in regards of term limits, given that that's a conversation

[1:11:37] that they're also having internally.

[1:11:38] So I

[1:11:44] don't understand the need to wait until 2025, we can start an ongoing conversation.

[1:11:57] Is there any other opinions that going forward waiting,

[1:12:04] someone has to volunteer to do this, so there's that.

[1:12:11] I'll work for this with this and I know that some of the board members have stress interest in tackling the issue of time limits with the City Council.

[1:12:21] So we can have a joint effort, right?

[1:12:25] Would it just be on one topic,

[1:12:26] or would it be on actually doing a revision

[1:12:29] to the city charter, because I don't know if,

[1:12:32] I don't actually don't know if that term limits

[1:12:34] is in the city charter.

[1:12:36] Well, one of the other things that could come up,

[1:12:38] for example, is I know that some local governance bodies

[1:12:43] are reviewing their rules about campaign finance,

[1:12:47] because we are not bad, there's no limit.

[1:12:50] For those in the public that don't know, there is no limit on campaign contributions for local educational agencies in the state of California, so technically you could build a war chest to run for Senate while you're sitting on a school board.

[1:13:04] And there was a conversation about whether or not the city council wanted to have campaign finance caps for city council positions.

[1:13:13] But again, when they talk about these sort of things, they don't, they're typically not talking about the part of the charter that applies to the school board.

[1:13:21] So that would be one other topic that this group could discuss.

[1:13:27] There's a couple other things that have cropped up over the years.

[1:13:34] One of the interesting things is right now, we almost ran into this at the last election cycle.

[1:13:40] Well, we almost had to seat people in the seats before the state certified the election results.

[1:13:50] And we probably don't want to put ourselves in the pit.

[1:13:53] We've been lucky in that we haven't had a school board race come down to two votes and

[1:14:00] have there be contested, provisional about it.

[1:14:02] A lot of these things are what I would call very low probability, but

[1:14:07] but very high risk events, and so if you're going to do charter reform, you might as well just put a process flow diagram up on the board and scrub these things out where they come up.

[1:14:17] When I talk to Dr. Villescaz after the meeting and we can figure out how to move forward and see how that goes.

[1:14:24] All right. Any other committee?

[1:14:27] The

[1:14:32] facilities committee met on August 20th and our facilities department was really

[1:14:40] productive over the summer, and we've been communicating out the accomplishments of

[1:14:46] our projects for measure O, the locks, the shade structures, the prometian boards, the

[1:14:55] playgrounds, the, you know,

[1:15:00] Resurfacing lots of projects and in committee, we had what's new was some updates on the modernizations. We had some really detailed diagram. So looking forward to seeing more of that. And then just to highlight the school district was chosen for the Southern California Leadership Institute for Green School Yards. So that was a new item.

[1:15:30] and then we updated the facilities committee charter which is something we're going to go over today and our next meeting is September 10th.

[1:15:43] So I think I'll hear me.

[1:15:48] So I do want to add that the presentations that we received in that committee from the work that's been done on measure.

[1:16:00] I was hoping that we could get that on the board agenda or our September October meeting because there was some really good work done over the summer that I believe the community and and everyone needs to see they need to be privy to so that they can see that we are moving forward with some of our projects.

[1:16:29] So you're thinking what maybe a slideshow of photos in a summary of the work that's

[1:16:36] the same presentation that they brought to us.

[1:16:38] I would like them to bring it to the board.

[1:16:43] For the main three projects, the three upcoming projects,

[1:16:45] not the work that was done.

[1:16:47] That's why I was to say the work that was done over the summer.

[1:16:49] Okay.

[1:16:50] That's the presentation.

[1:16:52] All right.

[1:16:52] Maybe I'm just not remembering it exactly.

[1:16:54] was the presentation that was presented to us in the facilities committee.

[1:16:59] It sounds very interesting to me. I'd like to see that.

[1:17:04] Yeah,

[1:17:17] there's diagrams of like the mock-ups, I guess, what you call it, of the modernization.

[1:17:23] I think, is that what you're talking about? Trust you, Bailey.

[1:17:26] Mm-hmm. Okay.

[1:17:29] So the mirror and the Madison and Longfellow future projects,

[1:17:33] and those are the future, they showed us some work that was done where they had already

[1:17:37] like they had worked on some playgrounds and they had done some work okay yeah

[1:17:47] I've worked a couple of things but there was that one presentation that I

[1:17:51] asked you about bringing it to the board do you remember what it was

[1:17:56] technically the work of the mock-ups is work that has been done over the summer

[1:18:01] because it's work that has been done with community in terms of all of the

[1:18:06] different committees. That presentation, if presented on the board, needs some adjustments.

[1:18:13] So that the effort that we put into all three sites looks more equitable. However, that

[1:18:21] is work that has been done over the summer, along with the report of jobs completed over

[1:18:29] the summer, which was in like a presentation itself, but it was a report that it was-

[1:18:34] It was at Hamilton's playground.

[1:18:35] It was one of the playgrounds that they had drawn

[1:18:37] that was very beautiful, and that was part

[1:18:41] of the presentation.

[1:18:44] Yeah, I, yeah.

[1:18:46] So when I work with Mr. Krasko and we'll figure out

[1:18:50] a brief presentation that we can do that can highlight

[1:18:54] the work done over the summer with photos.

[1:18:58] I was surprised.

[1:19:00] I didn't realize Elliot was getting new tennis courts,

[1:19:03] Because I knew we're doing asphalt work and I just didn't equate tennis courts and asphalt don't ask me why.

[1:19:09] But then it could also include what we've done up to now on our major projects, which is finishing the schematics.

[1:19:17] I think for me, the way the agenda is, I think Mr. Carosco had, you maybe had two or three presentations.

[1:19:25] So it's like really hard because it was a while ago to remember exactly which presentation

[1:19:31] in that I'm referring to right now, but I do know what I saw, and at that moment at that time, I said that it needed to come to the board.

[1:19:48] While I have my mic open, were you going to move on?

[1:19:51] So the ledge committee did meet, we didn't make any decisions on anything in particular.

[1:19:58] we are continuing to follow ACA. Is it seven?

[1:20:07] And we

[1:20:12] worked on revising the

[1:20:14] charter as well. We're not done with that. And then our next meeting is I'm

[1:20:19] trying to get my calendar. It looks like our next meeting is probably going to be on

[1:20:26] in the 11th of September.

[1:20:33] The equity committee's next meeting is on September 9,

[1:20:38] at which point we'll be talking about the implementation

[1:20:42] of the new programming.

[1:20:43] So it would be really important if some of our labor partners

[1:20:48] join us in this conversation as we move forward

[1:20:52] with the agenda for equity.

[1:20:58] OK, great.

[1:20:59] All right, let's then, so the next item L is approval of the revised charter for the facilities committee and Tina, you said you thought there was a public comment.

[1:21:11] I would like to pull this item.

[1:21:17] Okay.

[1:21:19] Some of the edits presented in the charter were not the edits discussed during committee so we didn't have a chance to really work through some of the challenges that are presented today.

[1:21:38] I would like to table it for our next meeting later in this month.

[1:21:44] I'm sorry, I think there's a misunderstanding, because what is being printed in front of us,

[1:21:49] it was not what's posted, so.

[1:21:55] The which version is it that we wanted to.

[1:21:57] So this was what I was going to propose as an amendment.

[1:22:01] But should that go to the facilities committee and then come back to us?

[1:22:05] That is what I propose.

[1:22:06] If it wasn't done at facilities, that.

[1:22:11] Well, when I looked online, there were two.

[1:22:14] Because I questioned, I initially said, wait,

[1:22:19] this isn't the revision that we worked on.

[1:22:21] But then there was another document now below that.

[1:22:25] So I was, I thought that's what this was.

[1:22:28] The hard copy is different than the two versions on the website.

[1:22:33] So this was just something I wanted to make a motion to amend.

[1:22:38] Is it okay if that goes back to facilities?

[1:22:40] And I had a couple, I had some input which I can then, I can just email you to share with the committee.

[1:22:49] But I don't understand.

[1:22:50] So then what was the point of having this?

[1:22:52] Well, I didn't know we were going to keep changing it, but I did want to.

[1:22:57] Okay.

[1:22:58] Excuse me, Tina.

[1:23:01] So this isn't even what we amended as a committee?

[1:23:06] If you remove the red parts, that was what we had approved.

[1:23:11] The red part is what I was going to make a motion to add.

[1:23:16] Just like when I added LGBTQ to the...

[1:23:20] Then this wasn't what was online because the online had this.

[1:23:24] This isn't the same document.

[1:23:26] online the dates you have this and there were two documents online okay let's

[1:23:34] let's just just push this to a committee and then we'll bring it back later yeah

[1:23:39] I'll second the motion to table so oh

[1:23:45] yeah okay or we can just refer it back

[1:23:47] to the committee

[1:23:51] let's table it and have a vote to table it so it has an action if

[1:23:54] that's a point of order point of order if the recommendation is to refer it

[1:24:03] back to committee, then you do not want to table said motion.

[1:24:06] The resolution should be to refer it back to committee, so that the appropriate

[1:24:10] action can take place and then they can come back to us for action.

[1:24:18] So I don't want to kill it.

[1:24:28] So the motion on the floor was to table it, correct?

[1:24:31] And so that person has to retract their motion in order to refer to committee.

[1:24:37] No, it wasn't.

[1:24:38] I second it, but I'll withdraw my second.

[1:24:40] So, I

[1:24:45] do think we should table it for the full board and send it back to committee to

[1:24:51] come back to the board, and I understand that there are many sets of parliamentary

[1:24:58] rules that have lots of other motions, but

[1:25:04] so you're saying this is not a motion.

[1:25:08] So, I would move that this go back to committee.

[1:25:12] Okay, can somebody second it?

[1:25:15] I'll second it.

[1:25:16] Okay.

[1:25:17] All in favor?

[1:25:19] Thank you.

[1:25:20] Actually, I'm so sorry.

[1:25:22] Can we have our reminds me again for the student to vote.

[1:25:27] They get to vote first.

[1:25:28] I'm sorry.

[1:25:29] No, that's quite all right.

[1:25:30] I know.

[1:25:31] It was a long summer.

[1:25:34] So student board member?

[1:25:37] Yes.

[1:25:38] All right.

[1:25:39] All in favor?

[1:25:43] 7-0 plus 1 preferential to go back to committee.

[1:25:46] Thank you.

[1:25:48] All right, so we are moving on then with action items.

[1:25:53] First is item M1.

[1:25:55] Mr. Varo-Karemi is up.

[1:26:07] And just briefly, I want to mention that this,

[1:26:10] as a resolution for an emergency,

[1:26:13] needs to pass with a unanimous vote.

[1:26:30] Hello, good afternoon, Board of Trustees.

[1:26:33] expertise, Superintendent Blanco, and community.

[1:26:37] My name is Manuel Carrasco, I'm the Director of Main's Operation and Transportation for your Pasadena Unified School District.

[1:26:46] For your Pasadena Unified School District, we're here.

[1:26:50] You see before you emergency resolution to approve emergency procurement for

[1:26:58] Our Chiller Unit Replacement at Field Elementary School at about August the 13th, about six days before schools started.

[1:27:11] Our Chiller Unit went down at Field Elementary School.

[1:27:17] The Facilities Department needed to act swiftly to ensure that we didn't disrupt the plant operations.

[1:27:27] for school start, so we acted swiftly.

[1:27:34] We contacted our partners, one of those partners was able to not only take on this work,

[1:27:48] but also a guarantee that they could provide a loaner-chiller while the

[1:27:55] The Chile is being ordered, abircated, and delivered.

[1:28:01] So before you is a resolution, I request in that authorization.

[1:28:10] Any questions?

[1:28:13] I was going to move the roll.

[1:28:14] All right, second, any other discussion?

[1:28:19] All right, student board member?

[1:28:23] Yes.

[1:28:24] All those in favor?

[1:28:26] six with one absent, six zero with one absent.

[1:28:33] All right, we will now move on to M2 resolution 2779 to procure supplemental transportation services.

[1:28:50] Good afternoon everyone, again, this is in connection to resolution 2779, the procurement of supplemental transportation services.

[1:29:06] Less than 90 days ago, we went out to public bid to augment our transportation provider pool to ensure that we are able as a school district support our robust arts,

[1:29:30] Athletics and other programming in regards to field trips.

[1:29:35] This is not in reference to home to school transportation that we provide to our children

[1:29:44] with exceptional needs or special needs.

[1:29:47] This is for field trip transportation.

[1:29:50] And 90 days ago we were able to secure only one additional provider of yellow bus.

[1:30:00] Yellow bus units, we were able to provide ad for additional charter buses, which we don't really

[1:30:14] utilize that often because of the cost and also the charter buses meeting, the luxury

[1:30:23] three buses are more for our way trips or trips of longer distances.

[1:30:32] So we come before you, requesting your authorization for

[1:30:38] the Transportation Department to seek additional vendors in order to support

[1:30:44] the last school year we did over 1,500 field trips across the district.

[1:30:55] So, we want to continue to provide that support and those opportunities to our educational community and that's why you see this resolution before you.

[1:31:14] Thank you for this. Now, it says here that the district had over 1,800 ill trips last year.

[1:31:22] Okay, now that I do know is a really high, high number, and I do know that there are companies

[1:31:31] that provide transportation who basically say one company can't do this, right, 1800

[1:31:37] trips.

[1:31:38] It's kind of crazy.

[1:31:39] And then you've got the mountains, so you need certain people who can drive a van up

[1:31:43] into the mountains.

[1:31:44] And that's what has really hurt us in this last year, correct?

[1:31:50] And-

[1:31:51] The question is what is the plan going forward and I can ask our superintendent that are plan going forward for this wonderful time for every student to be involved in 1800 field trips a year, but how do we manage this I

[1:32:11] think after the pandemic a lot of our parent groups had a lot of money that they had saved up they weren't able to use during those couple of years and they really wanted to provide like lots of extra opportunities for the students.

[1:32:23] We've also increased our opportunities throughout the city and just with partners allowing us to participate.

[1:32:32] So we are doing an analysis to see if there's some way we could have fair and equitable, so many buses per day.

[1:32:40] Because what happens then when we weren't able to meet the need is some people were quite upset.

[1:32:46] And sometimes we didn't find out that a bus wasn't showing up until that day because they had trouble with their own employees.

[1:32:53] they didn't know they weren't showing up. So we want to add additional vendor

[1:32:59] opportunity so that we can meet the needs but also we will put some controls,

[1:33:06] you know, at least, you know, per day because we'll see where we have the most

[1:33:11] trouble just like we do with, you know, conferences and workshops. We try not to

[1:33:16] have them on certain days because we know there's a higher absentee rate so we're

[1:33:20] in the middle of looking at that, the curriculum department.

[1:33:24] In addition to that, under the leadership of Dr. Blanco, we've already initiated a kind

[1:33:30] of like a strategic planning sessions, if you will, with academics to ensure that all

[1:33:40] of our processes are streamlined and also looking at the type of trips, the frequency at each

[1:33:48] of the schools and making sure that we're utilizing the best resources we can to provide

[1:33:55] these opportunities. Examples of that is maybe the use of smaller buses, maybe not

[1:34:05] as many three passenger vehicles for smaller groups. You know, it's nice for one student

[1:34:15] student to be in one seat, but in order to leverage our resources, we need to really work

[1:34:22] together with our academics, our coaches, our arts coordinators, and what have you just

[1:34:28] to make sure that we're utilizing those resources the best we can in order to offer and support

[1:34:36] the trips that our programs are initiating for our students.

[1:34:42] So,

[1:34:47] I know that, you know, one of the, I've got a lot of negative feedback about field

[1:34:54] trip buses last year.

[1:34:55] So I agree that we need to do this, and I think, you know, given the state

[1:35:03] of the current

[1:35:03] market and provisioning the services, this is the right way to go.

[1:35:07] So I'm going to, I'm going to, I'm going to vote to approve this as a sort of 50,000-foot

[1:35:12] question, though.

