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Heat. Heat. [music] [music] [music] [music] >> [music] [music] [music] [music] >> Woo! [music] [music] [music]

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Heat. [music] >> [music] [music] [music] >> Heat. Heat. >> [music] >> Heat. Heat. [music] Heat. Heat. [music]

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[music] >> [music] >> Heat. Heat. [music] >> [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat.

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[music] Heat. [music] [music] Heat. >> [music] [music] >> Heat. Heat. [music] >> [music] >> Heat. Heat. [music] Heat. [music] [music]

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[music] [music] Heat. Heat. [music] [music] Heat. [music] >> [music] >> Hello. Hello. Okay. Good evening.

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Doesn't sound right. Hello. There it is. Good evening. Uh, calling the meeting to order. It is 6:05. Roll call, please. here. >> Here, here.

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>> Here. >> All right. Uh public comment on agendaized items only. How many comments do we have? >> There are nine cards submitted. >> Since we limit 30 minutes, that'll be three minutes each. Is that okay?

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All right, let's go. >> Warren Baker, followed by Fiona Burgess, followed by Emily Style. Good evening. I wish we were here to talk about PSUSD schools and how its students, its teachers, its staff, admin

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employees are truly amazing. How PSUD offers incredible academic, music, drama, arts, and sports opportunities for our students. How if your child wants to attend an Ivy League school, a UC or Cal State school, a small liberal arts college, community college, or a trade school, or enter the workforce,

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PUSD offers a path for your student. But that's not why we're here. We're here to identify the date, the deadline for closing schools. But less than three months ago, the superintendent's consolidation committee overwhelmingly rejected all school closure proposals.

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Are we just pretending that that never happened? The elected student representatives have repeatedly explained their strong opposition to school closures. Are we just going to keep ignoring the students? Today's visioning is nothing but a repackaged predetermined school closure 2.0 and

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that is unacceptable. You're voting on this with minimal notice before school even starts. Apparently, you've already created a potential school closure list that's going to be revealed at the first committee meeting. Is this another plan that Tina created in private? Is this

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another Brown Act violation after the board agreed to stop violating the Brown Act? Did you learn nothing, Tina? Did you learn nothing? It is not appropriate to use your official position as board president to close schools for political payback. It is not okay to vindictively

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close schools because you're mad about a recall. It's also not okay to lie. Tina claims that LEO will take over if we don't close schools. That's a lie. Tina claims PSU will fire 20 teachers if we have a recall election. That's a lie.

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This should go without saying, but Tina, it's not okay to sue your constituents as DOE defendants. [applause] >> The four of you, Tina, Yarma, Scott, and Kim, are creating instability in the district for no reason. You're causing

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more families to leave the district. You're taking more money out of classrooms. And you've lost our confidence. If you truly want to save the district money, the four of you should all resign. And we won't need those elections to take place after all. Thank you. Great.

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>> Good job. [applause] [applause] >> Good evening board members. If we want a true transformation process, we must stop planning consolidation in reverse. Do not begin by deciding which schools should close

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or potentially close and which are safe. That only pits school against school, creates panic, and drives down enrollment as we have already seen when the premature closure rumors caused a self-inflicted enrollment dip at Blair

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School, which in the past several years has had remarkably stable enrollment in a district with declining trends. Instead, protect what is working well. Start by visioning the future we want to

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build. Ask us what kind of district we want to see now and in 10 years before asking us which schools we're willing to lose. Build around strengths like Blair's thriving international balorate program which boasted an incredible over

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80% diploma pass rate this year. >> [applause] >> That's right. Amazing students, amazing school. Disrupting proven assets without a transparent plan for a multi-year IB reauthorization is a disservice to our

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students. Let the community envision, then let the district plan. Don't start with closures. Start with designing an academically excellent system that families want to stay in. Thank you.

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>> [applause] >> All right. Good evening. My name is Emily Sta. My parents, my children are at Mir and Blair. I have the same message as Fiona, which is don't start with closures. Um, I read through the facilitation presentation and I saw a lot of really good goals that I was

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really happy to see there like reflecting on lessons from the past process, deci defining what we mean by district transformation and identifying priorities. These are all great things to do. A main lesson that I learned from the last process was that it was rushed.

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And so that's why I was surprised to see determine a deadline on the action list for today and removing schools from the closure list for the first committee meeting. That is rushing the process. We should not be determining a deadline until we have scoped out all the work

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that we need for a successful process. We should also not prematurely mark schools as safe before we've even begun. We need to start with the future that we want to build. The future PUSD that I envision is a PUSD where every student,

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no matter where they go, feels welcome and valued at school. Every student is given the tools and the resources that they need to succeed academically. Let's start by defining a shared vision like that and then go from there. Thank

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you. [applause] The next speakers are Dawn Dennison, Christine Low and Denise Rob. Hi all, Don Dennison, Marshall parent. Um, as we talk about schools being successful and which ones to close, I

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want to give a moment for Warren's speech because one thing he didn't mention is Marshall has a 98% graduation rate. And I just want you guys to think about that for a second because you're talking about closing some of these excellent schools with excellent graduation rates and it's disappointing

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to say the least. Um, I'm wondering what it's going to take for many of you to listen to the actions and the words of your constituents because right now it seems to either hang on hollow ears or you're doodling on a post-it note or you're watching

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YouTube or you're looking at your phones. We're not quite sure that we actually have your attention and it feels like we haven't had your attention. And really what we're asking is stop hurting us. Stop hurting our kids. Stop closing our schools. Stop a

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transformation process that has predetermined outcomes before you even know what the schools need. Stop allocating extra money to schools that have plenty of schools and avoiding other schools that need updates. The gall of some of you to attend the

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learning curve book launch that talked about how deeply the students in our district have been hurt by all the things that have gone on, COVID, fire, all of these things. and then pretend like this won't also hurt them

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is shockingly unaware of how you stand in front of that group of students, our future, and do that to them. The board president is even threatening PUSD district jobs, 20 of them, because

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of her illegal acts and saying what it's going to cost. It won't cost anything if she resigns. It'll save us all a million dollars. It'll free up my schedule. I've already lost my summer. I'd be quite happy to see it. But let's not pretend that by claiming the district has to

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spend a million dollars that there's not some illegal acts that had to happen on her account and she doesn't get to take 20 people down because of them. That is not a transformation. That's creating more instability. >> Yep. >> I know you've all had plenty of us

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standing up here making our comments. So many emails. I can't even imagine how you even begin to read them, let alone file them. But with recalls and a lame duck on the board and a candidate who gives herself $75,000,

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it's enough from this group. We need to wait until we get to a new election where we have a real group who will be representative of what we need. We need the people who care in this room. And we don't have the people who care in this room. We have the people who want what they want for themselves and not the

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people who care about our kids, our schools, and our constituents and their constituents. Thank you. [applause] >> Hello everybody. >> No, no, no. I'm waiting. Good evening board members. I have been a public school educator for 27 years and I am

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currently the mayor of Sier Madre here to fight for PSD families and students. I am deeply disappointed that we are here once again discussing school consolidations and closure now repackaged as the transformation. Transformation should mean making

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unified capacity unified stronger building successful programs attracting families improving achievement and charging and changing the public perception of PUSD. Closing schools is not a transformation. You created a school consolidation advisory committee and asked committee

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members to invest countless hours studying the issue. They did their job. They rejected the consolidation scenario and recommended that no schools be consolidated at this time. Students spoke, parents spoke, teachers spoke.

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Your student board member opposed moving forward, reflecting unanimously opposition from the student assembly. Your constituents have spoken to you. Every single one of you. You do exactly what their voices say. Or does it not matter to you? And please stop

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presenting school closures as a solution to Pasadena's financial Pasadena Unifi's financial problems. The newest California research examined school closures across um our own state and found that closures did not improve districts budget deficits. Costs went down, revenues went down, too. Do you

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not remember how you gained revenue in a public school? Students enrollment. Even more concerning, districts that closed schools subsequently lost an average of nearly 300 additional students. We've already lost students. I

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work for Glendel Unified. We absorbed 80 students alone after the fire and we kept them representing about $2.4 million if you lose 300 more students. That's an annual loss, not a revenue. In an enrollment funded system like California, losing

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students will hurt us more. PSUSD should understand this firsthand. So before PSD closes another neighborhood school in the name of financial savings, show us the numbers. Demonstrate that savings will exceed the costs. Include the potential loss of enrollment. Here's

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another major consequence. I'm sure you're all very familiar with the California dashboard. It is now how we rank our school districts. One thing that we do struggle with in PSD is usually attendance. Attendance is on a low already. If you close school

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districts and schools, I'm sorry, if you close schools, you do see that you will have an effect on attendance. It lowers attendance and it lowers the gains that students have. This is a transformation. You all work for students. You work for families. You work for the community who

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elected you into your position. Stop the chaos. Stop reopening consolidation process on your own advisory committees rejected. Stop creating uncertainty about which neighborhood might lose its school and instead give PSD it's desperately need what it needs

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stability, vision and trust. [applause] Shame on you for putting closing schools on the agenda tonight. >> Remove all schools from the closure list first. Why did the consolidation committee and

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the board vote not to close schools? Because your $250,000 process was a mess. You caused us so many students by threatening us. just by threatening us. Okay, here's what you should do. Number

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one, rebuild trust because we don't trust you. Number two, listen to students and stop ignoring your student trustee. Number three, meet with parents, teachers, administrators, learn about

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our programs, our wonderful programs. Number four, figure out the pros and cons. Because for example, how much money will we lose when we close Blair and those 130 out of district families

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leave the district? Number five, you closed 11 schools. Use those schools to fund the remaining schools. It's not rocket science. Number six,

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stop stressing out our students. PUSD said out of 14,000 students, 10,000 of them were affected by the eaten fire. Stop traumatizing our students. Thank you. [applause] The next speakers are Matthew Struski,

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Lisa Cruzie, Ashley Lincoln, Felita Keelink. >> Hello, my name is Matthew Struski. Uh, my family lives in district 3 and my daughter Rain is about to start the seventh grade at Blair. I'm here to speak against the potential closing of Blair or any other schools in PUSD this

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evening. As everyone is aware, the district and the community just went through a controversial and contentious process to consider school consolidation. Community members organized and made it clear we don't support closures. The consolidation committee voted to not adopt any school closure scenarios. But now, just a few

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months later, in direct [clears throat] opposition to the voice of the community and the students, it seems like the consolidation process is going forward just under another name. I believe the strength of PUSD is in its choices. Parents invest a ton of time and energy figuring out which school is the best

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fit for their kids. Choosing a school that will give them the best chance to thrive. Closing schools will push kids who want to be here out of the district into charter schools or into private schools. We moved my daughter Rain from a charter school so she could go to school at Blair. And it was the best

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best decision we could have made for her. It's a great fit for her. It's a great fit for her and she loves Blair. Rain has a disability and uses a wheelchair for mobility. The camper is newer and accessible, so she has greater independence. She's thriving

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academically, socially, and emotionally. Closing Blair and forcing us to find another school would place a huge burden on our family. I've read through the presentation put together by Miss Ketta, and it seems like the board is open to a much more open, transparent, and thoughtful process than before. And I

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think that's great. I really do. There's a section of the presentation that focuses on the importance of being active listeners and having an open mind. And I hope the board takes that to heart. And I hope you go into this new process with a mindset of school closure should be a last resort, not the first

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and only option. Thank you. [applause] >> Good evening. Tonight's agenda says you're going to discuss what information you need to decide which schools to close and even set the date for that vote. That is a remarkable thing to be

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doing. Four of the trustees who supported moving this process forward are either facing serious recall efforts or have elections coming up in November, weeks away. So, I have a simple question. Why not

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let the voters weigh in before you make irreversible decisions about our neighborhood and community schools? When taxpayers were asked to approve 4.3 billion in bonds to improve our schools, were we being asked to invest in these

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schools or were some of you already envisioning closing them and replacing them with a few enormous campuses? I asked this because when trustee Harden was campaigning for board, he actually test texted me asking which high school

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we should close and then sent me a screenshot of one glitzy giant high school and suggested we close them all and establish one high school. Trustee Frederick's created her own consolidation 2027 plan, displacing

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thousands of our children. I question whether voters were given the full picture. And you both have a credibility problem. You should be recusing yourselves from this process. Our children and families

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are still recovering from the Eaton fires. They need continuity, stability, and community, not another massive disruption. What we should be talking about and focused on is what the thousands of kids

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and families who lost their homes and schools really need right now to be supported. It's a shame how much time and energy has been diverted to this process, this rushed and bosched process that you will

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not let go of. No matter how many people come here and speak, you will not let go. You want community input? Trustee Patrice Marshall McKenzie is up for reelection and she has so much support no one is running for her seat. Listen

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to the leaders on this board who are not facing recalls and let them drive tonight's actions. You're going to establish criteria to make decisions. How do you know what data actually tells us whether these decisions are good for equity and

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integration? Trustees are elected to make policy decisions. They are not education researchers, demographers, or experts in school integration. If the board is going to decide what data matters, how it should be weighed, and what constitute constitutes equitable

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outcomes, I believe you need community feedback to do that analysis. Start there. [applause] Hi, Ashley Lincoln. I'm here as a PUSD parent. My children are so excited to return to Dominito on Monday. I used

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valuable PTO to spend the last week of summer vacation with my children, but I am here yet again speaking out against cons consolidation. I didn't think I would be compelled to come back here so soon. At the last board meeting I attended at the beginning of the summer, the four trustees who voted for this resolution expressed a commitment to a

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communitydriven conversation about school closures and consolidations. I was honestly skeptical and it seems that I was correct to be given that tonight's agenda references a school closure list and an action item to decide a date for the board to vote on which schools to close. This doesn't give the impression

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that you are interested in having a conversation about whether school closures are even the way to go to transform PSD. This says to me that four of you had decided that closing schools is the way to go and we're going to push it through and you're going to get the process started before school has even

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started and some PSD families are back from summer vacation. If you wanted to rebuild community trust, this isn't it. I implore you to take your time. Much of the community is still recovering from the in fire. Several of you up for re-election in the fall. Two of you are

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facing active reef call efforts against you. This is not the time for this. It is time to listen to your constituents. Focus on your students and families who have returned for the school year, the facilities you have now, and rebuilding the community's trust. Leave a healthy atmosphere for a new board to take this

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up in a more communitydriven, intentional way. Thank you. [applause] >> Good evening, Superintendent Blanco. Um, to the board of education members. So, it's been 70 days since June 4th and only four days before the start of

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school. Traditionally, as a school employee, we spend our time updating databases, celebrating graduations and promotions. Instead, at Thood Marshall, as the assistant coordinator of marketing, student recruit, student recruitment, and community relations, I spent these days calming anxious

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families while looming talks of school consolidation are still looming. So traditionally at Marshall we lose about 40 to 50 students that are rising from 8th to 9th grade. We had 300 students at the end of

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last year. Now we have less than 200. So in June we had we had definitely 85 plus students that that left rising nth graders only but we have students in all the other grades that left as well. It's directly affect affected by what the board has

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>> proposed. Uh, so I take my job so seriously. I just want you guys to know I read my job description twice every single year to remind myself what my job is. So I spend days before the end of school school year sending emails to parents speaking directly to kids saying

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why are you leaving? What are you looking for? This is what we offer here. Even when parents were in that hotline waiting for promotion, I am in the line saying so Fatima, why is your daughter leaving? And I'm I'm talking to parents in the line as they're holding the balloons celebrate. I'm still talking

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because that is my job, right? So emails, everything. So what happens after that? We're still working trying to close school, prepare for the new school year. And my principal, Miss Tumian, she said, "Miss Keeling, I need you to call those families." And I said

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to my principal, "I do not want to." And she said, "Are you insubordinating?" I said, "I am not insubordinating. I'm going to call because I read my job description. However, I just don't want to. So, I called those eight I read wrote a script and I called those 85 families. The ones who was Spanish

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speakers, I shared my script with um one of my colleagues who was a Spanish speaker. She called those families. So, I called all those families. I I was heartbroken. So, what I'm going to do right now, I have 45 seconds. I called the families of these kids. This is my promotion. I'm going to read some I'm

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now I'm nervous. I'm going to read some of their names so you know who their names are. Oh, I can't do this. Um, Eley Tristan Scarlet Stephanie Cage Daniel Lilo Nelle Benjamin

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Anthony Nicholas Landon Liam Eric Ryder, Asher, Marcus Randy Saul Joyce Lucia Jasmine Rose Carlen Arthur Gianna Ariana Jaden Misha Delilah Kane

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Camille Ava Kamla Jace Kevin Steph Stephen Jezra Christopher Tatiana Emma, Matthew, Ro, and those are just part of the names of the students who left our school because of what's happened here. >> Wow. Thank you. [applause]

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>> Next set of speakers are Emma Green, Lori Tumian, Alfredo Rosendez, Hello board members. I'm Emma Green. I am the parent of a senior at Marshall this year and I spent all last week at Marshall. It was exhausting, but it was

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Eagle days and it was registration and I was at the PTSA table and we were right next to the photographers. And I got to tell you, if you have not done that, you need to go and watch the faces of the parents watching their kids having their photos taken for their ID cards and

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their um yearbooks. It is ju it's just wonderful to see the looks on their faces. It was really special and I I felt really obliged and and happy that I was there to be able to witness that because it really was magical. Then they came over to the PTSA table. We were signing them

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up and they were sharing with me all the fun things that they'd done over summer and how much fun they'd had and all these amazing trips they'd been on and jobs they'd been doing. And then they started using words like frightened and scared and uncertain and concerned

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about putting their kid into a PUSD school. And this is not right. To see their faces change from that joy that they were having at one station to then all of a sudden they started clicking in and thinking about the uncertainty that they're stepping into.

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These families have already chosen PUSD. they're already in PUSD schools and they're now questioning that decision and not because they're unhappy with the school. It's because they're afraid that you're going to close it. For years, you've

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told us that PUSD has declining enrollment. We understand that it is a global problem of declining birth rate. It's not just PUSD. But you also need to recognize that this continuing narrative of closures is

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becoming part of that problem. and hearing from these families and knowing that families have left PUSD, not just change schools within PUSD. You can't build enrollment by making families afraid to enroll. These families want to

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be here. Their children want to be here. You could see that from their faces. Please stop giving them reasons to leave. [applause] >> [clears throat] >> Good evening, board president Frederick's, members of the board, members of SLT. I don't have anything formally prepared, but I sometimes a

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trophy speaks a thousand words. Yeah. [applause] >> So, the US News and World Report uh best high schools rankings actually come out on Tuesday, but we have held the number one position for the entire time that I've been the principal at Marshall and

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prior to me. And I really hope that that gets taken into consideration. That award represents the extremely hard work of our teachers, staff, our school community, my students, and that award means something. So, thank you for considering that. [applause]

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Good evening, board. I imagine I won't be getting many claps. uh as the groans will tell you behind me. Uh but I do represent a large population of the community that doesn't show up, that doesn't have time to show up because they're working, because

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they're at home, because they represent a part of the community that isn't necessarily always as privileged as others. And so I speak for them from the heart. And the reality is this.