[1:35:16] I would, I don't know how other school districts handle this historically.

[1:35:23] Like most school districts used to have a driver cadre, and they had their own buses.

[1:35:28] I mean, this was the thing that school districts used to do before Prop 13, but even back

[1:35:35] then, you're not talking about a set route in the beginning of the day and a set route at

[1:35:40] the end of the day for something for a regular employee to have a regular schedule.

[1:35:43] So this is still effectively, if you were going to do this in-house you'd have to effectively have a pool of temporary bus drivers.

[1:35:53] People who are already cleared for the district who could be on call to drive after hours.

[1:35:57] So I am interested in seeing if there is a way to do this in the long run, where we're making this something that's more in-house.

[1:36:06] But I think this is the best solution for upcoming here.

[1:36:09] And, well, are we ready for a motion?

[1:36:13] Does anyone have a rule?

[1:36:16] Good.

[1:36:17] Second.

[1:36:18] Great.

[1:36:19] Student Board Member?

[1:36:21] Yes.

[1:36:22] Great.

[1:36:22] All in favor?

[1:36:25] Passes 70.

[1:36:34] All right.

[1:36:34] The next presentation is a resolution 2780 establishing a small business program and local business

[1:36:41] This outreach program for district construction administered by the facilities department.

[1:36:48] Good evening.

[1:36:49] Simone Brevo-Kremie, Chief Business Officer, and Mr. Krosk is going to stay up here with me.

[1:36:53] He's been working on this for some time,

[1:37:01] excuse me.

[1:37:04] Okay, so small business enterprise policies and project labor agreements.

[1:37:10] So there's a board item for your consideration, and

[1:37:13] this is just a brief presentation to give you a little bit more background about SBE policies.

[1:37:19] So, as is often the case in many communities, there's a huge interest in keeping local

[1:37:25] dollars with local companies to invest the funds that we have to support local businesses.

[1:37:33] On April 9th of 2024, our council did present to the facilities and capital projects committee

[1:37:39] on this topic.

[1:37:45] So the background is small business enterprise policy.

[1:37:48] So school boards obviously serve the unique and diverse needs of the communities represent.

[1:37:53] And for that reason, the legislature has granted boards with wide authority to set policies that create programs for those communities that they serve.

[1:38:02] In California, there are contract preference policies for both small business enterprises, SBEs,

[1:38:08] local business enterprises, LBEs, that are actually authorized by statute.

[1:38:13] So both types of policies provide essentially the same benefits.

[1:38:17] There are some risks with LBEs, which is why we're recommending moving forward with an SBE policy.

[1:38:25] So the public contract code defines an SBE as one independently owned and

[1:38:30] operated that is not dominant in its field of operation.

[1:38:33] Two, that has its principal office located in California.

[1:38:37] And that the officers are domiciled in in California.

[1:38:40] which has 200 or fewer employees and average annual gross receipts of for construction companies services, 36 million dollars or less over the previous three years and for other services, 15 million dollars or less over the previous three years.

[1:38:57] So,

[1:39:00] what can an SBE policy include, what are the allowed components?

[1:39:04] So, one, it can provide small businesses bid preferences of up to 70% of the lowest

[1:39:10] responsible bidder, up to a maximum value of $150,000 per bid.

[1:39:16] You can establish a subcontracting participation goal for small businesses on contracts and

[1:39:21] grant a preference up to a maximum again of 7% to those bidders who meet the goal, and

[1:39:28] and also require prospective bidders to make a good faith effort to meet a subcontracting participation goal.

[1:39:35] The board, the district does have an existing policy.

[1:39:39] It was passed in 2009, a local outreach policy and

[1:39:43] what that policy did, what that board resolution did is it set some goals.

[1:39:47] So 25% are up at least 25% for small businesses,

[1:39:51] at least 25% for local service providers,

[1:39:53] 25% for local tradespeople and at least 5% for female tradespeople.

[1:40:00] So this existing policy can be integrated into the SPE preference policy that we would

[1:40:07] implement.

[1:40:09] Keeper visions on the resolution.

[1:40:12] So the proposed program takes a different approach while the 25% SPE goal would remain.

[1:40:17] So what was in the prior resolution, that prior 2009 policy would remain, setting specific

[1:40:24] outreach goals on the basis of gender and minority status

[1:40:26] that fall into disfavor.

[1:40:29] So the proposed program provides, and this is the quote,

[1:40:32] so the district may target these businesses

[1:40:34] in their local business outreach efforts.

[1:40:36] So as long as the specific outreach effort is targeted

[1:40:39] at all local businesses and does not grant any preference

[1:40:42] or preferential treatment to minority or women owned businesses.

[1:40:48] So a little background on PLAs.

[1:40:51] So PLAs is a project labor agreement.

[1:40:55] The standard terms are, so registration is all employees of all contractors and subcontractors must register with the appropriate trade union workers are not required to join the union but they must comply with the union security provision of all applicable collective bargaining agreements.

[1:41:10] Referral, so all employees will be hired out through that union hall of referral system.

[1:41:15] Contribution, all employees must contribute to that trade union's health fringe, pension, apprenticeship and other benefit plans.

[1:41:20] and representation fees, so all employees must pay union, initiation fees, union dues,

[1:41:25] or representation fees to the applicable union or council.

[1:41:28] Again, these are what would be under a PLA.

[1:41:32] So the pros of a PLA, it removes union work stoppages or strikes based on labor disputes or grievances.

[1:41:41] There's vocational training, so the trade councils often include a provision in which the member trades agree to assist with a training of district students.

[1:41:52] And if a district decides to an intense utilize a lease lease back delivery method, which

[1:41:57] we're going to talk about on the next board item, or a design bill delivery method, a PLA

[1:42:01] will allow the district and contractors to more easily comply with new skilled and trained

[1:42:06] workforce requirements.

[1:42:08] Some potential cons, so some contractors may not bid on the projects if there is a PLA,

[1:42:13] which can be more severe in a really busy marketplace where there's a lot of projects

[1:42:17] that are that these contractors can bid on.

[1:42:19] If a non-union contractors, if non-union contractors are correct regarding an increased burden on their benefits to workers,

[1:42:27] their bids will be less competitive and that can mean more costs so the price could be higher.

[1:42:33] Implementation of PLA will come at a cost to the district and sourcing an outside entity to administer the PLA.

[1:42:39] So, our recommendation at this time is to move forward with to approve the Board Resolution for SBE,

[1:42:46] which will make the district take concrete efforts in keeping local dollars again within the local community.

[1:42:52] Due to the fact that the administration costs associated with the PLA were not budgeted within measure O,

[1:42:58] they're not currently accounted for in the five year plan.

[1:43:02] And to avoid negatively impacting the project listed on that five year plan,

[1:43:06] we're recommending that the board temporarily delay any consideration of a PLA until hopefully a new bond is approved by the voters.

[1:43:16] So, well, help have an answer any questions that you might have on this board item.

[1:43:29] Thank you so much.

[1:43:31] Do you have a sense of how we are currently tracking SBE participation in order to make

[1:43:39] sure that we are meeting said goals established in 2009?

[1:43:43] I guess they're a mechanism.

[1:43:44] How do people, you know, register, are we using the same standards that the Department of

[1:43:50] services, has for the state to register as an SBE, etc., like do we know what that is and

[1:43:54] how we are tracking that?

[1:43:56] Currently we're looking at what the district had in place back in 2009-2010 and we're looking

[1:44:03] to see how we're going to activate that again.

[1:44:09] At this point, there's no process, there's no solid process that's being tracked at this

[1:44:16] time, but we are looking at it and seeing how after this is approved how we could move

[1:44:25] this item along and ensure that we have a process to track these participation goals.

[1:44:34] Okay.

[1:44:36] And I think the other thing to just say for the record is that the reason that the

[1:44:42] public contract code has the language that it has is because of Proposition 209, which

[1:44:46] which explicitly precludes the state or any agency from being able to, specifically,

[1:44:52] do average that is related to gender, race, ethnicity, et cetera.

[1:44:58] So the only opportunity to

[1:45:00] We're going to do outreach has to be related to small business, veteran business, disadvantaged

[1:45:07] So we're very, very limited in the way that we can do this kind of outreach to make sure that we are targeting

[1:45:15] businesses and organizations that are in our community and folks that we want to be able to do business with.

[1:45:20] So I certainly support being able to move forward with this initiative.

[1:45:25] And I'm happy to offer any tools, resources that can be helpful to you.

[1:45:29] And being able to help us identify, track, and get these goals and targets.

[1:45:34] And

[1:45:38] I can't remember if I'm remembering correctly exactly the resolution from 2009 may have actually explicitly talked about measure TT.

[1:45:53] And so that is also, it wasn't necessarily implemented for measure O.

[1:45:59] And so now that we're done spending the measure TT money and as we're moving forward.

[1:46:04] So what you would ask about, you know, are we measuring it right now, but I don't know that that resolution was seen as applying to measure.

[1:46:12] So let me ask this question then. Is the recommendation that

[1:46:17] this SBE plan come forward specific to a bond, or is it going to be a standard sort of practice for all of PUSD in terms of how we do business?

[1:46:30] Well, we're recommending is how we do business. Okay. It's not only applicable to

[1:46:35] measure, it's how we conduct business, how we leverage our local resources.

[1:46:42] Thank you.

[1:46:43] So they might the plan be to, if there is a need for another resolution that we reaffirm our commitment to SBE,

[1:46:50] but make it so that it's now kind of a practice that will be applicable to all parts of our organization versus just a specific measure.

[1:46:57] If

[1:47:04] you can go back to the slide number eight,

[1:47:11] key revision proposed on the resolution 2021.

[1:47:18] Yeah, that one.

[1:47:22] So I'm just trying to make sure I understand this.

[1:47:24] So the current or the old way was sort of specifically favoring based on gender and minority.

[1:47:35] That's right.

[1:47:36] Wait, no, you had to write, yeah.

[1:47:39] And then the new way is an emphasis on local and not using gender minority sets as a metric

[1:47:53] at all.

[1:47:54] Correct.

[1:47:56] So the previous one.

[1:47:57] You explain that, like, why it came out of favor and it might be misconstrued as, like,

[1:48:04] not a good thing, so maybe you can explain it.

[1:48:11] Yeah, we also have legal counsel here to answer more technical, but what we understand

[1:48:19] is about ten years ago there was some cases that identified discrimination by using these

[1:48:34] these groups as a means of increasing their business.

[1:48:39] But we also have legal counsel here to be a little bit more technical in responding to your questions.

[1:48:45] So I'll call on Glenn Gould if you guys don't mind.

[1:48:51] Good evening.

[1:48:53] So there was, as I believe you mentioned earlier, there was proposition in the interim between the Resolution 2021,

[1:49:00] which was related to Measure TT, as you pointed out.

[1:49:04] Prop 209 came down and Prop 209 said that you can, preferences based on race or gender are not permissible.

[1:49:15] That's what causes this sort of change of direction.

[1:49:18] We said these are great programs, these outreach programs, but we are just limited in what we can do given Prop 209.

[1:49:26] So now we have to look at them from the small business perspective as opposed to specific.

[1:49:33] like minority owned businesses or women owned businesses.

[1:49:39] Okay, so it's more of a legal, legal conflict.

[1:49:43] Yes.

[1:49:43] Because the falling out of favor, it sounded more of like a

[1:49:49] cultural thing, but now I understand.

[1:49:51] Okay, thank you.

[1:49:58] If there's no other questions, is there a motion?

[1:50:01] I'm approved.

[1:50:04] Second.

[1:50:06] All right, student board member?

[1:50:08] Yes.

[1:50:10] On favor?

[1:50:12] Passes 7-0 with one preferential.

[1:50:23] I think going to move ahead with item 4,

[1:50:29] which is the 2781 adopting procedures, valuing

[1:50:33] qualifications and proposals for at least the SPAC contractors.

[1:50:40] No, they're good evening again.

[1:50:42] Board of Trustees, before you, I'll share with you a brief PowerPoint presentation.

[1:50:50] That talks a little bit about the resolution 281 that talks about lease-back construction

[1:51:04] project delivery method.

[1:51:08] A quick background on this is due to the adoption of the robust five-year bond program

[1:51:17] plan that the board adopted and approved.

[1:51:23] We, in facilities, find it, find a need that we need to increase our tools.

[1:51:34] Our project delivery methods are approved, project delivery methods in order to fulfill the

[1:51:41] promised to our community and in order to fulfill and execute the robust five-year bond

[1:51:50] program plan. On April 24th of 2024, staff and legal counsel presented to the Citizens

[1:52:01] Oversight Committee, as well as on May the 21st staff and legal counsel presented at

[1:52:09] facilities and capital projects committee, some information regarding this alternative

[1:52:17] project delivery method.

[1:52:20] As you may all know, there's three main construction delivery methods in California.

[1:52:30] We have a design bid build, which is the traditional, which the district has used for

[1:52:39] very long time. We've also exercised the use of the design build project delivery method.

[1:52:50] Most recently, we used this method for the CERA-moderate central plant upgrade and

[1:52:59] chiller upgrade, which was successfully accomplished on August the 18th, one day before school

[1:53:08] starting. And last, the other available project delivery method is lease leaseback, which

[1:53:21] has a best values selection.

[1:53:26] The essential structure of the design bid build and the

[1:53:36] very similar. However, the process and the engagement between the architect, the district,

[1:53:46] and the contractor are very different, meaning one of the differences is that we can engage

[1:53:58] a lot quicker, work collaboratively a lot quicker to ensure that when there's items or equipment that take long lead times, we have contractor to step in and provide some feedback, and even order that equipment a lot, a lot earlier to ensure that we meet.

[1:54:26] the completion date or the proposed completion date.

[1:54:34] The structure, this is the design build structure, a little bit different than the traditional

[1:54:42] and the lease leaseback.

[1:54:48] Just some statutory requirements on the lease leaseback.

[1:54:52] This is a competitive election, so it's a process that does take into account competitive

[1:55:06] or competition between our contractors and architects.

[1:55:14] Contracts shall be awarded based on competitive solicitation process to contractor providing

[1:55:21] the best value. This is not a low bid process. This is a best, best value process.

[1:55:32] District can either do one RFQP or separate RFQP. This is a request for qualifications

[1:55:41] and proposal or request for qualifications. In regards to subcontractors, the general or

[1:55:49] The main contractor must competitively bid all subcontracts in accordance with the publication requirements applicable to competitive bidding process of the school district.

[1:56:05] This basically means that the main contractor has to meet the advertisement requirements on

[1:56:20] the newspaper and other periodicals when soliciting subcontractors.

[1:56:30] A little bit more in regards to this solicitation of lease lease back contractors.

[1:56:37] It does take board action to approve those contractors for a lease lease back project.

[1:56:45] There is the element of request for qualifications or request for qualification proposals.

[1:56:54] Those districts staff must follow a process and a criteria to ensure that there is competitive

[1:57:06] selection.

[1:57:08] Last but not least, the other element talks about public advertisement.

[1:57:14] District publishes all notices of RFQ requests for qualifications in the newspaper and

[1:57:26] in

[1:57:26] There's elements of evaluation, selection, and board action, district staff utilizes a selection criteria.

[1:57:38] District then recommends to the board, these contracts, and then there's board action that is taken based on that recommendation.

[1:57:53] What we like about the lease back construction delivery method is that it identifies a guaranteed maximum price.

[1:58:09] Again, it doesn't, it's not a low bid procurement.

[1:58:12] So it may not be applicable to all projects,

[1:58:20] projects where we see that there might be some complexities,

[1:58:25] some additional ADA concerns, or if buildings are more than 100 years old,

[1:58:36] than we are unable to really look at the current conditions or assess the current conditions.

[1:58:45] This would be one of the options, best options available to ensure that we account for

[1:58:51] those discrepancies.

[1:58:54] So the least least back, one of the elements is there's one advantage what I mentioned a little bit earlier is

[1:59:04] The contractor is engaged in a pre-construction services, meaning in the typical design that

[1:59:17] build you don't have a contractor come in until later in the process.

[1:59:24] With this project delivery method, you're able to engage the contractor a lot quicker

[1:59:32] So that year she or the entity can really start addressing those concerns or those items

[1:59:42] of the facility that may pose an issue.

[1:59:49] And they could start working with the architect to account for those items.

[1:59:58] Final price element.

[2:00:00] When the project is ready for final pricing, the contractor bids for the subcontractor pricing, per the subcontractor procurement process, and so on. And then the lease leaseback contract award, the board approves and awards that contract.

[2:00:26] Some of the advantages, which we touched a little bit earlier, is that the district has

[2:00:32] As a choice in this process, the district selects the builder based on qualifications and not on low bid.

[2:00:43] One time and within budget, on time and within budget, there's more certainty due to the guaranteed maximum price that there's a little bit more control over the schedule of the project.

[2:01:02] There's also elements of collaboration and early involvement which I touched on a little bit earlier.

[2:01:13] Some disadvantages, district personnel should have some experience with negotiating construction contracts.

[2:01:25] It can be more expensive than the low bid.

[2:01:31] And last but not least, a skilled and trained workforce requirements that could be also disadvantaged

[2:01:43] because the project might come at a higher price than the low bid.

[2:01:52] I won't take any questions.

[2:02:03] Thank you for a presentation.

[2:02:04] at the advantage of seeing this presentation committee, tell

[2:02:14] me how other districts are

[2:02:17] they also, is this sort of like a best practice industry, best practice, easily back, and I

[2:02:29] guess what for the contractor, what is their advantage?

[2:02:34] Why would they want this approach?

[2:02:40] So, yes, it is a best practice, it's very common, and one of the big benefits to a contract

[2:02:47] or the construction company is those pre-construction services, construction you all out smoother when

[2:02:53] the general contract is able to work with the design in the architects before construction.

[2:02:59] Oftentimes, without those pre-construction services, when you're in construction you can come

[2:03:02] up with.

[2:03:03] I'm not disagreements but challenges when the contractor is trying to execute on the construction documents that the architect has submitted.

[2:03:14] So that is one huge benefit to a contractor of this delivery method.

[2:03:20] Is that ability to work with the design team before the shovels are on the ground?

[2:03:25] And so why haven't we been doing this already or have we been not so much?

[2:03:33] Based on my knowledge, we have not been using this construction delivery method.

[2:03:40] I may need to go back a little bit further to confirm that.

[2:03:44] But based on our research in the facilities department, I haven't seen it as a construction delivery method at this time.

[2:03:53] And lastly, change orders, so what is the impact on change orders?

[2:03:58] because I know that that can go too crazy in the other approach.

[2:04:04] So how is it affected the year in this?

[2:04:06] So essentially, a great question, essentially the element of the guaranteed maximum price.

[2:04:16] This is the biggest benefit for the contractor or for the entities involved,

[2:04:24] involved is that there's next to a zero change orders when it's identified because of the pre-construction services.

[2:04:38] There's a lot more involvement, a lot more information when it's taken out to bid for the contractors.

[2:04:46] So guaranteed maximum price, that's the guaranteed maximum price that has been negotiated.

[2:04:57] So

[2:04:59] I can speak to this because in my day job, I've been doing a lot of work around best value,

[2:05:04] which is the common nomenclature around lease leaseback.

[2:05:09] And the state just changed the statute maybe a couple of years ago to allow districts

[2:05:16] stay wide to be able to engage in best value contracting bidding.

[2:05:22] So now that the service is available more broadly than it was before.

[2:05:26] It does significantly minimize the opportunities for change orders.

[2:05:30] It doesn't really eliminate them, but it definitely kind of brings it down in scope significantly

[2:05:34] and also makes them much more minor than it is.

[2:05:36] Given the scope of projects that are going through DSA, when you have that alignment on

[2:05:42] the front end, it makes it a much smoother process with people all have the opportunity to sort

[2:05:46] to coordinate and be aligned and be in conversation on the front end so that when there are modifications

[2:05:56] or adjustability to be made, everyone knows what it is that they're having to be able

[2:06:00] to calibrate to versus if I'm here to take, I design the plans, I then hand it off to

[2:06:06] someone else and then they're like, well, why would I do it this way?

[2:06:12] So those discussions get a chance to happen up front versus on the backing, which then

[2:06:15] and triggers the significant change orders.

[2:06:19] So for the most part, it does really bring that change order

[2:06:21] process down to very, very minimal things

[2:06:24] and it also brings on that cost so you can control it better.

[2:06:27] Now, overall design build may or may not always be

[2:06:30] the least expensive route, but it is probably the most streamlined

[2:06:34] in terms of being able to sort of manage

[2:06:36] the overall project timeline so that you have a sense of

[2:06:39] kind of like where you're starting, where you're going to end

[2:06:41] and having everybody be aligned and on the same page upfront.

[2:06:43] We

[2:06:48] concur with that.

[2:06:51] Do we have any numbers on how many public school districts are using this?

[2:06:57] Public school districts?

[2:06:58] I try to do my research, I know all I could come up with, if I'm not mistaken, is over 100 school districts in California are using this project delivery method.

[2:07:11] I couldn't identify the exact number, I took about two hours.

[2:07:15] Is

[2:07:18] there a project that we currently have on the horizon that we have this in mind for?

[2:07:28] The facilities team is identifying several projects, a handful of projects that are listed

[2:07:38] on the five-year bond program plan.

[2:07:44] We haven't made any decisions because this is not an approved method as of yet.

[2:07:47] So, we're discussing that and we'll further study that and we'll take the lead from our

[2:07:59] CBO as well, but yeah, they typically involve the more complex the locations or the school

[2:08:10] sites that have more ADA kind of barriers.

[2:08:14] So those are the kind of projects that we would initially identify this project delivery method to be the best fit.

[2:08:27] Anything else, or is there a motion?

[2:08:30] Just to offer as an observation that one of our previous facilities directors really didn't like these back projects.

[2:08:41] And so that probably ties into the lack of those projects.

[2:08:45] in the district history.

[2:08:49] Yeah, the thing that I always thought was interesting about that as an objection is when you're trying to do construction projects,

[2:08:58] sometimes your barrier is finding the company to do the job.

[2:09:05] And if a company prefers to do leases, backs up, prefers to do design builds and you only do one and not the other,

[2:09:11] you're sometimes limiting yourself in terms of who will respond to your initial RFP.

[2:09:16] So, I don't have a problem with adding this to the district's tool bag of things to do.

[2:09:26] But yeah, my only caution to the full board is that having many, many, many years ago worked

[2:09:37] in the construction industry at the general contractor level, it can having more than one

[2:09:47] method can result in internal process changes in the facilities department.

[2:09:54] So, if the director of facilities thinks he's got that down, then that's fine, but do

[2:09:58] keep in mind if the district has a change over in the future of whose managing projects

[2:10:04] that things can go a little later, so just keep it high in the future, and I'll move approval.

[2:10:12] I'll second. Yeah, I have a question really quick. On your last slide,

[2:10:20] where you listed three bullet points for disadvantages,

[2:10:24] the first bullet said, district personnel should have experienced negotiating construction

[2:10:28] contract. That's a disadvantage.

[2:10:32] Yeah, if you have a fairly new novel employees into construction, they may not have.

[2:10:41] Right, so my question is how are you going to mitigate that?

[2:10:45] So we're already mitigating that.

[2:10:48] We have experienced professionals, part of our team, that have a negotiated contracts where

[2:10:56] where we've developed and hired and sourced our core PUSD team,

[2:11:07] facilities team, and these are the things that we look for in these positions with the great help of our HR department,

[2:11:16] where we're able to force these positions and making sure that they have the capacity

[2:11:22] to support the projects ahead.

[2:11:26] Great, thank you.

[2:11:30] So Mr. Krosco and I started talking about this quite some time ago and we wanted to make

[2:11:36] sure that we were ready with appropriate staff and that the board would be ready to listen

[2:11:44] to a presentation with this much detail to make a decision and I do agree with what Mr.

[2:11:52] Mr. Kirkaylin said about stability, but Mr. Carrasco has promised me that he's not leaving until retirement.

[2:12:02] All right, we have a motion in the seconds. Our student board member, would you like to vote?

[2:12:07] Yes.

[2:12:08] All right, all in favor?

[2:12:12] Pass the 7-0.

[2:12:14] Ms. Kenny, I would like to move.

[2:12:16] Oh, I was just, I'm going to ask if it was okay if we could move item N1 up.

[2:12:22] Yes, please.

[2:12:23] Is that, okay, I just want to have concurrence.

[2:12:26] Thank you.

[2:12:28] So, Dr. Chan-Hill, Dr. Canal and Mr. Robo-Karimi, N1, 2526 program and budget planning.

[2:12:37] So, I just wanted to say that this is an accordance with our governance calendar.

[2:12:41] That staff is sharing the plan for our 2526 program and budget planning.

[2:12:46] I appreciate staff bringing that to us this year for our board policy and earlier than in years past.

[2:13:03] I'm going to begin with gratitude for the humanity of this board for moving this up.

[2:13:08] I apologize for the mask, but I appreciate the accommodation.

[2:13:13] Tonight we bring together as a collective to you a presentation that represents

[2:13:19] of word policy that we have had in effect that notes an annual planning process.

[2:13:27] This process results in the presentation of a timeline for components that will lead

[2:13:33] to the eventual budget development, all inclusive of our staffing and our program decision making.

[2:13:41] So two statements from the word policy are actually lifted here.

[2:13:45] What we want to share is that the context of this programmatic planning is truly about

[2:13:52] the academic focus and core of the school district in terms of student need and school

[2:13:57] needs.

[2:13:58] So while it is a times considered budget development, it is really the essence of how we

[2:14:06] allocate budget accordingly centered around our academic programs.

[2:14:10] So our next slide shows an image that you've likely seen in other presentations that we've

[2:14:17] done before, which demonstrates the alignment of the various major plans that we have in

[2:14:23] the district.

[2:14:24] Dr. Renoso and I actually work pretty heavily around what is centered right there in the

[2:14:30] red, the LCAP, which I thoughtfully heard somebody say was the academic equity plan of the school

[2:14:37] district.

[2:14:37] So it is in alignment with PUSD Strategic Plan, which is the overarching document that guides the decisions that we make.

[2:14:47] But the LCAP does get updated annually.

[2:14:50] And within that, you see in the blue are smaller school and department plans that individualize those needs in a more customized way.

[2:14:59] But all of

[2:15:00] All of that really speaks to the fact that when we think about planning, we think about program. We think about what our students need and how we set up those structures and supports and utilize the strategies, training, et cetera, to make all of this manifest and reach the goals that we have laid out. But when it comes to the specific items and tasks that have to occur annually and year round in order for those decisions to be physically responsible.

[2:15:28] We involve our operational partners here in business and human resources.

[2:15:35] So what you're going to hear about next are the specific details that go into this annual process.

[2:15:43] Thank you, Dr. Hill.

[2:15:45] Considerations for comprehensive planning.

[2:15:47] This slide represents the interconnected nature of our strategic planning process.

[2:15:51] So on the core plans, you'll see our various types of data and projections.

[2:15:55] These elements inform our planning by providing insights into the student performance,

[2:16:01] enrollment trends, and financial realities.

[2:16:04] Student data is fundamental to setting our learning goals.

[2:16:07] This information allows us to make program adjustments to better support our students and improve academic outcomes.

[2:16:13] Accurate enrollment projections are crucial as they impact our budget assumptions and allocations.

[2:16:18] These financial considerations ensure that our resources are aligned to meet the needs of our students and our programs.

[2:16:24] Fiscal data, including the budget assumptions and allocations that you see directly influence

[2:16:30] our staffing models, or approach to staffing is informed by the negotiated compensation

[2:16:35] agreements and projections for future staffing needs.

[2:16:38] The central plans are not standalone documents.

[2:16:41] They are constantly informed and adjusted by the data and projections surrounding them.

[2:16:46] The interest shows that our district remains responsive and proactive.

[2:16:50] The interconnecting nature of these elements underscores the importance of the collaboration across departments, each department plays a critical role in the success of all the district plans.

[2:17:03] So the next two slides are the timeline that incorporates a lot of the different components of comprehensive planning.

[2:17:13] So it includes, of course, some important milestones with respect to the budget, the districts budget, the states budget.

[2:17:19] It includes important milestones with respect to different statutory deadlines related to staffing decisions as well as of course most importantly when certain academic and student data is available.

[2:17:33] So in a perfect world, we would have as much time as possible for planning and with as much data as possible for planning.

[2:17:41] And often these desires are in conflict because data becomes available at different points in the year.

[2:17:47] financial information becomes available at different times in the year.

[2:17:52] And so it's often more art and science when you're doing this kind of comprehensive planning.

[2:17:57] So the three of us have been meeting a lot with our, the three of us with our teams

[2:18:01] and getting a lot of feedback, of course, from Superintendent Blanco.

[2:18:06] And so this is a work in progress, of course.

[2:18:08] We're going to continue to refine the way that we collaborate, the way that we incorporate

[2:18:13] the needs of our students and the ultimate outcome in our budget.

[2:18:19] And I'm not going to go through every single milestone that you see here,

[2:18:21] but you'll see it includes a lot of different information about financial information,

[2:18:27] engagement and, again, most importantly, academic data.

[2:18:33] So, you know, there are different formats that this information can be provided in some folks

[2:18:36] for process maps or Excel spreadsheets.

[2:18:41] So this is just a timeline where, of course,

[2:18:42] working on different ways to communicate this,

[2:18:46] not just to the board, but to the public.

[2:18:48] But most important than the format of the information

[2:18:52] is the actual day-to-day actions that we take

[2:18:55] to collaborate on this.

[2:18:59] Any questions?

[2:19:09] Mr. Cannell.

[2:19:13] Earlier, the teachers union mentioned that our negotiations

[2:19:19] were moved to October.

[2:19:21] Is there a relationship between these maps

[2:19:22] in our move to October and the negotiations?

[2:19:26] To some degree, yes.

[2:19:29] Obviously, when there's an agreement for a result in agreement, compensation, for example,

[2:19:35] if there's an agreement on the table, typically that has to be taken into consideration during

[2:19:39] the budget development, which if you look at the timeline, it doesn't really occur, begin

[2:19:44] into the spring in terms of something that has to be developed.

[2:19:46] So, beginning in October, in my view, it doesn't impede the progress that needs to take place in order for this to occur.

[2:20:04] So, the timeline, like the last two slides, so that's sort of like a template, right?

[2:20:17] And you said that a lot of those dates are out of your control, like student data comes available when it comes available.

[2:20:26] Are any of these points sort of something, so of the things that you can control, are there any here that you can control and are there maybe additional targets or milestones that you strategically use to drive

[2:20:54] your own goals or to sort of integrate.

[2:21:00] these departments? What is the strategy? Is there anything strategic about this timeline?

[2:21:09] If I may speak from more of a historical comparison, because I do think I'm actually the longest standing person here.

[2:21:16] So I'm going to give an example that demonstrates the great partnership that we have with our two new leaders in these divisions.

[2:21:27] Something that is really important for program and school planning is your staffing allocation.

[2:21:31] how many teachers who anticipate that you will have next year so that you can formulate your master's schedule so you can decide which courses to offer because you can lay out the sections, how many students are going to be in each class.

[2:21:42] These are all really significant, but it leads back to one data point that is really necessary. And in previous years where I've been able to be perfectly involved in that, we begin discussing staffing allocations with schools, kind of in early spring.

[2:21:57] And now, when we look at this timeline and think how much that sort of backs us up into

[2:22:03] a very frenzied time period that is a little too compact, the ability to have the option

[2:22:09] to move that discussion far earlier in the school year is something that we took advantage

[2:22:13] of.

[2:22:14] And so you'll see that we are actually beginning to look at, I don't know that we listed

[2:22:17] in this exact term, but our base staffing ratios will get reviewed in October, so that by

[2:22:22] November of the year will actually be able to give preliminary projections.