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This year, as I mentioned last year, the skeleton schools are coming. This year, we're going to be less safe. This year, we're going to be less clean. This year, we're going to be less

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administratively supported. This year, we're going to be less technologically supported. I already have students up in arms that our computer tech is no longer going to be at school

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and no one on campus is going to fix the issues. So, our principal is now in charge of Chromebooks. Our principal is in charge of Chromebooks.

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That's awful. And the more we continue to spread ourselves thin, the more skeletal we will become, the more problematic

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we will become. Not only that, who makes up the work for the people who were let go? The already tired staff. We are inundated.

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We are overwhelmed. We have duties we're not supposed to be doing. As an athletic director, we teach school and we have to do AD duties, which in other schools the ADs just do that work.

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And I can guarantee you the principles at the surrounding school districts are not dealing with Chromebooks. And this year, when the Chromebooks become an issue and the kids won't get them back 3 to four weeks later,

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which is going to happen, that's where we do the majority of our work, which we probably shouldn't moving forward, and we should be more hands-on, but that's the reality of where high schools are at right now.

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And so yeah, I am here to speak for a group of people who are not here who tell me keep showing up and keep fighting for us. So you know me, we got to close some schools. All right. Thank you.

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Now we're at for discussion C1. How many public comments? >> Two at the moment. >> Okay. So, three minutes, >> Sarah Pogy, and Carol Hernandez. Good evening board trustees and Dr. Blanco. My name is Sarah Poji. I have

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two students at Marshall. First, trustees Hall, Lee, Bailey, and McKenzie. Thank you for supporting all families, schools, and constituents in the PUSD community. [applause] Trustee Frederick's Tina, please look at

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me and get off your computer. >> You targeted me personally by having your attorney send a litigation threat letter to me incorrectly and without basis identifying me as the leader of the recall campaign against you and

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threatening a six-f figureure attorney fee claim. My kids know that you did this. They sat with me and my husband in that stress. They know what leadership doesn't look like.

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Meanwhile, your children attend an outofd district 6 through2 charter school while you seek to deprive my children of the 6 to2 experience. I wish you would move on to whatever your real political aspirations are and leave PUD

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alone. Shame on you. and I will see you in court on September 8th. >> Trustee Harden, the same litigation threat letter from Tina's attorney included that you were coming after me,

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too, though the attorney later clarified he doesn't represent you. Talk about incompetence of counsel. I never received an apology from you. This is particularly rich after you clearly fake speech in May about rebuilding community

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trust. You are a fraud and a coward. Resign or be recalled. Trustee Kenny, you have been on this board longer than my oldest child has been alive, and this district is in

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financial disaster. That's on you. >> Yeah. Instead of marauding as a white savior for marginalized families, step aside and give someone who really knows this district inside and out the chance to clean up your mess. We all know you can

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fund your own campaign and use your financial resources as a weapon against other candidates. It's disgusting. Trustee Velasquez, you will not be missed. You have accomplished your goal on this board by securing the completely

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financially irresponsible knockdown and rebuild of San Rafael in the middle of a budget crisis and you can't even [ __ ] sit here to listen to comments. Please leave without doing further damage. There is an election in November

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creating a real possibility that several of you will not be on the board past this year. Decisions of the magnitude you are discussing tonight should be left for the leaders who will be tasked with carrying out a real vision for PUSD. You have no business trying to jam

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this process through before the election. Give this community a break. [applause] [applause] [laughter] >> That's a hard act to follow. My name is Carol Hernandez and I'm here to talk about something totally different than

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uh attacking the board and it has to do with looking toward your future. You have in your packet tonight something from NDC presentations and it's talking about housing and afford housing has come from 2015 2015 to present and most

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of the housing that they're referring to and they're looking at is actually senior affordable housing. So, what you're looking at is your very low student rate of coming into the school district. And what I'm here to tell you is that just recently, the design commission of the city of Pasadena

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approved 4 uh 33 new affordable housing units. >> That means you're going to have more students. There are two of those projects are located on Colorado Boulevard. One is on North Rose. In addition, there are those are approved

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projects. So, they are going forward and they have money to go forward. The other projects we talk about are the Parson site. I don't know if you know the Parson's 12-story building is going to be demolished and it's going to be replaced with 975 housing units. 20% of

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those units will be affordable. They will have two-bedroom, three-bedroom units. We will get students from there. In addition, they have um we cannot forget the 710 stub. This count uh city council has mandated minimum of 1,800

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units for that area. There will be more because there's going to be affordability and there will be more money available. We are going to have students that are going to be coming to Blair coming to the school district. In addition, we have Senate Bill 79 which says that by right any developer can

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build a housing units housing units at 87 units per acre within a quarter mile of a light rail station. City of Pasadena has six of those. We can within half mile of that station, you could build 60 units. If you do affordable

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housing, you can almost double the amount of youth that you're going to have available to you. You are going to have students that are going to come to you. In addition, there are numerous small projects throughout the city. They're like 18 units, 20 units. They're

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all throughout the city. They're small. You don't even notice them being built, but they are being built. and a lot of them are affordable and if they're 18 or 20 units, you're going to have to have affordability in them. So, you will have students. So, when you look at the information that's presented in your

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packet tonight, it shows very few students that are here. You need to look to your future. You need to understand that this is a growing city. The Senate and the state and California said we will grow. Whether we want to or not, they are going to be here and there is

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money available to build affordable housing. So, thank you. >> [applause] >> Is there any further comment cards? >> That concludes comment at this time. >> Thank you, Trusty McKenzie. >> All right, without further ado, we have

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a special facilitator, Miss Natalia. >> Can you hear me? Okay, >> it's your turn. >> My first time wearing one of these, so I'm going to pull back a little bit. Hey everyone, we're gonna get started in just a

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moment. Um, my name is Natalia. I'm the director of community partnerships and impact at collaborate and I'm truly grateful to be here with you all as I am here. I want to take a moment.

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I'm nervous and you will be too. I were single-handedly designing this discussion if it were single-handedly driven by me, myself, and I. But the reality is that this discussion we will embark upon today was designed by an agenda planning team, which includes the board president, the superintendent, members of her leadership team, and

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myself. Every facilitation process is different and as this one has unfolded, it became clear that my role as facilitator was less to design this process and more to synthesize ideas and steward our collective vision. I'll say this much. I firmly believe that we all

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want to improve upon and learn from the past. I believe we are we all desire to create change that produces a positive outcome. We just have different ideas as to what that means and how to get there. So, working with where where what we've got and where we've landed, the charge I've been handed today, I will do I with

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the and the charge I've been handed today. I will do my best to foster a conversation that feels more capacious than it does limiting. I'm committed to fostering a conversation that welcomes a diversity of perspectives and produces thoughtful exchange. I'm also here to ground us in the reminder that nothing

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about this process has to be has been determined yet. The point of today is to work together to figure out how and where to start. Whether or not we designed how this conversation is structured, we all have the power to decide how it unfolds. I encourage all of us to seek

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opportunities where we might feel challenged, to reflect before we react, and to embrace the possibilities of what we could accomplish if we truly built something different and if we truly built it together. All right, with that, I'll wrap up my little soap box and we'll get the show on the road. for a

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more formal introduction. Like I said, I'm the director of community partnerships and impact at Collaborate Pasadena, which means a lot of things. On the day-to-day, I'm serving as the lead facilitator of the Dena Youth Adult Partnership Network, which works to empower young people to serve as leaders in their communities.