[2:22:26] They won't be final, but of course, it will give people a pretty general idea of what they could do.

[2:22:32] Whereas in the past, we have done that after the new year, and that's a difficult time period.

[2:22:38] So those are the sort of things that are within our control that we can look at.

[2:22:44] What is the, is there a spreadsheet that does integrate all of these departments?

[2:22:51] And it's nice that Mr. Bravo-Koremi is sort of new and fresh and new and coming in with outside.

[2:23:01] I mean, Dr. Kunal is also fresh and new. Sorry, everyone is fresh and new.

[2:23:11] But with open, you know, more of an open mind, open eyes, so just like to hear your perspective.

[2:23:22] So first there is on the board website a draft of more of a spreadsheet that's one that

[2:23:30] we've produced over the last, I don't know how long, but we've produced.

[2:23:34] It says draft on it because we are still making changes in modifying to conform with the best

[2:23:41] practices that the three of us make the most sense for capacity in the unified as well

[2:23:46] as drawing from our past experience.

[2:23:49] That was your first question.

[2:23:50] I'm sorry.

[2:23:50] Could you repeat your second question?

[2:23:55] I guess I was asking about your outside perspective and looking at how we do things here.

[2:24:03] So, I'm kind of a little repeating what Dr. Hill mentioned, but if I only cared about

[2:24:10] the financial accuracy of our allocations, for example, I would want to wait as long

[2:24:15] as possible.

[2:24:16] I don't want to wait until the state budget is adopted, and I know exactly what enrollment

[2:24:20] is, but that's not what's in the interest of our students.

[2:24:24] And so, we want to strike the bounds between starting this as early as possible so that our schools

[2:24:30] and you know, all of our different department heads have enough time to make good decisions,

[2:24:35] to inform schools so that they can then in turn communicate with their stakeholders.

[2:24:40] While also, though, on my end, making sure that we're, you know, there's certain contingency plans

[2:24:45] if things change once the state, for example, adopts its budget.

[2:24:50] And things are, let's say, materially different than what we expected.

[2:24:53] You know, let's say in February when we're starting healthy to communicate a lot of this information to our schools.

[2:25:00] So that's kind of a sweet spot that I think I've seen work well is providing as much of the information and allocations and staff and all that information as early as possible

[2:25:10] but also as responsibly as possible but knowing that if things shift, we know what we're going to do.

[2:25:15] And what the impact is going to be and then of course being transparent about that.

[2:25:18] So that was kind of a high-level response.

[2:25:22] There are of course a lot more specifics than that.

[2:25:24] Like what about these positions versus those positions?

[2:25:26] What about this funding source versus that funding source?

[2:25:30] But conceptually, I think that that I think is

[2:25:32] the most important consideration that

[2:25:34] we'll be collaborating on.

[2:25:37] Okay, thank you.

[2:25:40] Is it okay if I go?

[2:25:42] Yeah.

[2:25:43] I just wanted to clarify something that was mentioned

[2:25:45] earlier about the negotiation.

[2:25:46] So we're in the middle of negotiations with UTP,

[2:25:50] key, because we started in the spring, and so they had wanted to do some dates in September,

[2:25:55] but we had some scheduling conflicts.

[2:25:57] It wasn't that we put it off.

[2:25:59] Correct.

[2:25:59] Yes, ma'am.

[2:26:00] And we did begin in the spring, or this one year.

[2:26:03] All right.

[2:26:03] Thank you for the clarification.

[2:26:04] That is accurate.

[2:26:05] I'm really happy on the spreadsheet that was attached to see the stakeholder engagement in

[2:26:12] the fall.

[2:26:13] That was something that our LCAP pack was interested in having our stakeholders understand

[2:26:20] the district's kind of current status, student outcomes, and our staff's kind of diagnosis

[2:26:26] of what issues they want to address, I think having all that background in the fall will

[2:26:33] really help them have some context and give better informed feedback than when we go to

[2:26:40] our stakeholders, sorry, educational partners, where's David Renney, we need him.

[2:26:45] Give them that, when we give that feedback on the strategies in the LCAP in the spring,

[2:26:51] I did have two questions on the documents that was attached, the draft.

[2:26:57] It mentions an annual update on the LCAP in September, and I wasn't sure if that's for

[2:27:06] Before the LCAP, I know we have to do contractually an LCAP update in February that it's not clear to me as helpful to anyone, but is that in addition and maybe that's just not a not final yet?

[2:27:19] I wasn't sure if that was budget or LCAP because it says both at the top of the title.

[2:27:23] Not final yet.

[2:27:23] Okay. All right. And then as we're going through the budget advisory committee process

[2:27:31] and considering how to implement the fiscal stability plan, given so in years where we're

[2:27:38] not doing that, it doesn't really need to be part of this process. But will that get

[2:27:41] incorporated and should it get incorporated into this so that we kind of have those touch

[2:27:48] points are those steps, if you will, because it's part of this year's process.

[2:27:54] So our discussion has actually been that what we are really presenting to you is the process

[2:27:59] by which we would plan, that we would plan for the next year's budget development.

[2:28:03] The Superintendent's Budget Advisory Committee obviously will inform that because we will

[2:28:08] be acknowledging and recognizing particular reductions possibly, changes to the way things

[2:28:14] will happen.

[2:28:14] and all of that information has to reconnect back

[2:28:16] into this typical process that is cyclical.

[2:28:20] Since the Superintendent's Budget Advisory Committee

[2:28:23] is really specific to the FSP's

[2:28:26] that were presented in approved last spring,

[2:28:28] its first duty is really to take care

[2:28:30] of those already identified areas

[2:28:32] where we think that we can kind of tighten things up.

[2:28:36] That kind of information is also being,

[2:28:39] the three of us are also, I can't say we're part

[2:28:43] of the committee, we're not voting members, but we are meeting on a weekly basis with the

[2:28:47] superintendent and the facilitators of the committee so that we are connected to this information,

[2:28:52] they are going to actually codify that any decisions or recommendations that are made,

[2:28:57] so that we can balance, and I know it sounds very silly to say that something that is

[2:29:02] numbers based and has to be precise is fluid, but in that time period it's very fluid.

[2:29:07] But I think what we've seen before for the timeline for the advisory committee on the

[2:29:14] budget is happening in the October, November, December timeframe is still the intent.

[2:29:21] The intent is for the recommendations to be ready by December.

[2:29:24] So as you can see, that's why I'm not sure if you, because we didn't give you the comparison

[2:29:29] for last year, a lot of these activities are actually moved a little bit further down.

[2:29:33] not too much further down, because we still want to make sure that we have decisions early and up in the year, or early in the spring.

[2:29:40] But some items are going to be moved because the recommendations won't come out till December.

[2:29:45] So everything really is written as preliminary up until that point.

[2:29:49] So I'll throw a plug in for an area that I don't know if we have time to look at, but if we did, it would be great, which is transportation.

[2:29:59] information.

[2:30:01] It's an area for our home school transportation. It's an area that has grown in cost quite a bit, even as we kind of keep transporting the same fixed number of students. But it impacts so many other things in terms of student placements, start times of schools. So if we're going to, if we're ever going to try and really tackle it, it is the kind of thing that has to be done this early in the year.

[2:30:29] to be able to communicate to families, you know, your school to start time might be changing,

[2:30:34] or, you know, those kinds of things. So, I don't know that this is the year to do it,

[2:30:39] but some day soon, you know, I know that we have special education services on the fiscal

[2:30:45] stability plan. It's a big expense that's in there. So,

[2:30:51] literally noting it.

[2:30:54] So, my question is simple. I'm looking at your timeline, and in November,

[2:30:57] However, there is the social emotional and California Healthy Kids survey collection.

[2:31:04] And then on the next slide, I forget there's another kind of school experience survey data collection.

[2:31:11] And what I don't have a sense of is what is the turnaround time from collecting sand data,

[2:31:17] being able to have results, and how do those results integrate into the remainder of the overall timeline.

[2:31:21] live. Did you want to speak to them?

[2:31:25] Great question. On the California Healthy Kids Survey, the fall administration is November

[2:31:29] 4 through the 22nd. And then we typically, it takes about six weeks for a turnaround.

[2:31:35] So we have it about mid-January. And we've always provided an annual report to you for

[2:31:41] that so that at the mid-year we have a sense of what's happening. What's different this year

[2:31:47] for the Panorama. In the past, we've used a product called Review 360, which is an

[2:31:53] externalizer, internalizer type behavior survey. And this year, we decided to collapse

[2:31:59] that and build out the Panorama, which will give us a pre-identification of how students

[2:32:05] are doing with the social emotional, as well as a spring post. So that'll be the first

[2:32:10] time we've actually able to see growth with our SEAL. So we're really excited to implement

[2:32:15] that they share and we've been building out the modules so that we can also capture certain types of behaviors as well.

[2:32:20] So that our students can have support plans and have celebrations and goals that they're going to be set.

[2:32:25] So hopefully by mid-year, but we do kind of intermittent time informal checkpoints with our students, but these are the formal ones.

[2:32:39] Thank you for that doctor right now. So, and I guess the same question applies to the LCAP survey collection.

[2:32:44] So that is happening in March, and when you're getting towards March, you're kind of near

[2:32:49] the end of your process, right?

[2:32:54] And do you have enough time once you receive those results to integrate that in and make

[2:32:58] any necessary adjustments to your planning?

[2:33:02] Yeah, certainly, especially I understand because the LCAP draft would be posted in April.

[2:33:06] I think at the point of the survey for LCAP, it is actually to try to grab a broader, you

[2:33:13] a wider range of potential feedback, but the educational partner engagement happening

[2:33:19] in the fall, we think needs to be more personal and based around parent and group meetings

[2:33:24] that are already occurring.

[2:33:25] And so there is solicitation of feedback all the way throughout.

[2:33:28] The LCAP survey itself is an open door for the entire community who maybe hasn't been

[2:33:32] able to attend on these other sessions that happened earlier.

[2:33:36] Thank you.

[2:33:42] All right.

[2:33:43] Well, thank you very much.

[2:33:44] Oh, she does?

[2:33:46] I'm sorry.

[2:33:46] I missed it.

[2:33:48] I was ambivalent about whether or not to say something because I've been looking at

[2:33:57] the budget at the university level and there's a series of mandates that are unfunded and

[2:34:03] that are politically motivated and that are most latest, most recent budget is we'll wait

[2:34:16] until later basically this will wait until elections and so I am concerned about our timeline

[2:34:27] and being in this position on an election here and how our budget will be impacted in

[2:34:35] January once elections are settled and promises are going to the air.

[2:34:45] So, I'm keeping that in mind and trying to understand that maybe we need kind of like

[2:34:53] a plan A and plan B with degrees of how aggressive we have to be in tackling the issues that

[2:35:01] we face.

[2:35:08] Well, thank you very much.

[2:35:11] All right.

[2:35:13] We will then go back now to workforce housing and

[2:35:21] is there a desire to have a break?

[2:35:25] about seven minutes we'll come back at eight ten.

[2:35:37] Now the public is back

[2:44:10] to

[2:44:10] order.

[2:44:13] All right we're going on with item M5.

[2:44:24] So our next presentation is on

[2:44:27] the Pasadena Unified School Districts proposed faculty and staff housing

[2:44:31] projects. I know you've received multiple presentations in the past but we

[2:44:36] We're here with some recommendations. There's an item for your consideration for approval on the entitlement path that is being recommended.

[2:44:46] So our agenda is to describe, to share with you the recommendations that come from the Superintendent's Advisory Committee on Workforce Housing.

[2:44:56] So, first unit mix with a majority of 2...

[2:45:00] We have three plus bedroom housing units, the architectural style, which is a Mediterranean or Spanish revival, and most importantly, the SB-35 entitlement pathway.

[2:45:15] So, just background, as you know, there have been multiple presentations and starting back in December of 2021, recommendation from the facilities task force. Then there was a feasibility study, and I'm not going to go through every item here, but then more recently,

[2:45:30] only a advisory group on workforce housing was convened and has been meeting.

[2:45:36] And you'll see the composition of that advisory group on slide four.

[2:45:42] So of course we have two board members, board member Bailey and

[2:45:46] Kay Halen, Bert Newton from making housing and community happen.

[2:45:51] Jim Osterling from bridge financial advisors and Blair Miller from the city of Los Angeles.

[2:45:55] We of course support staff, including Dr. Blanco, myself, Mr. Carosco, Mr. Dunning, and also our expert consultants, two of which, and our legal counsel, and Bruce Dorfman from Education Housing Partners,

[2:46:10] Joanna Julian from Education Housing Partners.

[2:46:12] Bruce Dorfman is here with us as well to answer any questions that myself and Mr. Carosco may not be able to provide detail on.

[2:46:21] and Serine Abrahamian from Orbechhof and Henderson,

[2:46:25] our legal counsel who's also here today.

[2:46:30] So this table shows both the recommended unit mix

[2:46:35] that we are coming forward with,

[2:46:37] as well as on the right-hand side of that table,

[2:46:40] you'll see the unit mix that had been included

[2:46:42] in the Figs Ability Study.

[2:46:45] Big change is basically the number of one unit

[2:46:49] unit versus 2 and 3 plus bedroom units, so you'll see in the feasibility study there was an assumption that there would be 60% of the units would be 1 bedroom, 30% 2 bedroom, 10% 3 bedroom, and no 4 bedroom units.

[2:47:04] What we're recommending tonight is more 2 and 3 plus bedroom units than what was included in the feasibility study.

[2:47:12] So you'll see there, about 30% of the total units would be one bedroom, about 40%, two bedroom,

[2:47:19] about 23%, three bedroom, and finally 7% for bedroom units.

[2:47:26] So the recommendation, the changes since the feasibility study, the reason for the unit mix

[2:47:33] that we're proposing is one to create more family housing for employees, so to have more of

[2:47:40] units available for those with families. That in turn will mean potentially more students

[2:47:48] at RPSD schools, so as more of our employees who are leasing these units, the multi-bedroom

[2:47:57] units will likely have children and those children will hopefully attend our schools.

[2:48:03] And then finally, they're still providing those lower price point one bedroom units for early

[2:48:08] career employees. So we still have a good mix of meeting all those different objectives of

[2:48:13] of course having units available for early career employees, but also those with families.

[2:48:20] And of course, in addition to those and considerations, there's this important benefit to this

[2:48:27] employee housing project in general, regardless of the unit mix, which is that more of our employees

[2:48:33] will be living in the communities where they work, in the communities they serve, and of course some

[2:48:38] some prior speakers mentioned, of course, some of the benefits of our employees living

[2:48:42] where they work.

[2:48:45] Next is the conceptual site plan.

[2:48:48] So you'll see here also a different than what was in the feasibility study first because

[2:48:53] there was those different, the different unit mix and what had been previously included in

[2:48:57] that feasibility study.

[2:48:58] On the right-hand side, there you'll see all the details of the number of town homes which

[2:49:03] are in that kind of darker yellow orange color.

[2:49:06] the lighter yellow is the apartments, there is a community building as well and that pink

[2:49:12] which could potentially be for child care.

[2:49:17] And so those colors kind of show you where the different types of units are but of course

[2:49:22] even the, on the right hand side you'll see even the town home units have a different mix

[2:49:26] of bedrooms as do the apartments.

[2:49:30] So something I do want to note about the conceptual site plan that you're seeing here is that it

[2:49:35] does assume that there's a street that needs to be vacated.

[2:49:40] Of course, as we go through the development of this project

[2:49:43] or the entitlement process, there is a backup site plan

[2:49:48] if, for whatever reason, that street is

[2:49:50] where I'm able to have that street vacated.

[2:49:54] And then the other thing I mentioned

[2:49:55] that's importantly different from the feasibility studies,

[2:49:58] not only the unit mix, but now the inclusion

[2:50:00] of those townhomes that you see in dark yellow.

[2:50:05] Another change in from the feasibility study,

[2:50:08] since the feasibility studies,

[2:50:09] the feasibility study did assume that there would be

[2:50:11] a utility easement that would be removed.

[2:50:14] Based on the research we've done,

[2:50:15] the work we've been doing with our experts,

[2:50:18] that is no longer recommended.

[2:50:20] We feel that this site plan gives us the best path forward.

[2:50:25] Next is the recommended architectural style.

[2:50:27] So you'll see here just illustration as a concept, the design of course is still in progress,

[2:50:35] but it's the Mediterranean Spanish revival style, and of course we would always be using

[2:50:40] cost effective materials that can be easily maintained moving forward.

[2:50:46] Next are just some image board, these are again just concepts for some properties that are

[2:50:53] in that style, that Spanish revival Mediterranean style.

[2:50:56] So

[2:50:59] next the entitlement process, so there was a previous presentation where we did provide information on these three different pathways, these three possible entitlement pathways.

[2:51:11] The first was kind of a full city entitlement process. This is the longest process with no streamlining.

[2:51:17] The estimates is that that pathway would take about two years.

[2:51:21] It does include also a SQL review, so the second entitlement pathway was more streamlined.

[2:51:27] It's expedited with some partial streamlining, so this second pathway would not have any

[2:51:33] general plan amendment or rezoning required, but there is still that SQL review, and so the

[2:51:38] estimate on this pathway was about 12 to 15 months.

[2:51:43] What we're recommending is the SB-35 and AB-2295 pathway, it's the most streamlined.

[2:51:49] This one is estimated to take six months, and the reason why it's so much faster is that there's no general in

[2:51:56] plan amendment or rezoning required, and it's exempt from CEQA. And so not only is it faster, which is important,

[2:52:02] we want this project to be done as quickly as possible, so our employees and communities can benefit from it.

[2:52:08] But when it's faster, it often also can be cheaper. So that's an important consideration.

[2:52:14] So that's what we're recommending.

[2:52:16] We're very fortunate that these laws have been passed

[2:52:20] that allow for this more expedited process for this project.

[2:52:27] So next, these are conceptual rents by salary percent.

[2:52:31] I want to stress the conceptual.

[2:52:33] So what the board is acting on tonight is the entitlement pathway,

[2:52:37] which includes again that the unit mix, the architectural style,

[2:52:42] what's not being approved is the ultimate rents

[2:52:44] that would be charged for each of these units,

[2:52:46] but we wanted to give you an idea

[2:52:47] of what those rents could look like.

[2:52:50] So what you see here, there's a lot of data on this table,

[2:52:52] but you'll see on the left-hand side,

[2:52:54] the different unit type, so there's the one bedroom,

[2:52:56] two bedroom, three bedroom, and four bedroom.

[2:52:59] There's the quantity of each, again, this is conceptual.

[2:53:03] But you'll also see within one bedroom, for example,

[2:53:05] what rents might be set at for our employees

[2:53:09] that are at the 10th percentile of income

[2:53:11] for a PUSD employee, also 35th percentile, 50th percentile, 65th percentile, and 100th percentile.

[2:53:20] So these are, this is again, conceptual.

[2:53:23] So in this example, for a one-bedroom unit, an employee at the 10th percentile of income,

[2:53:28] at the 10th percentile of our own employees of the distribution of their incomes,

[2:53:34] the rent could be, let's say, $600 for that one-bedroom, and then so on and so forth.

[2:53:39] So, for two-bedroom similar concept, we have different rents set depending on the income

[2:53:44] level of our employees, and then for three-bedroom to same, and then of course also for four-bedrooms.

[2:53:51] So, on the next slide, it's the same information, but in graph format, and so you'll see again

[2:53:58] the one-bedroom, two-bedroom, three-bedroom, four-bedroom, units, and the salary percentiles

[2:54:06] of the employees and the rents, and I really want to draw your attention to those dotted

[2:54:10] lines for each of the unit, the bedroom units here, the one, two, three, and four bedroom

[2:54:17] units.

[2:54:17] So for the one bedroom unit, based on the research done by the team, the market rent for

[2:54:24] a one bedroom apartment is $2,700.

[2:54:27] And you'll see in each case, regardless of the salary percent, how that an employee may

[2:54:32] be in, the conceptual rents here are below that, okay, so they're well below that.

[2:54:38] In some cases, very, very well below that.

[2:54:41] For two better units, the market rents are $3,500, and again, you'll see that the conceptual

[2:54:47] rents here are well below that.

[2:54:50] So I want to also mention that these conceptual rents, while I'm not final, they can change.

[2:54:58] They do conform with the entitlement pathway that we're pursuing.

[2:55:02] So that expedited entitlement pathway does come with some strings attached, right?

[2:55:06] It's there's some requirements, some criteria that we have to meet.

[2:55:09] And basically the most important criteria that we have to meet is an affordability criteria.

[2:55:14] A certain number of the units have to be set at a certain rent that is affordable.

[2:55:20] So these proposed rents, these conceptual rents, are far exceeding even those affordability thresholds.

[2:55:29] those minimum thresholds that we need to meet here,

[2:55:31] and they do exceed those.

[2:55:33] I want to mention that as well.

[2:55:39] So how are the affordability is defined?

[2:55:46] And so here you'll see a table.

[2:55:47] On the left hand side, you'll see what's

[2:55:49] the term extremely low income, very low income, low income,

[2:55:52] and moderate income.

[2:55:54] And for each of those income levels, the actual dollar amount

[2:55:58] that's the threshold depends on the household size.

[2:56:01] So you'll see there on the columns for a household size of one person, two people, three,

[2:56:07] so on and so forth.

[2:56:09] So you really have to combine, so if there's a household of four, low income is at a household

[2:56:15] income of $110,950, so that's how to read that table.

[2:56:19] And the relevance of this table is this is what's necessary.

[2:56:21] We need this information when we set the rents to ensure that we're complying with the requirements

[2:56:27] of the entitlement pathway that we're pursuing.

[2:56:29] So,

[2:56:33] the actions that we're recommending, again, I mentioned this when we talked about the agenda,

[2:56:37] but the actions that we're recommending is to proceed with the entitlement submittal under SB 35,

[2:56:42] and that includes approximately 115 units with the unit mix that I mentioned before,

[2:56:47] in terms of one bedroom versus two bedroom and three plus bedrooms,

[2:56:51] and lastly, the Mediterranean Spanish revival architectural style.

[2:56:56] There is an appendix in the presentation. I won't cover it unless there are questions about

[2:57:00] those slides, but in the appendix, we'll see a lot more information about the site plan,

[2:57:04] a little bit more details about what some of the units might look like, as well as information

[2:57:08] on the salary distribution of our employees, and a little bit more information about the affordability

[2:57:14] requirements associated with SB 35, AB 2295, as well as the city of Pasadena.

[2:57:23] So with that, I will

[2:57:24] pause for questions. Can we take the public comment?

[2:57:32] Is that okay? Okay, great.

[2:57:40] Ms. Sullivan, then Dennis McNamara.

[2:57:49] Thank you very much.

[2:57:50] Nice to see you all.

[2:57:51] Appreciate the opportunity to speak to the board

[2:57:54] and to the superintendent, so thank you.

[2:57:56] My comment is, and I'm sure, you know,

[2:57:58] I know that there's been a lot of positive comments tonight

[2:58:01] about the workforce housing, which sounds fantastic,

[2:58:04] and I just have a couple.

[2:58:06] And I think we're gonna hear more from the presentation,

[2:58:08] hopefully, and maybe some questions answered regarding

[2:58:11] some of the numbers, and why it's pretty low density.

[2:58:15] So, you know, the rationale on that, and I know I think what we just heard was that that was to receive the entitlements.

[2:58:22] But to go back and re-entitle, it's on Mother Point in the future might be costly.

[2:58:27] And so, if this is not the correct number of units per acre or a number of units, 115 units, then, you know, I think that that's something you have to really take a hard look at.

[2:58:37] So that's, and then so great job, but I think hopefully the district will figure out a way to allocate those 110 units among the 2000 employees, which I think is going to be an interesting process, interesting to watch as well as managing and developing those units.

[2:58:56] So I get from from my perspective, I think it's super important that you allow the developer who I think is here tonight to develop the project and possibly manage it going forward.

[2:59:08] It's going to be a really big challenge for the district. It's not it's not easy to do. So anyway, thank you so much. Those are my comments.

[2:59:21] I'm not sure I can do this, but I come from a world where organizational success, it

[2:59:29] comes, you know, follows organizational focus.

[2:59:33] And so I really appreciate the efforts that we're being made here and to work on behalf

[2:59:40] of our staff housing, it's a noble cause.

[2:59:44] It's just not the district's cause.

[2:59:47] I truly believe that.

[2:59:48] I think, again, while noble in such, it's not the district's mission, I really worry that attention, time, attention.

[3:00:00] Motion resources on housing while noble and valuable is not the district's mission. And it takes time and attention away from, you know, Dr. Hill's team, the academics, different people, I know, but it's focus. And therefore, I worry that we aren't going to meet the needs of the children. And that while this is, again, a noble mission, it's not

[3:00:29] our mission. That's a philosophical position, and I think I'd like the board to think

[3:00:38] further about that given that our duty is the education of our children who were not

[3:00:45] yet meeting, so thank you.

[3:00:53] All right, Yarmah.

[3:00:57] Hi, everybody. Thank you for the presentation. I have a couple of comments. The first one has

[3:01:05] to do with process because I feel like in the last two years we've voted so many times

[3:01:11] approving this project and there has to be a way that we can stream like our work load

[3:01:18] in a more efficient way so that we're not constantly voting again and again and again

[3:01:24] and again and again on the same project so that is a reflection on how we manage work load

[3:01:33] because it seems somewhat inefficient to me.

[3:01:37] Okay, and I sincerely was not planning to be this counter to our public comment,

[3:01:46] but it seems to be in the line that I've organized my argument because I

[3:01:54] am an educator

[3:01:55] and everybody that hears my interventions understands that my only priority,

[3:02:00] my most important priority is student learning outcomes.

[3:02:03] I am invested in student learning outcomes, but I understand the challenges of this

[3:02:09] particular district, school district.

[3:02:12] And some of those challenges have to do with a streamlining the way that we can afford

[3:02:17] to provide those services to our students, right?

[3:02:22] And figuring out how we can subsidize the spaces where both the federal and the state government

[3:02:29] have failed us in giving us mandates to educate children in particular ways that they do not

[3:02:35] provide our funds. The second concern I have with regards to facilities is how do we prove

[3:02:43] to the people of Pasadena and gain their goodwill when it comes to managing or underutilize properties.

[3:02:54] I think that that is the first step to having conversations about how do we limit programming

[3:03:03] or look at schools or look at resizing any of those conversations have to start with

[3:03:12] a conversation of what do we do by maximizing the resources that we have without disrupting

[3:03:20] schools and communities and families, and that is why, in spite of being almost narrowly

[3:03:29] focused in academic outcomes, I support this type of project because it helps us gain

[3:03:38] the goodwill of what happens when we administer underutilized properties. Are we going to

[3:03:44] to continue to accumulate properties throughout Pasadena

[3:03:49] without a final or plan for them.

[3:03:53] No, we have a plan.

[3:03:54] We have a form and this works.

[3:03:56] And this is how we generate goodwill.

[3:03:58] Number two, the diversification of income.

[3:04:01] Number three, addressing the issue of retention.

[3:04:05] Because again, our ways and forms of making

[3:04:09] are district desirable, are not going to be financially motivated because we cannot

[3:04:16] keep up. We don't have the money to keep up.

[3:04:24] So, we have to figure out alternative ways

[3:04:29] in which we can motivate retention. And that's not to say that salaries are not an important

[3:04:38] part of that component, but in anticipation of our challenges meeting the expectation

[3:04:47] in that sense, there has to be other ways in which we become competitive.

[3:04:52] And finally, we have in the state an issue of capacity in our all of the education system.

[3:05:01] You can smell the desperation in the admissions offices, right?

[3:05:05] And it's a bad look. It's a desperate look. Everybody has stickers and banners. And can I give you water? Can I carry your books?

[3:05:14] We have a new service with administrators carry your backpack. Right? It's the you can smell the desperation.

[3:05:21] And so in order to address that, we have to address the issue of affordability.

[3:05:25] In the last ten years, my house has gone up 500 percent and my salary has not.

[3:05:36] And so it is impossible for a person like me that has three degrees and my husband

[3:05:48] who has several degrees themselves for two highly educated people in Pasadena to afford

[3:05:58] a house right now.

[3:06:02] And so, unfortunately, our mission transcends the issue of education

[3:06:09] because we are now put in a position by our state government and our federal government

[3:06:13] and their policies to be the locus of family services, mental health, community, affordability

[3:06:24] housing and that is a decision that has been imposed by two school districts

[3:06:30] because our moral imperative is always to deal with children and to address the

[3:06:34] necessities of children we have to address all of those decisions and until we

[3:06:38] as a society are able to put restrictions in that that will continue to be our

[3:06:43] moral imperative.

[3:07:04] So I have a question building on top of what Dr.

[3:07:07] Velasquez said, I personally have known at least three of my friends who have

[3:07:12] left PUSD because of unaffordable housing, so they have been forced to move into

[3:07:18] cheaper housing and different school districts. I know that these affordable housing options

[3:07:24] are available to staff. However, as an impacted PUSD student, I know a lot of other low-income

[3:07:30] impacted PUSD families who would really benefit from these affordable housing. So my question

[3:07:35] is would these houses also be available to PST families?

[3:07:40] So, they'll be available to employees first, and part of the reason for that is because

[3:07:44] how the project is proposed to be paid for, to be financed.

[3:07:50] So, they'll be made available to PST employees first, and then if it's not fully rented by

[3:07:58] PST employees, even though we expect it to be, then it can then be these two employees

[3:08:05] of other school districts, then other government employees, and then finally to the public at

[3:08:10] large.

[3:08:16] Just can you clarify that this is an employee housing project?

[3:08:21] That's right.

[3:08:22] So it's an employee housing project, so it will first be made available to PSD employees.

[3:08:30] Thank you very much for this.

[3:08:32] I'm really happy that this is moving along so nicely.

[3:08:35] and to the student trustee's point,

[3:08:40] family housing has been talked about on this board,

[3:08:43] and it is definitely the United States is moving

[3:08:47] in this direction, much like we moved in the 1900s

[3:08:52] to feed children because we realized they couldn't study

[3:08:56] and learn if they were hungry.

[3:08:58] So now nobody would think about taking away

[3:09:00] the student lunch program.

[3:09:02] So, I just wanted to point out a few things that Tony Thurmond did a study and they figured out that there are 75,000 acres of public school housing that can be developed into affordable housing and he wants to see 3.2 million units built on public school properties throughout the state.

[3:09:24] We are doing exactly the right thing to the student board members, comments, homelessness

[3:09:34] is a cause of students dropping out of schools.

[3:09:38] So we will be moving in that direction, too.

[3:09:41] And also, as I know some of my trustees say, our staff have children in our schools and

[3:09:48] we want to make sure that they stay here, work here, and graduate from here.

[3:09:53] So housing is a part of education in the United States, just like feeding children as public education can't calcify.

[3:10:05] If it calcifies, it shrinks, and then we're filled with charters and private schools.

[3:10:11] And then you've got this patchwork of education systems much like other countries, and there's no communication or cohesion of values and beliefs.

[3:10:21] So it's important we hold the public education together.

[3:10:26] And I love this, I'm just also wondering why the four bedrooms aren't in the board report.

[3:10:32] It says two, one, two, three bedrooms.

[3:10:36] The three plus.

[3:10:37] The three plus, okay, I didn't see that.

[3:10:41] We're moving along with the superintendent,

[3:10:43] Terni Thurmond, and all of these legislators that have passed bills.

[3:10:48] opening up public education for building houses, and we have to do this, and thank you for working on this.

[3:10:56] Thank you. One thing I'm sorry that I should have mentioned that's on this slide. So in addition, of course, all the important objectives that we've all been talking about with respect to affordability and having our employees live close to where they work, the conceptual rents that we discussed on this slide would produce, again, conceptual, not final.