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I'm the co-chair of the Children Youth and Families Committee at the Edenire Collaborative, and I'm a member of PSD's community schools steering committee. I have over a decade of experience doing community facilitation in a variety of different settings. I'm I used to be a student organizer. I was a former middle school teacher, hence all the flip

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charts. Um I'm a coalition builder and I'm a daughter of education equity workers. Like education equity is in my blood. Um the methods that I hope to blend and braid in today's discussion come from a variety of fields. Uh intergroup dialogue, restorative justice, technology participation, and

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some sematic practices. Um, my interests and focus areas are in education equity, transforming systems, building solidarity, critical theory, and social justice. So, I work for Collaborate. A lot of y'all probably don't know what that is. We are a backbone organization that was

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born in 20 out of the 2013 Pasadena School City Community Work Plan. We basically work um to address problems, foster collaboration, uh, and turn shared goals into meaningful action. Our focus is on eliminating disparities and outcomes for children, mitigating the impacts of structural racism and

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systemic inequities. What that really looks like is identifying key focus areas and agendas, convening aligned partners around those areas, supporting with tools and resources, and then ultimately letting the community lead. Today's session, I would say, aligns with that first point, identifying key

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focus areas and agendas of this board. I want to be very clear about what I'm here to do and what not to do. There we go. I'm here to facilitate a generative conversation discussion regarding the district transformation process as outlined in resolution number 2894. I'm

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here to guide these district leaders through critical reflection, healthy communication, and transparent decision-making as it refers to defining key terms, identifying priorities and parameters, and determining the structures that will steward this process. I'm here to encourage critical thinking, honest reflection, active listening. I'm here to ground community

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agreements and hold all of us accountable to them. All of us. Uh, and I will also synthesize or appropriate ideas exchanged in the forthcoming conversation. I'm not here to represent my own personal or organizational beliefs. I'm not here to speak on behalf of the partners that we

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work with. I'll let them speak for themselves. I'm not here to advocate for policies or positions. And I'm not here to make decisions or generate ideas. I'm here to facilitate a conversation. A bit about my process and then I'll actually stop talking. So

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um we talked about how this discussion was designed but there are a couple of intentional facilitative choices that have been made here today. Notice that no one but Miss Montoya and myself are sitting at the dis right now. So the focus is on uh discussion and equal partnership not on hierarchies or making

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decisions. Today's meeting is being recorded in stream so the conversation happening here can be as transparent as possible. There have been some guiding frameworks posted on the walls to keep uh in mind during our discussion including the PUSD mission vision and values, the DEI litmus test, some

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community agreements and our discussion goals as well as this community garden which is where we'll kind of store some of the ideas that we're not moving forward with in designing what this process will look like. We're going to be working with a restorative justice informed discussion circle where one person speaks at a time, everyone else

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listens and per that R.J. format. There's a talking piece which will be represented by this like glass apple. This is something that I have in my home that I like to bring and I think it was just kind of perfect for like a school district to use an apple as a talking piece. I think that's kind of funny. But I will also be using this facilitator

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piece. It's my little wooden uh tortoise. I'll use this when I need to interject to hold people accountable and just move the direction, move the conversation in a continuous flow. Um, I also want to mention this would normally be in the centerpiece, but there's no space in the center. But this

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is a print that I got when I was studying in Mexico in Chiapas. Um, studying the organizational methods of the sabatistas. Um, it's a it's a snail that in its spiral says lento peranso, which means slowly but moving forward. I

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think that's a beautiful framework just to keep in mind, just to center. Um, I also want to shout out Western Justice Center who teaches restorative justice practices to your students through peer med mediation uh and has trained partners including myself um

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brushed up our skills. I also want to mention that much like public commenters, board members will have time discussion points to ensure each round allows equal opportunity to share. I also want to acknowledge that this can feel limiting and I don't want to stifle conversation. So if after a round of

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discussion I notice or someone expresses that we might need more time on a conversation point, we can take that as a moment to collectively assess where our priorities are. We also have a limited time uh and a really ambitious agenda. So I think we need to be really realistic about what can be accomplished here. At some point there will be a

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10-minute break um around midway point to allow for an activity follow-up. During that time, I encourage all of you to just take a deep breath because this is a lot. All right, moving on. Oh, what's up?

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I just want to Hello. Can you hear me? Hello? Yeah. >> I just want to say I appreciate all those people that are being very respectful right now. Is this is a very um special meeting and we we are glad that there's so much engagement but this

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is sort of a workshop of this body and uh we we want full transparency. We want to share this experience with everybody, but this also means we need to be focused and not distracted. So, uh if we can keep uh focused on what the

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facilitator is doing, that'd be great. >> Thank you. So, I want to um just mention resolution 2894 and highlight these particular excerpts as informing the direction of this facilitation. This is kind of what grounded a lot of our conversations and those planning

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meetings. And basically what we took from this was we need to define some terms that are unclear, develop a plan that the superintendent and her team can feasibly follow, identify the scope of this process, identify structure of committee, and identify an approach that grounds feedback where student voice is a priority which we should practice

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here. From that we've drafted these next slide, these goals. Um reflect on the last process and ground learning lessons. Draft a working definition of district transformation process. Identify the areas and data sets to be covered by this process. Identify board

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priorities as it pertains to data sets. Determine a deadline for the board to vote on school consolidation closure. Identify committee structures and members to facilitate the process. And to facilitate a democratic dialogue where each participant has equal voice. That being said, I also want to name

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what some of our discussion roles are. There are three sections of this board meeting today. There was public comment, board discussion, board action. And I just want to point out that at every point, at some point, we all serve as active listeners. In this board discussion, I'm asking the audience here

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to be an active listener, to take notes, to provide feedback, to inform your future public comments. I'm also asking the board to be the primary conversation participants, the central idea generators, and the sole decision makers in this process. And then I'm also asking the superintendent leadership

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team to serve as supportive participants. uh question and idea generators were appropriate. I am mostly active listening, directing flow of conversation, helping to manage time, all the operational stuff of this conversation. All right, we're going to practice a

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little bit of this circle flow kind of informally by reading these community agreements one at a time. I'm going to pass it to Trusty Kenny to start us off. Um, you can go in whatever order you want, but if you want to cross it left and pass it to the person to your left, um, over your heart. Yeah, that would be

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over here. So, if we can just go one by one to read the community agreements at hand. >> Yeah. >> Respect respect the talking piece. within time frame. >> Use use

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accessible language. Minimize jargon and acronyms. Leave it at the door. Listen to understand not just to speak.

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Ask for understanding. Stay open to learning from each other. It's always okay to pass. Be clear. Be calm. Be kind. >> Discuss now. Decide after. >> Amazing. I actually didn't plan that it would be like a perfect circle. That's

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awesome. Are there any others that we want to add to this list before we continue in our community agreements? I'm going to add one, which is don't judge Natalia's handwriting

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because girl, it's messy. Um, and if I spell something wrong, I'm sorry. Okay. Can everyone here agree? Yeah, go for it. I'm just making sure it's not on there.

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Be present. Any others? >> Yeah, go for it. >> Presume. Presume positive intent. Any others? >> Use the microphone. >> Any other additions?

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No. Okay, cool. Do I have your consent, everyone here, to hold you accountable to these agreements and kind of nudge you in the right direction if we get off track? You can confirm by a nod or you

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can say no. Yeah, I'm going to look around. I see. Yes. Nods on this side. Are we good? Okay, cool. I just want to make sure. Awesome. Thanks for entertaining that. Okay, moving on.

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So, we're going to do another practice round. We're going to introduce ourselves, say your name, your pronouns, your role, and one word to describe how you're feeling entering this discussion. I'm gonna intro add myself here, too. When you're done, go for it. Kim Kenny

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she her frustrated. We're going to go this way one more time. Thank you. Uh Natalyia Gera she community facilitator hopeful. Ericians

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he him >> curious >> and what's your role? >> My role >> your role >> with the district. >> Yeah. >> Uh chief business officer. >> Thank you. >> Jarma Velasquez.

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I'm an educator. I'm a she, her, and I am optimistic. Elizabeth Blanco, superintendent. She her and forward. Tina Frederick's she her. Board

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Presidents open. Patrice Marshall McKenzie. The board. She her pronouns. My word just left me, but I'm going to say consistent. >> Helen Chan Hill, chief academic officer,

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she her cautious Jennifer school. I don't have a word right now. Julian Reynoso, assistant superintendent for student wellness and support services realistic Michelle Richardson Bailey. she her

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uh university academic advisor caring Scott Harden board trustee he him and focused >> Lula Matsura student representative student board representative positive.

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Uh, she her and I would say positive. >> Awesome. Thanks y'all. It's a good way to take a temperature check, you know. Um, all right. We're going to get into it now. Before we do, if I could ever get to the next slide.

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Is it working? Oh, let's go back one. I invite you all. We're gonna get like some woo woo with it for two seconds. This isn't There we go. All right, I invite us to take some deep breaths together, like all of us together. And at my cadence, if you don't mind, you

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can close your eyes or find a fixed point in front of you. Bow your head. But let's all just breathe in really deep all the way to the top and let it out. [sighs] Let's do it again. Breathe in.

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Breathe out. and continue breathing deeply at your own pace while I offer the restorative justice principles as an ethos to guide us. As you continue breathing, really focus on aligning your head, your heart, your gut, all the decision-making parts

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of your sematic system and really trying to find a baseline. So, this is a meditation on restorative justice guiding principles adapted from Western Justice Center materials. Some of these might be challenging to some of you. Some of these might feel really good. Whatever it brings up in you, just

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be aware of it. Today's about being aware, being honest with ourselves and with others. So, continue breathing in and out deeply at your own time while I read these um guiding principles. The world is profoundly interconnected and we are accountable to one another.

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Our relationships are central to building a connected community. We must center collective care over rules and systems. We all have inherent value and dignity. Everyone's unique identities and experiences shape how they navigate the world. We are all capable of change

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and everything we need to make positive change is already here. If you have your eyes closed, you can open them up. We're going to get started on the first agenda item, which is improvements to student and community engagement. Um, I'm going to be taking

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notes on this whiteboard as y'all speak. But for this next section, we're really focused on the first two goals, which is reflecting on what's been learned from the previous process and develop a working school working definition for school transformation. Um, if y'all want to stay just looking at each other, that works, too. You don't have to face me.

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I'm just going to be taking notes back here. Um, oh no. Oh no. I'm so sorry. We should have had this pulled up soon. One second. Technical difficulties.