[3:11:16] over $1.3 million in net operating income.

[3:11:21] And so that would be additional resources to Board Member Velasquez's point that we don't,

[3:11:29] we're not sufficiently funded by the state and federal government, but

[3:11:32] this goes a small way towards improving the level of resources available to our students.

[3:11:38] Okay,

[3:11:46] I'm going to try to, I feel for everyone that said, you know, they're different sides.

[3:11:53] Trustee, sorry, student board member, Trustee, what's your last name?

[3:11:59] G, Trustee Chi, I thank you for speaking to this from the perspective of student body.

[3:12:07] And I've said this at City Council before, where I say, if there is no housing, there is no public school system,

[3:12:15] it's just, if they're not children, if they have nowhere to live, well, then they're not going to be going to our school.

[3:12:23] But I also hear, we're in the, our institution is education, right?

[3:12:34] So, yes, that is our ultimate mission, and I get what else the other thing I've heard is the idea of, you know, we're a school system, we're not landlords.

[3:12:51] So, maybe you could speak to the management layer of okay, we build this housing.

[3:12:59] What is our liability? If something happens on that property, who's managing that? Does that affect us, our premiums?

[3:13:12] Like, can you elaborate on that a little bit? Anybody?

[3:13:15] Sure. I'm going to invite Bruce to provide a little bit more color.

[3:13:19] But when I said that operating income, that meant net of all of the operating expenses.

[3:13:24] And some of the operating expenses that we would have on this property are the professional

[3:13:29] property manager that would manage the property, of course, insurance cost, all of the other

[3:13:33] costs associated with maintaining the property, but I don't know if there's any additional

[3:13:37] color.

[3:13:39] And I've said this before, where I've visited Santa Clara Unified's housing, I talked

[3:13:46] to the tenants there, it seems to be working, so, but I know that out there, this idea is

[3:13:53] new for a lot of people and they cannot wrap their brain around, wait, but you're teaching

[3:14:00] you're educating not, you know, you're not landlord so can you speak to that concern?

[3:14:09] And again, this will evolve as we go through the process, but the idea of as Simon was saying

[3:14:20] hiring a third-party property manager having a, going back to specifically what Santa Clara unified did, they set up a subset of the board to be a housing board that actually dealt with hiring the third-party property manager, dealing with annual budgets and dealing with any sort of issues that come out of it so that frankly, the school district staff, the school district board.

[3:14:50] or it doesn't have to deal with those items,

[3:14:52] has proven to be successful over the past 20 years.

[3:14:57] Thank you.

[3:14:57] That really helps.

[3:14:58] So the staff of the...

[3:15:00] The district does not have to do anything that involves management. Not in any, you know, regular concept, I mean, of managing an apartment community. So, your facilities people would not be handling the maintenance on the project. You know, the biggest thing that's actually a huge positive to manage these efficiently is the fact that.

[3:15:29] The first priority is to house your employees.

[3:15:32] By virtue of the fact your employees, you've already done a lot of this type of background checks that we would typically do for our residents.

[3:15:41] So it makes life much easier.

[3:15:43] Thank you very much and Mr. Bravo-Kareemit, sorry, I have to keep bringing back your experience.

[3:15:50] Did you have any experience coming from LA, USDA on the workforce housing?

[3:15:54] Yes, the district did work for housing projects that were successful.

[3:16:00] Obviously, it's a much bigger district, a lot harder to meet the needs of the employees at a district with that size, given also the geographical spread of the district, and so one benefit of Pasadena is I think we're going to meet a substantial need, even with just this one project.

[3:16:15] And then last one, so I'm trying to remember my conversation with the Santa Clara Unified.

[3:16:20] I think, so I was talking to the board, trusty over there.

[3:16:24] I think at one point, it was about there were more teachers or staff that had families,

[3:16:33] which actually this address is because they had a lot of one bedroom units.

[3:16:38] They couldn't fill them because a lot of employees have families, so they were, so,

[3:16:45] So I guess if things, the proportions change as far as, you know, who are current employees are, there's more, you know, young entry-level teachers will, they're going to want the one bedroom.

[3:17:01] So how do we accommodate those fluctuations in those proportions?

[3:17:06] Well, I mean, once it's built, but I think there is a possibility for people to become roommates and rent it together.

[3:17:17] So, and that is a common thing anyways in Los Angeles given the price of housing.

[3:17:24] Actually, it's very common for first generation immigrants to have multi-generation care in our family.

[3:17:31] So, you can be a 22 year old, that is responsible for your entire house, so you need a bigger apartment because your parents depend on you.

[3:17:41] Maybe the committee can speak to how they came up with those proportions and how many variations of you.

[3:17:51] I don't want to speak for the whole committee, because Michelle and I were just two members of it.

[3:17:56] But it was a pretty common conversation amongst all of the people that were there, that

[3:18:05] threefold, number one, we didn't want to get rid of the one bedroom units entirely

[3:18:11] because there's going to be people who prefer to have their own place.

[3:18:16] But as the CBO just pointed out, the advantage of having more multi-bedroom units is not only

[3:18:23] can you put a family there, but also if you don't have a family to put there, you're

[3:18:29] going to get somebody who's going to find a couple of roommates and they're going to

[3:18:32] rent the place.

[3:18:33] I lived alone for one calendar year of all of the years that I lived in Southern California,

[3:18:41] and otherwise I had roommates and it was fine.

[3:18:46] So that was a big, you know, if we have more of the bigger units, we can still put, you

[3:18:53] if you have a bunch of really small units,

[3:18:55] you can't do the opposite, right?

[3:18:57] Without busting out walls.

[3:19:00] So that was part of the conversation.

[3:19:03] And the big one, I'm just gonna segue in my comment,

[3:19:07] you can command the mic back if you want.

[3:19:10] But one of the things that was a big deal to me,

[3:19:14] and has been a big deal to me about this whole project,

[3:19:16] I do want to acknowledge, I agree with people

[3:19:20] in the public who think, well, you guys don't want

[3:19:23] staff time spent on this. I think the design is such that we won't. I don't think the board

[3:19:31] wants to be involved in setting rents for individual people. That would be not a good use of board time.

[3:19:38] But the thing that I've been kind of pushing back on this question when I get it in the public is

[3:19:46] people kind of need to make up their minds about what they want this board to do because

[3:19:52] is they want us to use our property sensibly,

[3:19:57] but then they always come up with a reason why,

[3:19:59] whatever it is that we propose to do that,

[3:20:01] well don't, don't do that.

[3:20:03] That's not really your wheelhouse.

[3:20:06] Well, our wheelhouse is providing school facilities

[3:20:09] for children that are currently in the district,

[3:20:12] and we have more land than we have need for,

[3:20:15] for the children in the district.

[3:20:17] So I mentioned this before, as trustees,

[3:20:20] Our responsibility is to leverage the resources of the district for

[3:20:24] the students that are here and leaving facilities under utilized and

[3:20:30] paying for the maintenance cost.

[3:20:32] That's something that's not even in the net is we're currently paying upkeep on the facility that's there right now.

[3:20:40] We have to, when a bond passes, we have to replace roofs on these facilities that don't hold a house.

[3:20:47] of students, it's a, we're changing a liability into an asset and that's the thing that

[3:20:53] I say over and over again to the public, where you're saying you want us to use the land

[3:20:58] more responsibly. This is turning a negative cash flow asset on the books into something

[3:21:05] that generates funds for the district. Also, for years, we've been pointing out the declining

[3:21:12] enrollment and the cost of housing and I remember Kenny recently pointed out that Davis

[3:21:19] demographics has finally been able to update their projections based on the 2020 census

[3:21:26] data because the 2020 census data is finally available.

[3:21:30] And one of the sort of astonishing things is based on historical trends if we had just kept

[3:21:37] going off the 2010 census numbers, we would have 4,000 more school-aged children than we have

[3:21:43] after going through the 2020 census. Which kind of makes a point. I've said at these board

[3:21:51] meetings, a little bit more clear, we can't just rely on the birth rate five years ago to tell us

[3:21:59] how many students there are to capture here because people are being priced out of passing in

[3:22:03] and they are leaving.

[3:22:05] They have kids here, but they're a double-income family

[3:22:10] in a decent-sized apartment in downtown Pasadena

[3:22:13] neighborhood association.

[3:22:15] And then when their kid gets to kindergarten age,

[3:22:17] they're moving a glendora.

[3:22:19] They're moving somewhere else where

[3:22:21] they can afford to have more space for their kids.

[3:22:24] They don't want, they get priced out here.

[3:22:27] And if we don't do some,

[3:22:30] We can't just wait for some billionaire to decide, angel investor decide to buy a whole bunch of PUSD property and build affordable housing on it.

[3:22:42] And the city can't do it, they're contributing in many different ways, but that's not their mission either.

[3:22:50] So I think that this is a responsible and main thing to do.

[3:22:56] I think if we do it properly, we can show the public that we can produce this project, and it won't take the focus away from the kids, and it'll bring more revenue to the district, and then we can turn around and say, and now we want to do it again, and provide affordable housing on this site for students, or city employees, or county, whatever it is, the more housing we build here, the better.

[3:23:22] So, I'm glad that we're still moving ahead with this project.

[3:23:29] I really hope that the bond passes and we follow through on building this.

[3:23:35] I think it'll be a real feather in the district's cap of showing the public that we can do good things with taxpayer money that benefit the students in this district.

[3:23:49] I'll stop talking.

[3:23:50] All righty. I have three questions and then I want to share a concern. So on page nine

[3:23:58] of this PowerPoint, it says the selection of the pathway of SB 35 plus AB 2295. And

[3:24:09] then it has an asterisk that says eligibility subject to qualifying criteria. So we determined

[3:24:14] that we qualify? Yes, one to double-check. Okay, so that's not an issue, maybe great.

[3:24:23] You talked, I think, about the vacating a street and changing the unit numbers, so I don't

[3:24:33] remember when we first looked at the feasibility. Were we looking also at a project that included

[3:24:55] Is

[3:24:59] there a cost of the 115 that we're looking at versus the smaller, how does the cost change to us if we go forward with the smaller one versus the 115?

[3:25:14] In case we don't get the,

[3:25:19] I'm sorry, I thought if we don't get the street vacated, it had to be smaller.

[3:25:23] Am I misunderstood?

[3:25:24] There would be 102 units, I believe, if the street's not vacated versus 115 if it is.

[3:25:32] Okay, and so we didn't see those numbers.

[3:25:34] So, but can you give me like a ballpark with that decrease the cost of the overall construction, the cost of building it by like 10 million?

[3:25:44] Maybe it's 5 million, I don't know.

[3:25:48] I mean, we saw numbers for the projection of approximately what it would cost.

[3:25:52] I just wasn't sure if it's still the same now that we've made these changes.

[3:25:58] Yeah, we're updating those cost estimates, the projections, and can provide them.

[3:26:04] But I don't thought my head, I can't say how much.

[3:26:06] So before we were at, I'm going to say roughly 70 million, I think, okay.

[3:26:12] So you provided all of the different meetings that we've had, and when I went back to the most recent, which actually was the, I think the May meeting,

[3:26:22] there were the open questions to be addressed in the next steps.

[3:26:27] And so a couple of these, and I don't know if we have answers on all of them tonight, were the applicability of city inclusionary housing ordinance and city income limits,

[3:26:36] It's the historical status of existing buildings.

[3:26:40] So the first one in the appendix there is a slide showing what the city requirements would be.

[3:26:48] But if we do this, it means they're not applicable to us, is that?

[3:26:53] Well, with a small caveat.

[3:26:55] So by going through SB 35 using that entitlement pathway, we do need to provide at least 50% for low income.

[3:27:05] The city is, we would be meeting most the requirement for the city, but the city also says 5% for very low income, which is kind of a layer in addition to the SB 35 requirement. So we would still be subject to that city of Pasadena requirement.

[3:27:22] So would that look to us as we would do 5 to meet that plus 45?

[3:27:27] Okay, we wouldn't have to do 55.

[3:27:29] Correct.

[3:27:30] Excellent, okay.

[3:27:31] And I'm sorry, the historical status, is that something we're still waiting to hear from the city about or no?

[3:27:38] Sure, please.

[3:27:40] So, yeah, so the, the city, so the pathway on the historical designation is the, the historical preservation committee makes a recommendation to the city council.

[3:27:57] Council. The City Council can either accept the recommendation or they can decline it.

[3:28:04] And then the added wrinkle is we're not bound to accept the city's designation of historical

[3:28:14] property as a board. So several things can happen. One, the committee can say we don't recommend

[3:28:20] that this should be designated historic. They could recommend that it should be and the

[3:28:27] We're not accepting a recommendation,

[3:28:29] we're gonna go ahead with letting the school district

[3:28:32] do whatever they want, or they could say,

[3:28:34] we will accept your recommendation,

[3:28:36] and then we can say, well, we don't accept your,

[3:28:42] everybody kind of all has to agree that it's a historic.

[3:28:45] Now, there are obvious political implications

[3:28:49] of all of those steps.

[3:28:50] So, I'm just trying to understand,

[3:28:52] is there a defined timeline by which other things are happening

[3:28:56] If, from what, what member Kellen said, it sounds like if we have the final vote, we can move forward because it doesn't, the rest of that is in material.

[3:29:11] I'll let her answer that specifically.

[3:29:13] Thank you.

[3:29:14] So, just in terms of the current status, which I think the board is familiar with, is in mid-July the Historical Preservation Commission considered

[3:29:24] and decided against calling for review of applicant Padres requests for designating the site landmark.

[3:29:34] And subsequently gave Padres the opportunity if it wants to resubmit that they would consider again, that has not yet happened.

[3:29:43] So I think that's the trigger for then.

[3:29:45] What are the next steps that the district can consider?

[3:29:48] And that, of course, there would be the process that occurs at the city level.

[3:29:52] So the commission considers it and then it gets appealed depending on what occurs at the commission level and to the city council and then of course

[3:30:00] And of course, the district can assess its options at that point as well. And there are other things that the district can do along the way that we're still assessing and considering, um, to address the, if another application is brought. Okay. So it's, I guess I'm trying to place it on the timeline. Is it potentially something that holds us up? That's what I'm not really understanding? Hopefully not. Okay. Yeah. We'll go with hopefully not. And then the density, I think that was kind of mentioned in the public comment.

[3:30:29] That was one of the open questions,

[3:30:32] the density quieter under AB2295.

[3:30:35] I think that was raised at the joint meeting.

[3:30:37] So is that something we've resolved as well?

[3:30:40] OK, and then so the, it was the density required under AB2295,

[3:30:47] the 30-DU-slash-acre minimum maximum.

[3:30:51] So, but if it's resolved, I just, these were, like I said,

[3:30:54] these were just the open,

[3:30:57] well, I don't know what the resolution was.

[3:31:05] So a closer reading of AB 2295 just basically said that here are, they're not minimums.

[3:31:15] There was a question from the city standpoint is this minimum density and it wasn't, it was just a guideline.

[3:31:21] And so the density that we're proposing is consistent with AB 2295.

[3:31:26] So it could be, I wasn't clear of the public comment was saying why aren't you making it more dense?

[3:31:33] Well, and so the rationale for, to make it more dense, we're doing two things that we didn't look at more dense projects through the feasibility process.

[3:31:46] Two of the issues that occur when you're building denser project is you lose open space, which frankly relative to the current

[3:31:57] demographic focus would reduce the amount of area that we could have for children and families.

[3:32:04] Number two is by making it more dense you create structured parking.

[3:32:10] And so what we're trying to do is avoid structured parking because we incur a lot of cost for housing

[3:32:17] cars as opposed to housing residents. And by doing that, again, budgets will increase

[3:32:26] somewhere between 30 and 50,000 dollars per structured parking space. And we want to

[3:32:32] avoid that cost if possible.

[3:32:35] Okay. And then vacating the housing app. Is that on a timeline? Is that a decision?