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I got here early. I drafted the whole board. While we get this set up, if you want to start thinking about your three minute statement that I'll be asking of the board and the SLT. So, everyone here around this table will answer this first question, which is, what are some things

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you learned and heard from the last full consolidation process? So, take a couple minutes while we figure this out. Okay, Miss Montoya is going to go get her computer where this is connected to. We didn't plan for this. I'm sorry. Um,

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>> what' you say? >> We could do that, too. I do kind of want to have it here so we can refer back to it later. But that's a really good suggestion. I appreciate that. >> You know what? And I even left my flip chart in my car. I like did this whole thing and I was like, I'm not going to need it.

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>> Especially in the classroom, you don't have enough time. Right. >> Right. Right. >> Yeah. It's always like when you're packing your bag and then like it's that one thing that you're like, "Oh, I'm going to take this out because I won't need it today." And then five minutes later you actually Yeah.

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should have brought my flip charts. >> We're saving this whiteboard for an activity coming up. >> Thanks for your patience, y'all. >> So, right now, we're going to be preparing your thoughts to respond to this question. What are some things you heard and learned from the last school

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consolidation process? And then when we go around paying attention to the conversation or >> No, you're going to be right now you're reflecting to share out when we when we're able to connect this. Yeah. And every person will have three minutes each. So, we'll try to try to get the full as

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much as we can in those three minutes. All right. So, first challenge of the day is that um the whiteboard we created didn't save. So, we're gonna go live uh we're gonna we're gonna start streaming live this right at this activity. So,

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I'm just going to write over here. I'm going to try to recreate to the best of my ability what we had originally had here. So, we're going to basically use this whiteboard to um draft our ideas and

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um continue onward. So we have we can look back at this later. Um yeah. All right, we're going to get started. So sorry about that, y'all. Oh, it's like the first time I've ever

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worked on this thing. Cool. All right. Is there anyone here who wants to get us started? If not, I'm going to randomly select. And I'm going to ask that while we have this conversation at this table that

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everyone else is just quiet and allows room for people to be heard. I'm gonna start here. I'm going to let whoever grabs that to start. [laughter] Maybe. Okay. So, maybe Superintendent Blanco,

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go for it. I have many thoughts about this as you can imagine but I have to just select one. So I'll start with um leading with the why before discussing the what um while we shared a lot of information about uh fiscal and enrollment realities

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that were facing the district. U many of the community members wanted to understand why the change was um necessary in terms of the committee and u they weren't really ready to discuss

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school scenarios at that time. So um maybe beginning with a future transformation must be of like a short stronger shared understanding of the long-term challenges of the district. So is it both heard and learned?

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>> Yeah, however you want to interpret that question. >> Choose one. >> You can offer as much as you want within three minutes. Three minutes each. Yeah. >> All right. So, I learned that families

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would like more information about specific programs and academic pathways and how the process specifically uh impacts um some of our offerings rather than going

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from the abstract to then to the specific. People really seem to be moved and question the specific rather than the abstract. The second thing I've learned is about

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the significant disproportionality. Um, so the significant disproportionality between a what and who understands and how we understand

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community participation and input, right? Um so there seems to be a disproportionate weight in the type of constituent that's giving us in feedback here in this space.

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Um I also learned about the relationship between resources and power um and about how um resources are used to dominate public conversation.

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uh great dominate access advocacy networks and professional expertise to the advantage of a particular position without really considering um the full scopes of the consequences

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and impacts in our entire school district. >> [clears throat] >> So I was not part of the discussion uh the last time around for school consolidation.

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Uh for me I want to make sure the district is fiscally sound. So what I've learned is um just recent just the last meeting that enrollment is declining and that's just

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the trend for the state not just us. So it has to be addressed one way or another. Um what I've what I've heard from being here since July 1, um people

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are really stressed out. uh they're stressed out and they're overwhelmed and they're carrying a lot on their shoulders. So, in my brief time, I know there's a lot

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going on within the district, but um one way or another, you as Natalia mentioned, we have to break through I want to echo that. Um I don't know that the why was was really communicated

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or discussed thoroughly. I would say in general um that the process was too rushed. that there were specifically um or for example uh areas like the impact on

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different programs and feeder patterns just to name a couple were very briefly touched on but I don't think really um discussed thoroughly. I would say that I observed that there

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really wasn't a lot of two-way involvement allowed for the pre prior process uh from the community or really even with the board itself. Um I don't think there was enough

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consideration of any alternatives to consolidation. And then um on reading the insights report from RSSC um I thought it was very interesting some of the feedback they got that

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communities want to understand the process um and that participation in our district can be uneven. Not not all participants or not all communities are necessarily

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represented in kind of our traditional ways of getting feedback. Sorry. Um, so I talked with a student that was on the SEAC committee and so these are some of her comments. And so

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in the committee it was apparent to many members that the consultants quote didn't understand the culture of the district which made it feel weird to analyze our district. And to members the committee was not in control. the consultants were and to a lot of people

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it didn't want to be that way. Next time the community community members shouldn't feel controlled by a consultant. The committee should be more community focused and driven to shape the process and agenda. A consultant

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shouldn't not interfere with that process. And another problem was the rushed process. Unlike the usual months it would take, the process was condensed to six weeks under the board's instructions. Members of the committee

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should not have should have the time to come back and share with the community what is happening in the committee because it is a community effort. But they were unable to have the time to set up community events or talk extensively

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with others about what was going on due to the rush nature of the process. I can't do there we go. Um okay so I [music] think we've said many have said this but it's it's sort of put a different way. I I don't believe that

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we spent enough time framing the challenges before being asked to solve them. Um that you could translate that into the why. Uh but giving context to um you sort of framing the problem so to

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speak. Um the committee I I I've often heard that committee was asked to you know was very directed to rank things but there wasn't any part of the process where they were really asked to imagine the future. Um so looking at a lot of

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data uh without a lot of context behind it. Um so it it sort of read as a verdict. Um and then with regards to the uh equity impact analysis report since it came last it was really sort of a

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check on options already drawn. So it wasn't really a broader analysis of the district as a whole and looking at equity sort of globally across the the system. And then I would say the last is really you know we had two town halls.

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We certainly had attendance at them, but they were really framed asking people to react to work that had already been done. And so, um, really going to folks at the end and sort of saying, you know, you know,

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here's here's what's happened. uh a lot of feedback in that, you know, we we're not really able to impact the process or have some input on the outcome. We're just reacting to what is being told to us.

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>> Thank you. Uh so what I learned was that there was an overall sentiment that the resolution

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um set the tone that informed the committee's belief that the schools um that were that seemed to be identified in the resolution had already been what discussed for slated for

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closure and that the process was just kind of taking them through the motion. um that the process lacked clear clarity, that participants felt they didn't get the info that they needed,

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and that the info that was given to them pushed them towards um closing certain uh schools or considering certain schools.

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And um because they did not get the information that they needed to make a a well-informed decision, there was no consensus or agreement on exactly which schools should um be

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closed or consolidated. Um lessons learned I guess from the prior school consolidation recently is the previous consolidation effort offered several important lessons. The timeline for the process was compressed leaving limited time for thorough deliberation

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and the timing of consolidation itself was misaligned with the community's readiness. I would say despite this, the representatives involved um all the community members, staff, um I I commend them. They demonstrated

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really strong dedication. Um they were being harassed constantly and um their commitment was really um persistent. I I value that and commend everyone. I I hope that stays. I love this community and um and how we serve and I I

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appreciate people who show up. However, the process itself was disrupted along the way. It was met with significant anger, outrage from the community. Even with um trying to have a neutral facilitator guiding this effort, we struggled to maintain clear direction

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and arrive at a well- definfined outcome. It's always your choice. >> I don't need the app. So, what did I learn in the last consolidation? I learned that it feels really powerless to be on a board that's

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that sees itself as winners and losers and a four to three split because I believe that is a race to the bottom. We're in a time where public education is being attacked on many levels and if we want to see it survive, we are all going to have to collaborate. That's not

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what I saw in the last consolidation. I feel completely powerless on this board at this point. And I think that as someone who's come through public education and sees the power of it, I'm seeing that experience

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diminished in this overall experience. This chaos, sadness, stress of parents and students is so absolutely wrong. It upsets me to no end. It should not be

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difficult to keep a child in public education, but that's what we've done here. I understand declining enrollment. I came on this board to deal with declining enrollment. But to force a situation and point

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fingers at schools, one that has a 98% success rate in graduation, to me is frightening. And we might as well just have Trump come in and just shut the whole thing down because I see

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a district that is cannibalizing itself instead of looking to the future of housing, student achievement, incredible programs that bring people from other districts in and sitting down and collaborating and saying, "Let's make

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this better. Let's grow where we can. Let's bring PUSD into the 21st century since we're already more than a quarter of the way into it. As schools close, charters move in. If we close down some

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schools, there are charters salivating to get in here and education will change and grow. EF Academy has an IB program that kids are walking to in my neighborhood, but we look at a school like Blair and want

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to disrupt it. And I don't understand that, but I'm one of the losers. So, I'm seeing it from that point of view. So, this is what I've learned in this consolidation process and I'm really hoping we can do better for every single

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student in PUSD. Thank you. Um, I learned that there are It's always Can you hear me now? Okay. I've I've learned that there were several degrees of separation between a goal and a

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solution. Um, that we moved forward with a solution uh without being clear on the goal. I learned that there um was unclear role um tasking for

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committee members. It was a committee that was very diversely made up of uh community members, parents, staff, and students. Um yet their voices were maybe not utilized in their areas of expertise. Um I learned that there was not a safe space

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for inquiry. It was a space that became quickly in uh turned to advocacy um which could be mitigated by maybe um a clearer change management process. Um, and then finally,

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I learned that a lot of people are very passionate and happy with their school experiences and their programs, which as your academic officer brought me um some

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joy in this process. Um but also um a significant understanding of the responsibility that we have in making such critical decisions and remembering why we brought each of the um representative parties to that committee

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and to utilize what they were expected to bring to the table with more clarity. I learned >> I learned that there are a lot of opinions in our community as it relates to public

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school consolidation etc. My email is still recovering from that. Um, I think there's also a lack of understanding of what decisions are and what the impacts of those decisions are. Um,

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I also heard that there are lots of voices who felt stifled in our community. Um, independent of what the opinion on the topic was, voices felt stifled and that's been expressed in a number of occasions.