[3:32:41] We're working with the city on that right now, and we've had some substantive conversations about

[3:32:49] that process and

[3:32:52] The city is doing some homework as well. Okay, all right, so that one that one is still open

[3:32:57] But everything else it sounds like pretty well, but then we make our decisions tonight

[3:33:04] The last thing I wanted to raise was about the net operating income and so back when we

[3:33:11] had the feasibility study, the beautiful documents from,

[3:33:16] I think it was actually from last June.

[3:33:20] In those proposals, I think one of the lowest annual net

[3:33:24] operating costs was about 2.37 million.

[3:33:29] It looks like as we've moved to, and at that point,

[3:33:34] SB-35 wasn't in the feasibility study.

[3:33:36] It looks as though when we moved to SB-35,

[3:33:39] And then internally also decided to lower our rents, and it sounds like we increased some of our estimates of cost.

[3:33:48] So now we've gone to the 1.37 net operating income annually.

[3:33:54] I did want to say for Mr. Rambo community's information that when we approved this project in March,

[3:34:02] We did say that the income would be used for facilities projects, not just we didn't leave it as it's just open-ended,

[3:34:12] general fund, use it for whatever, because as we're going to the taxpayers and saying please let us, you know,

[3:34:19] we're going to use approximately 70 million of your dollars and interest and have you, you know, pay that back over 30 years,

[3:34:27] that that pass through ability of saying at the same time we're getting this revenue that we will also be using on facilities.

[3:34:34] So your money as you're paying your taxes is really still going for the purpose that when you approve a bond it's going for.

[3:34:43] I guess my inclination would be to want to move back closer to that 2.37 than the 1.37.

[3:34:56] I mean, I understand that SB-35 saves us six to nine months, rather than the 2295.

[3:35:06] So again, I'm just, I want to be mindful that as we're trying to pass this bond and we're

[3:35:11] trying to make sure that this is an attractive proposition to our taxpayers, you know, I was

[3:35:17] thinking we would be able to hit the 2 million net operating income.

[3:35:21] It doesn't sound like we might get there, but I'm the 1.37 took me a back a little bit because I-

[3:35:28] It's illustrative, it's illustrative, right?

[3:35:30] So as I mentioned, it's not something the board is taking action on tonight.

[3:35:35] It's meant to demonstrate that even by setting the rents quite a bit lower than what's required

[3:35:40] under SB 35 and even lower than what the market rents are, it still produces 1.3 million dollars of net operating income.

[3:35:49] So it's not a final number certainly, though I understand, you know, wanting to compare it to what was in the feasibility study.

[3:35:56] Well, I understand. And here's what I'll say is when I said, well, what if we really just had two rent points?

[3:36:03] And one was actually 70% of market and the other was the max, you know, the limits I think they were in the appendix.

[3:36:12] It didn't really raise the rents very much for this.

[3:36:18] It's really moving from the 30 percent that was in the feasibility to the 50 percent.

[3:36:24] And later on top, our decision perhaps to have it even lower.

[3:36:29] So that hinges does hinge tonight in the fact that we're choosing SB 35 versus not choosing

[3:36:35] it.

[3:36:35] So, I don't know that I'm saying we shouldn't do that tonight, but I just want to be mindful

[3:36:42] of having as much revenue as we can that's being then spent on facilities.

[3:36:50] So I just

[3:37:09] want to say that schools

[3:37:15] are the centers of our communities and they're also one

[3:37:20] of the like bedrock entities that upholds democracy, so while in its purest sense housing

[3:37:32] may not appear to be directly aligned with our mission, it's aptly vital to our mission.

[3:37:39] And if in building community our goal is to try to create stability, create an opportunity

[3:37:45] you can provide a service to people and also create safety which comes from having stable

[3:37:51] communities, then we need to be on the right side of this trend of building housing.

[3:38:00] In addition to the way in which Josie Velasquez laid out the ways that schools are having

[3:38:09] to do more in terms of the role we're taking in educating our students.

[3:38:15] One of those things is demonstrated in the community schools model that is being funded

[3:38:20] at the state level, that is providing opportunities for schools to provide additional services

[3:38:26] to students in and outside of the classroom.

[3:38:31] And us being able to, as a district we had to provide housing is just one of those things

[3:38:34] that will blend itself to strengthening that community school's model.

[3:38:39] I will say that I am a huge fan of Spanish meta-training architecture, however, the site

[3:38:50] that we are identified to build this housing on does not have any of that sell architecture

[3:38:55] in its neighborhood.

[3:38:57] And I think that we will run into significant robots on the design review committee if we do

[3:39:01] We do not consider a craftsman-style architecture for being able to have this project move forward with the greatest amount of expedition.

[3:39:13] Again, my personal preference is the Mediterranean, but I think that if we want to be able to have minimal delay, minimal criticism, feedback, etc.

[3:39:23] In terms of the design aligning with the aesthetic of that particular community,

[3:39:29] I think we should strongly consider another self-architecture.

[3:39:44] Point will take.

[3:39:47] I think that should be our plan B.

[3:39:52] I know how that is, I have to deal with them.

[3:39:55] So I just want to say a few things really quick.

[3:39:58] Thank you for all of your work, it's been a pleasure meeting in the committee.

[3:40:04] So I want to go back to one of Board Member Alaska's concerns about the number of times

[3:40:16] that we keep bringing the same issue before the Board.

[3:40:19] And I just, I want you to understand that this is a process and it's not technically we're

[3:40:28] not bringing the same issue.

[3:40:29] where we're coming forward to the board as we move through this process,

[3:40:35] either to update you or for you to approve us moving to the next step.

[3:40:42] So here's the thing though, if you want that to go away,

[3:40:45] just make a motion that, you know, we just do what we got to do

[3:40:50] and just keep moving forward and bring the finished product to you

[3:40:54] and then you won't have to go through all these approvals.

[3:40:59] So the other point that I want to raise is this notion that, you know, we are not in housing business, we're in the education business.

[3:41:13] And I think, you know, a few of my colleagues here on the board have already done a great job addressing it.

[3:41:19] But one of the things that I want to say that well, hopefully resonate with everyone is

[3:41:26] that the whole purpose of the third party management company is to separate the two entities.

[3:41:36] As a matter of fact, I'm hoping that the school board, actually after we get through this point

[3:41:46] and everything is established that we actually have nothing to do with that housing piece that a foundation

[3:41:55] and extension of the school district will be established to manage all of that and they will have their own board

[3:42:03] so that we don't have to get mixed up in that as well as their own staff and their own

[3:42:11] and relationship with facilities to make sure that the funding and the funds get to where

[3:42:23] they need to get to.

[3:42:25] And then one of the final things that I want to say is that it

[3:42:35] is to Board Member Marshall's

[3:42:40] It is important that we do our jobs here today in this 21st century, moving things

[3:43:02] forward for public education, which is evolving.

[3:43:06] And just as you and I, those of us who went to school in the 60s and 70s and 80s, we learned

[3:43:17] how to do division a completely different way from the way they do division today.

[3:43:24] It's the same with what's happening in society regarding housing, which is why more and

[3:43:31] more school districts around the country and throughout up and down the state of California are getting into the housing business.

[3:43:40] Unfortunately, that's just the way we have to go in order to stay relative as a public entity.

[3:43:54] So, I'm hoping that you don't feel put down or, I don't know what word to use, as people

[3:44:06] come to you with those kind of notions that this is the wrong thing for the public school

[3:44:14] to be doing, you guys should not be building housing.

[3:44:17] housing, it is important that we build houses to house families and our employees have families

[3:44:25] and they are interested in willing and wanting to see a project like this happen.

[3:44:34] And I am hoping that the laws will change to be such so that we can, it's in some day

[3:44:43] We feel housing for our families as well because we know that there's a need there.

[3:44:52] So, and I just want to commend Dr. Monkel and her staff for all the work.

[3:45:06] It's been a long time coming. So I feel like we're at the front door. So just thank you all. Oh, did I say what? I know punitive exactly. But I, you know, it's still just overwhelming to me to really be a part of this idea.

[3:45:29] this whole process so I just really, I think my colleagues and I just think

[3:45:38] everybody for this because I mean this is the idea that I just put out there in

[3:45:45] 2017 and now to see it you know grow legs and feet and you know the whole body's

[3:45:53] almost complete, so I'm excited, so thank you.

[3:46:01] I just have two real brief things.

[3:46:04] I just want to reflect back on this slide.

[3:46:08] So I would encourage that when you get to the point

[3:46:12] where this thing is actually built

[3:46:14] and we're looking at hiring a management company

[3:46:16] that the board provides directions to the management company

[3:46:19] about what the board wants to see in the net pricing scheme.

[3:46:23] I think the important thing to take away from this slide

[3:46:27] is that we can meet the requirements of the pathway and still have quite a lot of leeway

[3:46:36] on what we charge in the remaining units and still come in well under the market rent.

[3:46:43] So then the real question is, is the employees that want this housing, where are they on their own?

[3:46:54] How much are they willing to pay for the property because we can offer them a cheaper rent

[3:47:01] than what they may be paying now in Glendora and still come in well over the color it's

[3:47:09] parts on this slide.

[3:47:11] But I do think that's a task that should go to a professional property management company

[3:47:17] who can look at who's applying for these things and what their income levels are and then

[3:47:23] You have to offer these many units at this amount because that's what SB25 says.

[3:47:30] But then the remaining ones, these are the, this is what the applicant pool looked like.

[3:47:34] This is what we think that we can fairly charge that they're still saving a lot of money by moving into these places, but we're making more than whatever that number is on that slide.

[3:47:46] I think we will come in higher than the 1.3,

[3:47:51] but

[3:47:52] But I think that should be driven by the professionals that run the project and not by the board trying to twiddle numbers up and down.

[3:48:00] I really do agree with Michelle that this should be a thing that's independent and we don't want someone who's upset about their rent level coming and putting a public comment card and you only get the board and a board meeting, that's not what we're supposed to do here.

[3:48:13] I really do agree with that.

[3:48:15] I'm trying to comment to the top of the list for rent, because there are many.

[3:48:19] So there's that, and then I just wanted to provide a little gentle, not specific pushback, but

[3:48:26] people who are on this committee who have done projects and put them through the design commission pointed out that

[3:48:34] mission style, Spanish style really does not have the same level of commentary.

[3:48:44] That the Craftsman style does from the design commission, speaking as someone who was part of the

[3:48:52] bungalow heaven neighborhood association and was involved in people who went to the design

[3:48:56] commission to yell at designs and stuff, there's nobody in this town that is more committed

[3:49:01] to faithful adoption of Craftsman style than the city of Pasadena.

[3:49:13] If you're going to shoot for a craftsman, you're going to A, be spending more to build it, B, be spending more to maintain it.

[3:49:19] But also C, you're going to get a lot of, that's not real craftsman features, right?

[3:49:23] And so that is an additional factor.

[3:49:27] So I just wanted to mention that not, I mean, you still have a valid point about the neighborhood.

[3:49:31] But I think for the purposes of making a decision tonight, I agree with the committee's recommendation that that's what we should go with right now.

[3:49:44] So forgive me if you went over this.

[3:49:47] So as costs rise with management, maintenance, costs that kind of pop up and all of that, how will the management company maintain that balance?

[3:50:02] so that we don't get our profit eaten up with management fees.

[3:50:23] There we go. Okay, excuse me. So a couple things. Number one is, first off, there are reserves that were built into the operating costs to deal with some of these ongoing expenses, and when roofs have to be replaced, there are funds that are being set aside every year from as part of

[3:50:45] the operations. So you shouldn't be struck by some huge unanticipated capital expense.

[3:50:56] That's number one. Number two is, yes, every year rents will go up. Good property managers

[3:51:02] will keep them going up by at least CPI, which is allowed in the state. And consequently,

[3:51:09] revenues over time will increase and should increase.

[3:51:13] We looked at the other places, the other districts that have done workforce housing, and perhaps asked them about this.

[3:51:24] Is there any anecdotal information on this?

[3:51:26] Yes, and as a matter of fact, our underwriting was based upon working with the Northern California operators,

[3:51:35] because that's actually where these projects were built that were owned and

[3:51:42] operated by the school districts or owned by the school districts, hiring third party

[3:51:47] property managers and that was the information that we were working off of.

[3:51:51] I will raise one thing that's actually probably all experienced is the fact that one big change

[3:51:58] from 18 months ago, thereabouts when we were putting together a feasibility study and now

[3:52:03] insurance costs and so insurance costs which we reflected in this analysis have probably

[3:52:11] We increased three, fourfold for apartments from what we anticipated.

[3:52:18] So we are trying to anticipate some of those costs as we go.

[3:52:22] But again, as we're going through this process, we will be updating.

[3:52:26] Development costs will be updating, operating costs, and we'll keep you up priced.

[3:52:34] I'm going to call for the vote.

[3:52:35] So

[3:52:42] the

[3:52:47] original

[3:52:52] scenario, 126, went to 115, right?

[3:52:57] Number of units,

[3:53:00] the feasibility was 126 and then went to 115.

[3:53:04] So I'm just curious how it still stayed the same, like same number of units, and maybe

[3:53:13] because it's more efficient to have larger units.

[3:53:19] I'm sorry, could you repeat the question?

[3:53:24] No, 123, say.

[3:53:26] So, it was 123.

[3:53:28] The feasibility had 123 and a version with 135.

[3:53:33] Yep.

[3:53:34] We're now at 115.

[3:53:35] I'm just observing that it didn't change much even though we have large units.

[3:53:41] I guess, I'm speaking to the committee, people are watching, there's going to be critics.

[3:53:51] Is there anything through the process of the committee where there were some common

[3:53:57] themes, common doubts that you want to, you know, address that are probably some common

[3:54:06] Concerns out there that have not been brought up yet.

[3:54:10] So, Mr. Bravo-Koremi, just joined the committee recently, and we've been working on the committee for quite some time.

[3:54:18] And I think the common theme was, and you've seen the change, as we want it to be affordable for every employee, regardless of the income that they make, right?

[3:54:27] And so I can remember reviewing the feasibility study with SLT and

[3:54:34] learning about the project probably a year or so ago, and we looked at it and we said

[3:54:38] we couldn't afford to live here, right?

[3:54:40] So because when you look at the feasibility and you only have some low and everybody

[3:54:44] else has to pay really high, most people, it's market value, they can't afford.

[3:54:50] So that was a common theme, and then when we had a lot of discussion regarding the one

[3:54:57] bedrooms versus family units and we came to some compromises around that to meet the

[3:55:04] needs of everyone. We spoke a lot about craftsmen versus the Mediterranean and the challenges

[3:55:11] with craftsmen. So I think another common theme is you know we don't need to get rich

[3:55:17] off this but we had a 7-0 vote because we presented as a revenue enhancement and we wanted

[3:55:23] to make sure that it's still a revenue enhancement with the district and that's why a lot of work

[3:55:29] was done on the back end with the salaries of our employees and you know it's not an exact

[3:55:35] science yet but just playing with the numbers to see that it could be still affordable and we would be

[3:55:42] able to still have revenue coming in to maintain our building. So you know that's not said in

[3:55:49] we do need to get expert values, but moving to this next step is important.

[3:55:56] And then another common theme, which had discussions of pros and cons, was fast track or not to fast track.

[3:56:03] Because I think 50%, there was some concerns about limiting future boards with a 50% low income.

[3:56:13] But once I think we looked at the numbers and saw that we have the flexibility to set

[3:56:18] But the other 50 percent at higher prices in the future should things change.

[3:56:23] We all came to agreement with the presentation this evening.

[3:56:26] So I'll just take a moment to thank everyone, especially Ms. Bailey, Mr. Cahalin who had

[3:56:32] to take time off work to be part of the group and Mr. Bravo-Karemi for jumping in and learning

[3:56:38] about this along the way.

[3:56:40] And Mr. Carrasco for being a champion on his own before Mr. Bravo-Karemi joined us.

[3:56:46] I would like to call the vote.

[3:56:50] I'm going to the approval.

[3:56:52] I'm so sorry.

[3:56:56] Dr. Blanco just said that we potentially could change rents in the future.