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I also observed that style differences should not drive division. It is okay to have a differing opinion, but there doesn't need to be division

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because of said differing opinion. No means no right now. It doesn't mean that no is the answer forever. And I think that an unwillingness to hear and understand that

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no is not a full stopping point or that no is not a place for judgment. I think that all of us can grow and learn from the opportunity to be more um open and empathetic in that way. Um, I've heard a lot of conversation

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about the need to repair trust in our community. And quite frankly, until we as a governance team take the necessary effort, time, investment, and actions to

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meaningfully work to repair trust in our community and work to earn that trust again. we're not in a position to ask people to make any other decisions. And most importantly,

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um this process has created a condition of winners and losers among us as colleagues, among community members, families students friends friend groups, etc. And

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community doesn't come together when you create conditions of winners and losers. Everyone has value. Everyone has dignity. Everyone deserves respect. And I think that we start building that culture of respect by being able to be honest, to be transparent, and to allow

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space for discourse to take place with open minds, open ideas, and open hearts. I think you covered most of this. Um so more transparency, more time,

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what is the positive gains from closing schools was not well articulated or maybe not at all. Uh more time on a vision of postconolidation.

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Uh same what I heard same as others about the committee asking for information that they didn't get. They asked questions that weren't answered. uh there was a lack of trust the consultant ear even early on in in the

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process again about I think the the previous approach was you know make these decisions of schools but there was no investment in

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what does that mean for programs and the current programs and there was no conf therefore no confidence that there would be continuity of those programs S. So we need to do a better job of

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articulating that vision, investing time in that vision, presenting that vision, allowing people to poke at that vision, and there was just no platform for that last time.

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So when you talk about winners and losers, I think that's similar. That's what I'm thinking is it was very much about a deficit mindset and not not an asset um mindset

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and uh the decisions need to be equitable that there was it wasn't unclear if those our decisions would be equitable and how do we make decisions that that are equitable. Um and then lastly, but most

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importantly, the student voice. Uh the students didn't feel like they had a participation engagement in this process. Um okay. Uh as far as the committee, they there was some data that changed in

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mid-process. So when it changed, that actually gave cast doubt on that data. So when we present data, we need to show clearly where that source came from and that we need to

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um support or make the case that they it's accurate because you that's how you give confidence in people. That's it. I think that's everyone, right? Trusty Velasquez made a really good

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point that no one can read my handwriting, but I'm hearing a lot of similar things. Uh, I think a couple things that came up a couple times, the why before discussing the what families want more

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information. And like we'll type this up and like post it somewhere. We'll figure it out. This one Yeah, he's not here. Um, people are stressed out. This process was rushed. Um, people want more involvement in the process, in the content, not just in the

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decisions. We didn't spend enough time collectively flame framing the problem. Things came late. Um, going to people at the end as opposed to in the middle and throughout.

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The process lacked clarity. People didn't have the information they needed. Um, it feels really powerless to be on a board where there feels like there are winners and losers. We need to learn how

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to collaborate. There are several degrees of separation between a goal versus a solution. There is not a safe space for inquiry. Community members are really invested in their schools, but there needs to be a remembrance and a reminder the immense

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weight of these decisions and the the complexity of them. Rebuilding trust, repairing trust meaningfully. There are a couple of ideas as to how to do that. Honest, transparent, open discourse, more transparency, more time.

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Investing in interrogating the vision for continuity and building a framework wherein decisions can be equitable. There should be a question mark here. Lastly, students didn't feel particip they had equal particip participation

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and engagement. Tripping over my words. Cool. We're going to move on to the next question, which is reflecting on which two to three key ideas, concerns, or themes this district transformation process should work to address. In other words, what do you want this process to

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transform? And this is really kind of a primer to the next activity where we'll be working in groups and small groups um to really focus everything that we've heard, everything that I've taken really poor notes on. Um to really focus and narrow our vision as to what if we were

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to create changed reddraft this process. What do we want to work to address that might be different that might be built together? So while I set that up over here, I'm going to allow y'all to think about that. This next one is going to be a

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twominut per person um reflection conversation. So I'm going to write reflect over here. I'm going to take bad notes again. And we'll go the other way this time if

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that's all right. And Trusty Velasquez, if you don't want to start, you can pass it to um Trusty Kenny. Um or unless you want to start. How do you feel? Yeah. No. >> [laughter] >> This question is only going to be for board members and I'm keeping time on my

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watch. So, um, whenever you're ready. >> Can I ask a clarifying question? >> Sure. >> Is this where, uh, if we want to say why, is this the place to put that or no? >> To say why about key ideas, what why you selected the

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>> why the why of district transformation? >> Um, sure. >> Okay. >> Yeah. Um the why for me is uh to be able to have the best opportunities for each and

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every student. The why now would be the really damaging budget cuts we did last fall. I think we really removed key services. Um every time I think I'll just list a few of the cuts then I it goes on for a long time so I won't do

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that. But um I'm not sure that everyone has felt them yet. We've started to hear even at our last board meeting about them and the fact that we're deep into the middle of spending uh funds on our facilities master plan on our bond money

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without really having clear direction. So I think the area that um I feel that we really need to address is a holistic structure of the district in regard to the number of schools and programs that we can operate well and be

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within our financial means while meeting our academic goals. And that in turn will help define the number of facilities we will have to focus our bond money on and will help decide the types of facility improvements that we need.

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I got it. Um, so I actually met with my fellow think tank members and my assembly members and we asked this the same question. And how We

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asked like I asked them sorry how do they define transformation and one overarching theme held together all of their answers. Clearer communication and collaboration. Students want to see their ideas heard

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not just listened to by the board. And when considering solutions to our financial problems look outside the box and think about all of the possibilities. Secondly, they want to hear the facts. Students want clearer communication

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between the board and Pasadena residents, between PSUSD and Pasadena as a whole. Many times the media highlights the negatives or controversies surrounding the district. We want to ensure the district and the media

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spotlight the positives. When we ask ourselves what transformation is, it is not consolidating schools. it is redefining our district. >> So I would uh offer sort of a step more a little more global uh from Trusty

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Kenny is is really having that broader definition of of the problem we're trying to solve. Um oops. Um and so really and and h and bringing the community along in that. I think that

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you know as I mentioned before we did not do a good job of bringing the community along and and embracing the challenges we face. And then I think another part of transformation is analyzing what happens if we don't act. What are the risks uh to the district

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over the long term? We know that, you know, declining enrollment is a is a challenge that all California districts or most California districts face. So, uh, if we agree, uh, what do what does it what does the realistic future look like if we if we

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don't act? And then, uh, importantly, what envisioning the future of PSD, what is it we want? What are we heading towards? Um, paint that picture. Uh, those values and I think the whole community needs to

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be involved in uh answering that question not just a select committee. Um and we need to look at that in context of you know our student with graduate profile of course uh but also u with

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with our families providing equitable access and what change needs to happen in our system uh to get to that vision of the future. it doesn't like my nails. So um

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I think one of the things that we really need to do is first of all as a board um we need to really prioritize every year doing a self aboard self

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evaluation that process. Um the other thing that I want to talk about is the vision for the district and a few years ago um I led a visioning process

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for the board for the district where we engaged all the stakeholders community parents, students, staff, and we kind of did a process similar to

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what we're doing here tonight where we looked at the key words, we looked at the key phrases. Um, we put all of that together and were able to come up with not just a vision, but I think didn't we rewrite the mission, Jennifer? Yes.

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um at the same time and we got absolutely no push back because everyone was able to see their voice in the vision and mission statement which is very important.

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Um, I think some of my key concerns is with this board and um, the board has to be willing to a be professionally developed

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and b understand their roles and responsibilities. see um follow the protocols that are outlined for the board. Um I think another

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idea that I have is that um we need to prioritize utilizing our vacant properties to generate revenue. I think that we're looking at this thing with the glass half full. And so I

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believe that's why we have the perspective that we have that there's this sense of urgency that we consolidate schools. Um we also with student achievement I think we need to really look at smaller class sizes in

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kinder and third grade because the time to get students reading at the third grade level is not when they get to third grade. And I won't I won't elaborate on this one, but the last point is about the budget and I can say

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more about that later, but I do have some thoughts about how we need to really look at um how we fund our system here. >> Thank you. >> Two to three key ideas, concerns or theme should this district work. Okay.

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So, um I have an idea. One, we really haven't come together as a board to discuss revenue on the closed campuses. We've closed 11 schools. More half of them are charter or private. I think we need to have a really honest discussion

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about what public education means to each one of us because I think we all have different ideas. I think when you go through public ed from K through 12, you have a vision of public ed and what it can do for an entire community that people who have not gone through public

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education. And I think that's a conversation we have to have in these times when public education is um a target for destruction. I also think that uh well revenue is the key, but we're in the 21st century. Let's get out of the 1980s.

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Let's look at where we're going to be, what people want. People want small classes. They want small schools. How are we going to give them small schools? We have never had this collaborative talk, but we've had a lot of talks behind the scenes. And I think all the talking has to be in public in a place

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like this. And we have to get down to it. I say we get rid of the word transformation because it's a business term and it's a term like stakeholder. it ceases to have meaning. Let's dig down to the base level and figure out what public

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education means to us. Do we want to have public education in our community? I think it's a reasonable ask and I think that's where we need to start and I think the board let's get out of the four to three and

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let's talk to each other face to face and it's going to take a lot of work but the chaos you're seeing right now comes from the board. Thank you. [applause] I think I have three

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big ideas at this point. Um, the future of our community is actively being shaped. We have just experienced a unimaginable tragedy that is still very much real, very much raw and very much

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um creating a sense of uncertainty and unknown in our community. And the fact that we are having conversations about disrupting

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a piece of stability that families have right now is insensitive and callous. Quite frankly, >> our community is going to need to think about what

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our future looks like. And I think that it's going to evolve in a time that may not align with what our preferences are or what our convenience is. And we need to be okay with that.

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Um, I think that we also made some really significant cuts to our budget back in the fall and we haven't yet had an opportunity to see or experience what the impacts of those

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decisions are. So in order to think about upending our current operating norms without knowing what our baseline is is not a smart way to begin thinking about what the future is. We haven't

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even established what the baseline is yet. So I think we're acting without information and acting without data and that also is not valuable in terms of where we want to be able to go in the future. And then the last thing I think is just

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acknowledging that people's grieving pain is very very real and every time we do something that doesn't take that into consideration it's like we're not listening to them. And we are here to serve our community, here to serve our

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students, and here to serve our families and their voice matters. [applause] Our last meeting was about the enrollment projections and the fact we're declining enrollment 400 500 students per year, which is entire

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school. That's a problem to solve. By having aligning our enrollment to the capacity, we are then operating at the most efficient level and we could take those

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savings to strengthen our programs and expand opportunity our to our students. 80% of our budget is for people, our staff. So we want to put those staff that limited number of staff members in

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front of as many students as possible. And how you do that is you have fewer schools. We just need to maxim we have onethird of our elementary schools are at 50 to below 50 capac um utilization.

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They are half full, a third of our elementary schools and we are projected to decline in enrollment to the foreseeable future. The fewer schools we have, the more fully staffed schools we have. So when

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in last meeting when a school wanted their community assistant, another school um our groundskeepers wanted to have more school staff. Our principles wanted their office staff, their MTSS coaches,

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we can have all of the above. We can start. Okay. Um, when I think about transformation, I've always thought about um understanding students and student experience first.

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And so for me, transformation is a transformation that creates opportunities and e and access to resources to all students equitably. Um, the system that we have right now

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is very efficient at capturing all of the different interests of our students, but not very efficient at managing the resources to support all of those programs.

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in a transformation process. It would allow us to really understand how to continue to have the programs that we value while understanding

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that the resources that we have available are significantly different. And so number one has to do with equity, access, and student opportunity. Every student should have access to strong academics arts athletics enrichment

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technology, and appropriate support systems. So, how to achieve a system that provides that consistently to students? So, that's number one. Number two is high quality schools and facilities that

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support students. Right? I don't want to be in a situation where students come here and talk about how embarrassed they feel about their school when other sports teams come to their campus.

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That happens. That's a reality, right? So, high quality facilities, athletics, sporting spaces, reward size programs, academic wellness, etc. And the third one is a process that protects people.

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Understanding that with less resources, we can still protect jobs and communities if we're redeter we're um prioritizing that. >> Okay. Awesome.

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I'm gonna zoom out here and read some of the things or try to read my own handwriting here. Oh, wow. She got messy. So, there was a conversation about why and why now. Many people mentioned the drastic budget cuts. Um, we have yet to

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see the impacts and feel the impacts of those and the idea that we might be spending funds without clear direction. uh we need to develop a holistic framework by which to uh assess future facility and academic choices to have a broader definition of what we

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want to solve and we need to bring the community along analyze the impacts of an action. What is a realistic future look like if we don't act there's also a point up here that I wanted to to offer reflect back but I can't find it.

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what change needs to happen to get to this ideated transformation in the future. There was a conversation about uh prioritizing self-evaluation, professional development at the board level. Um

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there was a reflection of the past visioning process that included many voices represented and that those value statements and vision statements, vision and mission statements reflected those voices. We need to discuss revenue. We need to

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identify what our community wants and where we want to be collaboratively. We all need to be talking about these needs in public. We need to clarify and materialize what transformation actually means. We need to

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I can barely read it. Um identify and establish a baseline. act with information and data. Again, forward thinking a lot about the future and how our community is being shaped. Also acknowledging the pain um

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and how we need to act considerately. Um we need to align staff to student ratio and expand address declining enrollment by aligning with capacity. We can have all the things we want um if

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we had fewer schools with more fully staffed schools. Understanding students and students experiences. Transformation includes creating equitable access to opportunities. We need to understand how to maintain programs we value, operate from a lens

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of equity, access, and opportunity, and focus on high quality schools and facilities. I dropped off over here. I'm so sorry. jobs, securing jobs >> that prioritizes securing jobs. >> Thank you.

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Okay, I'm going to ask the comm the community members present to try to um be active listeners here. I know we all have a lot of opinions. Thank you. All right, now we're going to get into breakout groups. And it's not just like you're going to sit and talk in pairs. We're going to do a little interactive

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activity here. So, a lot of y'all mentioned coming in here that the process was already defined. There's literally no outline. We're going to identify components and outcomes here together. So, we're going to take 15 minutes. We're going to work 10 minutes in small groups with like the closest board member. So, right now it would be

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Trusty Vellesquez and Trusty Kenny, student board member Matsu Matsura and Trusty Harden. We have uh Trusty Bailey and Trustee Holly, Trustee McKenzie and Trustee Fredericks. Y'all are going to be in pairs. We're going to

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take some time to identify uh >> be the referee so that we don't >> Yeah, I love that idea. Um on the green postits, we're going to identify components and on the blue post-it we're going to identify outcomes. So for the

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first five minutes of this activity, all board members are going to uh think independently. Um and then we're going to come together and we are going to in our pairs discuss um what ideas we came up with to kind of

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narrow our scope together. And finally, we're gonna work to cluster some of these. So, we're going to go through a process of refinement. And as um I'm so sorry, I forgot and >> yeah, components is green, blue is

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outcomes. The SLT here will serve as active listeners and also referees to help guide this process. So, the goal right now to be super clear, we'll go step by step because I know I just said a lot. Step one is working independently for about five minutes to draft no more

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than five to seven words, one clear idea per postit about either components or outcomes, but you want to generate on your own six to eight postits. So it can be three components, three outcomes, or

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it can be four or two, whatever you feel most called or compelled to identify. So, five minutes right now. You should have pens to build one idea per postit on what components and what outcomes you

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want to see resulting from this process. >> I'll come around to answer any questions to improve clarity, but I'm going to start the timer. Five minutes and then we'll work with our prayer in just a second. So Dr. Blanco offered maybe I can give an

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example and this is not to dictate what you'll write but say a theme that I've heard a lot is rebuilding trust. So maybe an outcome could be that this transformation process will achieve a uh will will achieve um engaging the

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community so that trust can be rebuilt or to start to rebuild trust. A component of that outcome could be working with community members to inform what that means inform how what it looks like to rebuild trust. So the components are the how we want to achieve what we

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want to achieve and the outcomes are what we want to achieve through this process. I said achieve a lot but I hope that's maybe a little clearer. And I also heard a comment that said well I don't really what do I do if I don't believe in this process right now you're drafting to decide what this

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means period. So you can direct what it means for you and what you want it to mean for the district. We have about two minutes left. The goal is for each person to identify or draft out six to eight postits.

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And I'm going to ask if you wouldn't mind just taking a seat um just so they can have some space and not feel crowded. About one more minute to wrap up some thoughts before we work together in pairs.

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That's okay. We're going to take one more minute to wrap up our thoughts and then I'll give you instructions for what the pair work is going to look like. All right, about like 15 more seconds to wrap up. Any last thoughts?

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Okay, at this point hopefully you have six to eight postits that reflect one clear idea. The green postit should state what components should be a part of this process and the blue post-it should be the outcomes you want to

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achieve through this process. So now you're going to work for six minutes together to share your ideas with your partner and select or refine four distinct ideas. So you're going to you're going to nominate

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basically four postits to move on to the next round with your partner. Um I see that there's one partner missing. So I'm going to go find them for you. But about six minutes to discuss which four ideas do you want to

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put forward and if you want you can also refine this to synthesize better what ideas you share. Does that make sense? >> No. Okay. I'll come I'll try to come help you in a second. Just a heads up about two more minutes

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in this activity before I move on. All right, we're going to take about one more minute. All right. >> So, at this point, you should have selected four postits of either concentration.

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You could have one component and three outcomes, but total we should have 16 postits to look at. And I want to affirm that whatever you wrote that didn't make it to this round, we're going to put in something called the community garden, which is where we plant the seeds that

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can sew at another date. I know it's kind of cheesy. So, we're going to go >> Not yet. Not yet. Not yet. No. Um, I'm going to ask for the rep the SLT representative from each pair, which seems like there's only one right now.