[3:57:01] Okay.

[3:57:01] Because I thought I heard you said we're restricted to CPI increases.

[3:57:05] But we could just change rents.

[3:57:07] On the affordable units, you're stuck.

[3:57:12] There's two difference.

[3:57:13] That's rules.

[3:57:14] Okay, sorry.

[3:57:14] That wasn't...

[3:57:15] I didn't see that anywhere.

[3:57:16] Okay.

[3:57:24] Yes.

[3:57:30] All in favor?

[3:57:32] Any opposed?

[3:57:34] And it's mainly to the faster route than just doing 50 versus the 30.

[3:57:46] Thank you very much.

[3:57:47] We will move to the consent agenda.

[3:57:53] I would like to pull five B.

[3:58:26] Michelle's looking for the one she won to pull.

[3:58:38] Oh, board report seven A.

[3:58:41] Okay, so 3C,

[3:58:46] O3C, Agenda Item, Board Report 7A.

[3:58:50] All right, and then I'm sorry, Yarmay, you said 5B.

[3:58:55] 5B.

[3:58:56] Any other polls?

[3:58:59] All right.

[3:59:00] We'll begin to approve.

[3:59:01] I'll start the remainder.

[3:59:04] And just to note for everyone that

[3:59:11] 2H was pulled prior to the meeting.

[3:59:16] Okay, just to make sure.

[3:59:18] We had tabled it at policy to get Jeff's opinion on something, and so it wasn't supposed to come to this meeting yet, because we were waiting for his reply.

[3:59:27] All right, so we have a motion in a second, and I have questions, I don't know if anyone else has questions on those, or maybe just mind more of a comment, I guess, on the new-certificated positions.

[3:59:39] I just wanted to, I don't know that it's said in the board report, but I believe the two point two FTEs were positions we had reduced in the spring, but we're bringing them back, but paying for them with Prop 28.

[3:59:58] It just didn't say that in the board report.

[4:00:01] I'm sorry, are you talking about 6D or 6D? 6D is in dog. And then, just wanted to say that I know that the special ed teachers, it said they were coming out of AB602, but they'll really add to the general fund's contribution, because 602 is already maxed out, so I just wanted to clarify those two things. All right, student board member votes. Yes.

[4:00:29] Yes.

[4:00:29] All right.

[4:00:31] Everyone else?

[4:00:34] Pass a 7-0?

[4:00:36] All right.

[4:00:37] 3-C.

[4:00:38] The Green School Yards America.

[4:00:40] That was beautiful.

[4:00:41] I would like to commend this board.

[4:00:53] Thank you.

[4:00:54] I don't like when I'm Mike Messes up.

[4:00:58] I just have a question about the fiscal impact portion of this.

[4:01:07] And I'm going to tell you, I was reading this after work in school, so I want to make sure that I'm understanding that there's this is a grant and so funds will be coming in the district won't be paying anything out because I'm not clear.

[4:01:25] I see one, two, three, four strings that say health initiative with a few different,

[4:01:38] what are these, the objects, and I don't remember, but there are a few different codes there.

[4:01:45] And then I see five different resources, one, two, three,

[4:01:51] four different resources, five.

[4:01:53] So I'm a little confused about what this is saying to me with regards to the funding.

[4:02:00] Because the one resource with the four strings, I mean the four strings have the same resource.

[4:02:11] Oh, yay.

[4:02:13] Oh, did you hear me?

[4:02:14] Oh, my God.

[4:02:17] So.

[4:02:19] Yeah.

[4:02:20] Yeah.

[4:02:22] Oh, yes.

[4:02:23] Yes.

[4:02:23] Because the anticipation is that we will receive the 10th

[4:02:28] 1000 stipend and so we broke up how we would spend it.

[4:02:32] So mileage, materials,

[4:02:34] several mill hours if we have a teacher joining the committee.

[4:02:39] And then a subpay as well.

[4:02:43] So and then the different resources for the different.

[4:02:47] There's farm before in the paragraph.

[4:02:50] Okay, yes, so I was asked to also include how we are paying for

[4:02:55] the staff who are participating?

[4:02:58] We are paying for the staff.

[4:03:00] Well, it's already staffed.

[4:03:08] So then when you show the funding strings in the board report with these resources,

[4:03:18] shouldn't we see those resources with the funding string and the amounts of Japan

[4:03:23] for staff out of that?

[4:03:26] I think so.

[4:03:29] That's more in kind, that's where they talked about, like that there would be a person

[4:03:34] of time for the staff to go to training, but they were predetermining because it's

[4:03:39] a collaborative effort between armed to school health services, different departments.

[4:03:44] When the 10,000 comes, how they're going to split that up, that's what the different

[4:03:47] strings are.

[4:03:48] So the grant, we're going to put the grant when it gets there.

[4:03:51] Okay, so we're not using any of our funds to fund anything related to this.

[4:03:57] No, only like we as time to attend in somebody from facilities is going to attend to learn

[4:04:03] about it.

[4:04:04] And that's shown where on this board report.

[4:04:10] The last paragraph where it's just the resource numbers that are identified.

[4:04:15] So that would be, there are already staff that are going to attend.

[4:04:22] Somebody from facilities, myself, are well in this coordinator and are farm to school coordinator.

[4:04:27] So are we being reimbursed for your attendance?

[4:04:30] We are not being reimbursed for our attendance.

[4:04:33] So that's the amount that I'm thinking that those are the costs that I'm saying I want

[4:04:40] to see on the board report so that where we have the fiscal impact and then we have these

[4:04:47] resources we need the funding string so with the amount or at least that amount and the

[4:04:53] number of different resources with their funding strings so that we can see that the district

[4:04:59] is incurring some costs on this, and this isn't, it's not showing that, so that's it.

[4:05:08] That's the point that I want to make to staff.

[4:05:14] So I just wanted to kind of piggyback on that a little bit.

[4:05:17] So it does say that we will be investing our own staff time to create an action plan.

[4:05:22] And I think in terms of the stipend, we don't get the second half until after we've implemented

[4:05:28] the action plan.

[4:05:29] So there is a certain amount of our own staff time and efforts that will be going into this.

[4:05:43] My question really was, do we need to devote staff time in this very constricted way to doing this work?

[4:05:53] In other words, for that $10,000, they're saying we want you to do this and this and this and this.

[4:05:59] this and I understand that we'll get training.

[4:06:02] It's just if we are already going in this direction

[4:06:05] and this is already incorporated into our facilities planning

[4:06:09] when we're either doing upgrades

[4:06:11] during the summer or as we're going forward

[4:06:14] with school projects.

[4:06:18] It's just very prescriptive.

[4:06:21] You know, it's telling us you will do this,

[4:06:23] this, this, and this.

[4:06:24] And I'm not sure from a focus, you know,

[4:06:28] So as said earlier tonight from a focus perspective, but I mean, stop spring it forward.

[4:06:35] So for me, this was just as somebody who wants to be able to look at the board report

[4:06:41] and the board report tell me the full story of what's happening, especially physically

[4:06:47] or financially with it.

[4:06:49] This was a little confusing because it looks like it's saying, yeah, the district is either

[4:06:55] going to receive money that's going to go into these resources or we're going to be spending money

[4:07:01] out of these resources. But I don't see how much. I get the stipend. I'm not concerned about any

[4:07:07] of the work or the time that staff is going to be giving to this project based on

[4:07:14] you know whatever's coming out of the stipend, the reimbursement. But for the staff cost that the

[4:07:21] district will incur that they won't be reimbursed for. By this grant I think that

[4:07:27] needs to show here as well and that's what I'm missing. So that's all because

[4:07:33] it's it's it's unless it's what I hear Kim saying that it's already part of the

[4:07:39] work that you're doing but it doesn't sound like it. It is part of the work

[4:07:45] everyone. It is part of the work that we're doing in the sense that it's a

[4:07:49] it's a goal for our district to green our school yards, so it is part of the work.

[4:07:55] The benefit of being part of this institute is to learn from state leaders in this area

[4:08:01] from other school districts and also to really set the time that there's a multi-departmental

[4:08:08] approach for the district to.

[4:08:10] So how much is coming out of the ELCAP for this?

[4:08:13] There are four days that we go to the institute, so four days of our time throughout the year.

[4:08:20] There may be a time that we're spent on that as well.

[4:08:25] And how much is coming into, nothing's coming into the LCAP, it's all coming into the health

[4:08:32] initiative.

[4:08:34] That's where the stipend is going, and from that resource is where we'll put towards

[4:08:42] It's milder dreamversament, materials, and then if we have a teacher coming on board to pay for their substitute or in their supplemental time if they work outside of contract hours.

[4:08:56] I mean quickly, quickly saying $60 an hour which is I think what we pay teachers hourly times eight hours times four people times four times, roughly 8,000, maybe double that for actually doing the project, not just going to the meetings.

[4:09:11] things. So I don't know that that's significant. I think it's more of the opportunity costs

[4:09:16] of what the same staff members would be doing if they didn't do this for me. So I just

[4:09:21] think anytime we expend money and there's a board report that's attached to that, that

[4:09:27] the amount needs to be shown down there.

[4:09:33] I'm on the phone.

[4:09:35] Second.

[4:09:39] Yes.

[4:09:40] Yes.

[4:09:41] All in favor?

[4:09:44] Any opposed?

[4:09:48] 6-1.

[4:09:49] And one differential?

[4:09:51] All right.

[4:09:51] We're going on to item 5b.

[4:09:55] I feel like this board already voted no to this project once and then they divided it so that it looks like less at a different project.

[4:10:03] And then we approved the first part that it was much less because it was such a deal.

[4:10:07] And I still think that we should not vote and I wanted the opportunity to consistently vote no to this project.

[4:10:13] It is a nice to have, and I must have only economy.

[4:10:31] I move approval.

[4:10:32] A second.

[4:10:35] Now I can say something.

[4:10:36] Okay, so this is phase two of the Promethean Board.

[4:10:40] We already went through phase one.

[4:10:41] I've talked to a few teachers about this.

[4:10:45] One in particular is very excited.

[4:10:47] It was excited about the first time.

[4:10:49] And I did some research, and children are doing better, learning wise, when these are utilized.

[4:10:56] And what I also found was sort of interesting is that girls do better.

[4:11:01] And I don't know why, and I'd have to keep looking into that.

[4:11:04] But these seem to be very helpful to student learning, from what I have found.

[4:11:09] There's not a whole lot out there on it, but that's what I have found.

[4:11:12] And so I think that's important.

[4:11:14] And I just would love to hear from my colleagues what they think.

[4:11:17] because I think these are very interesting.

[4:11:20] Thank you.

[4:11:31] Say, I was going to comment on Promethean boards.

[4:11:36] I saw it for myself.

[4:11:39] I went on a tour where we showed the parent and the student

[4:11:43] of the board, and it's pretty cool.

[4:11:48] And I hear, and I think I heard this from Dr. Blanco,

[4:11:51] that some teachers that didn't want it now want it.

[4:11:59] Is there student board member? Have you seen these new interactive boards?

[4:12:02] I've seen a few around campus and all the teachers are pretty excited about it.

[4:12:07] Yeah. I went to one of my teachers' classroom and then I was like, oh my goodness, is that new?

[4:12:12] And then she was like waving her arms around.

[4:12:17] All right, so let's go to the boat. All right, student board member.

[4:12:23] Yes. All right. All in favor?

[4:12:29] Any opposed?

[4:12:36] I don't believe we have any other public comments.

[4:12:40] Motion to adjourn.

[4:12:41] So board requests or questions or future agenda items?

[4:12:46] Does anybody else have any?

[4:12:53] No.

[4:12:53] Well, can we finish the agenda?

[4:12:57] What can we finish the agenda?

[4:12:59] Can she make a motion?

[4:13:02] How can you make a motion to do something

[4:13:04] that we haven't gotten to on the agenda yet.

[4:13:11] I really would like to talk about October 10th,

[4:13:13] and I would really like, well, what if there's a second?

[4:13:17] Is there a second?

[4:13:20] I'll make Michelle a liar.

[4:13:24] All right.

[4:13:28] So on 10-10, that was the meeting that wasn't

[4:13:36] before on our schedule, but it's the second Thursday

[4:13:38] that is potentially available. We wanted to, again, talk about input for negotiations

[4:13:46] that we can move forward with negotiations for all of our different bargaining teams.

[4:13:51] We may or may not be able to do a little bit of intro on September 12th, but staff has

[4:13:58] other materials together, and so that's why we added October 10th. So I don't know that we'll

[4:14:04] be doing significant other work that night.

[4:14:08] So I think Dr. Blaske, as you just said,

[4:14:10] you couldn't come as early as four,

[4:14:12] but you can come later in the evening.

[4:14:15] All right, and that works for everybody else,

[4:14:18] or you're not working for you either.

[4:14:20] Well, it's CIS is back to school night, but if,

[4:14:23] I mean, we tell people not to schedule back to school nights

[4:14:26] on Thursdays, they have to do what they have to do.

[4:14:29] What time is it?

[4:14:30] What time is it?

[4:14:31] 5.37.

[4:14:32] seven. Yeah, it's just it won't work out. That's okay. All right. Um, one of the this is under the

[4:14:43] brown act. This is totally an allowable email kind of conversation.

[4:14:50] That is one opinion. I don't

[4:14:52] know this. Well, it is a Google calendar. The content or the skin?

[4:15:01] Okay, and I did have a request and it was kind of triggered by one of the items tonight, so let me know what you think. So, on the new certificate positions, it said that we needed two extra special education teachers for embedded instruction, otherwise known as inclusion. And the question I'd ask before the meeting has a presentation for this come to the board.

[4:15:29] have we talked about it? I mean, I remember Devon Jacob sitting there and telling us we were starting it two years ago

[4:15:36] when we were having a presentation on the strategic plan, but I don't know that we understand the staffing ramifications

[4:15:43] and it's tending to feel like there's some extra staff involved

[4:15:47] and I don't know what the rollout is, so at this point, I think we're in pre-K and TK.

[4:15:54] I don't know that we've gone to Kinder, but we may have.

[4:15:58] So is there, and maybe it's not a presentation, maybe it is some kind of Friday communicate

[4:16:04] to the Board.

[4:16:05] Just so that we understand what embedded instruction is, what the staffing ramifications are.

[4:16:11] Is this rolling out, you know, all the way to 12th grade, and what's the time frame?

[4:16:15] Is it one grade every year, is it, you know, we're going to work our way through elementary

[4:16:20] in the next four to five years, and then figure out where to go from there.

[4:16:24] I'd like, I'd love to hear more of a plan, is that I don't know if people want a presentation or if that's more of a Friday.

[4:16:32] Is there?

[4:16:33] Yeah, with you want a presentation we could certainly do one, but one of the things that Dr. Cannell and I have assured is that if you're 10 children in a classroom, they're going to have a teacher in an SDC anyway, so the ratios were pushing the ratios to be the same where it's kind of like half and half, but that it does lower the gen ad ratio.

[4:16:54] So there are, you know, some cost and we are cautioning, you know, the special ed department not to move into another program model, one from another.

[4:17:06] So we could have a presentation on that and really look at children's individual IEPs and inclusive practices.

[4:17:13] But in the early grades, it seems to be working because remember the ratios in TK are going to go 10 to 1 to 2.

[4:17:20] So.

[4:17:20] Right.

[4:17:21] And I think we agree that inclusion will lead us to better results for students, but in

[4:17:29] a year where we're doing a fiscal stabilization plan and talking about lowering costs, just

[4:17:34] want to make sure this all fits together.

[4:17:37] So this Friday or I'm looking at other people.

[4:17:41] It strongly feels to a Friday community at best.

[4:17:44] Okay.

[4:17:44] Is that for everyone to do this?

[4:17:47] Okay, brighter communicators, thank you.

[4:17:50] Anybody else, comments, questions, future agenda items?

[4:17:54] Excellent, then we are.

[4:17:56] So can I just adjourn us or do we need, okay, I'm going to adjourn us.

Board of Education Meeting

Agenda

Transcript