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So, maybe you can do it for everyone. That'd be really awesome. >> Um, and what we're going to do is we're going to read aloud the ideas generated while they're being moved over to this whiteboard. So, the green stickies will

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go up here, and as we post them up, we're going to say what they are out loud. I realize you don't have a mic, so I might have to do that myself. >> Amazing. Dr. Reosa, do you want to come help us? >> Um, so yeah, I'm voluntelling

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for my friend over here to manage maybe these two pairs and bring up those ideas. Dr. Reynosa to help these two pairs. Have your four Post-it notes ready to hand off to your SLT rep. That's hers.

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>> All right. Once you have those collected from each pair, we're going to put them up here. So, I'll ask the SLT members to collect those post-its and come forward with each of y'all should have a total of eight postits in your hand.

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So that would be like now >> I'm gonna have the SLT reps bring them forward and I will try to share my mic so that you can read what you're posting. >> Yeah. And you should have eight postits in your hand each one.

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>> Yeah. again. Green postits components, blue postits outcomes. >> Yeah, we can go with with what we have right now. >> All right. So, as you post them up, you're going to say what they are and what they say.

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>> Yeah, go for it. >> Program assessment. How can academic programs work better together? one of the components. Okay. >> Communications >> community

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>> community engagement sessions to gather community values. Nice. Yeah. Another component. >> It takes one to no one, right? >> Top of line facilities and schools for all >> is an outcome.

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Um sustainable district with resources aligned with goals academic programs sustainable. >> Okay. >> So >> I don't know what that last one says. >> Basically aligning aligning our

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resources with our goals for academics >> as an outcome. Awesome. employees. >> There's a what? >> On the side. It says employees, too. >> I didn't see that, but we can add it if

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you'd like. Thank you. >> It's okay. Can I have the next four postits come up? Whoever is charged with those. >> Okay. Okay. Is this group ready yet or is another group Okay. So, while y'all wrap up, maybe Trusty Harden and student

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rep can offer theirs up. >> One, two, three, four. Nice. >> Awesome. >> Okay. So, we're going to start with components for this one. If you want to read them. Okay.

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communication of outcome from the workshop from this workshop. >> It's actually related. >> Okay. From the So which one comes first? >> Okay. Community collaboration at scale including facilitation of community

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workshops, evidence data and vision. And then a second followup to that would be communication of the outcome of these facilitated workshops as a component of this process. >> Which one? This one I didn't move >> the one with more first

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>> community. >> Yes. >> Yeah, that's goes first, right? >> And then the outcomes of that would be a community defined transformation framework for the board to adopt and community-led vision and values. >> Okay,

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we're missing two pairs. Awesome. Start with these these two. Okay. >> Nice components. Board healing and restore trust. Board unified agreement on a goal. Transparency and healing in

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community. Board and community alignment in pace and process. And then an outcome would be agreed upon outcomes. expand opportunities for all students. Detail facility and academic

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impact and operational savings. The last four. [clears throat] Thanks. >> Okay, here we go. So, there should be >> Wait, what? A component

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listed as board needs to meet and decide if we each want a public education system for all. Some outcomes. This will determine how to sustain the programs that are bringing students into district at high rates. Another outcome

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is this will determine how we utilize our closed campuses for revenue. Another outcome is develop trust with our students and parents. Awesome. That should be all the postits I believe, right? Oh, no. We're going to

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do Okay. Okay, last one. >> Yeah. Yeah, I get it. I get it. All right, we got more. Okay, components. Board professional development. Improve culture on the board. Lead with empathy and honesty.

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Keep an open mind. Consider the voices of others. Layoffs that are is this layoffs not necessary. Pay for more teachers especially in elementary to support smaller class sizes contributed to student

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>> contributes to student >> contributes to student achievement. Thank you. Outcome is prioritizing. Can you prioritize resources? >> Revenue. Thank you. >> And honestly, your handwriting is so beautiful. I can't believe I can't read

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this. Collaboration is an outcome. Okay. >> Fosters trust. >> Fosters trust and promotes integrity. And characteristics of a good listener outcomes. So, now we're going to have I'm going to

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have the board stand up and our next process is going to be to pick a couple of postits that you think should be grouped together. So, we're going to cluster these postits. >> I got you. Yeah. Yeah. So, maybe we'll

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take a couple minutes to look at this list. If you need to step out and get, you know, take a break, do that. but about five minutes to cluster a couple of these and we'll work to refine them all together afterwards. So, this is like a first draft clustering. If you're looking at the components, for example, if you see two things that are about

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communication, maybe you put those together. Um, we're going to name these clusters next. So, try to find the through line of what's been clustered together. Does that make sense? Kind of. Okay. So, five minutes to come and look at what's on the board and see which

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postits should belong together. Yes. What if we What if I think A and C go together, but somebody else >> A and C go with >> We'll talk about that next. So, we're just going to do first draft clustering and then we're going to refine the

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clusters that we've developed. >> So, if I go first, I'm the first. >> Yeah, you're the first draft and then the person who comes after you second draft and then once everyone has sat down after five minutes, we'll read what we have and we'll try to work to redefine it. >> Got it.

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>> Okay. Five minutes starting now. >> Maybe. Yeah. Yeah. >> Yay. >> You can go up at the same time. Unless you're scared to be next to one another. >> And if we have scissors, maybe we could just Oh, I guess we can't cut those because there's only sticky part on one.

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Okay. All right, y'all. I'm going to have you wrap up in about a minute. All right. In about 30 seconds, all the board members are going to come gather on this side so we can work to refine

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what's going on here. Okay, I'm going to pause the clustering process now and we're going to work to clarify it a little bit. So,

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>> I'm gonna ask everyone to find a comfortable quiet really quick. I feel like a What's that one movie that's like? Quiet coyote. Quiet coyote. I hope y'all can tell. I try to find a lot of whimsy in the work that I do. So, it's not that serious. It is, but it

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isn't. All right. All right, if we could have some quiet in the room, I'm going to read out the clusters that have been identified. And we're not naming them yet. We're just going to agree that the ones that have been grouped together fit. So, I'm going to start with this cluster and I'm going to make a little

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star for now. This is cluster star. We don't have a name for it. This is what's under cluster star. Community collaboration at scale including facilitation of community workshops, evidence, data, and vision. communication of the outcome of these workshops. Another component process is

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community engagement session to gather community values on its own and we're going to call this one square is layoffs not necessary. Pay for more teachers especially in elementary to support smaller class sizes contributes

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to student achievement. Over here in cluster circle is program assessment. how academic programs work better together. And over here in triangle is going to be board unified agreement

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on goal, board healing and restore trust, transparency and healing and community. Keep an open mind. Uh considers the voices of others. Board professional development improve culture on the

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board. Board and community alignment in pace and process. lead with empathy and honesty. Board needs to meet and decide if we want a public education system for all. And then over here on outcomes

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outcome question mark. Not that we're questioning it. That's just a symbol. In this cluster is top of line facilities and schools for all detailed facility and academic impact and operational savings. over here an exclamation point

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is outcomes for a sustain a sustainable district with resources aligned with goals. Uh this will determine how we utilize our closed campuses for revenue, prioritize revenue, expand opportunity for all students. This will determine

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how to sustain the programs that are bringing students into district at high rates. And then over here in um cluster spiral is agreed upon outcomes, collaboration,

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community-led visions and values, develop trust with our students and parents, characteristics of a good listener, fosters trust and promotes integrity, community defined transformation framework for board to adopt. Are there any things and this is why I

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asked you all to be a little bit closer so you can look at them. Are there any postits that you think should belong to a different cluster currently? If you need to step up and kind of look at it closer, you can. But this would be the opportunity to refine these

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categories and try to find and identify what that through line is. >> Can you read that square one? >> This one. The square says one [clears throat] of the components are that layoffs are not necessary. pay for more teachers, especially in elementary,

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to support smaller class sizes, which contributes to student achievement. >> The the idea represented right now is or the question that was elevated was, is this an outcome or is this a component? What say y'all? Read it again.

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>> Pay for more teachers, especially in elementary, to support smaller class sizes, contributes to student achievement. Layoffs not necessary. >> Outcome. >> Outcome. Are we cool to move it to outcome? Which outcome would you say that belongs to?

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This oneclamation. >> Exclamation point. >> This one's prioritize revenue, expand opportunities for all students. Question mark is top-of-the-line facilities, academic impact, operational savings, spiral is agreed upon outcomes,

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community defined transformation framework, >> exclamation point. We're going to put that there. Okay. Are there any? So, I'm going to erase square. Now, are there any others that actually should be in a different category? Be

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>> which one? The circle one. This one says components program assessment. How can academic programs work better together? >> Read it again. >> Yeah. Program assessment. How can academic programs work better together?

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Does that belong in any other category? >> Program anything related to program. This is schools and opportunities outcomes. This is on student achievement and opportunities for all expanding opportunities. This one says how to sustain the programs of student that are bringing students back into the

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district. Would this be a maybe a component that's linked to this outcome? >> Okay. So maybe it's its own separate thing right now. >> Okay. >> Are there any others that we want to >> and I have to say that it seems to be it

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is a core concern. >> A core concern. >> Yeah. So when we receive the bulk of the communication is how is this >> use the microphone? >> That was my rule to use the microphone and I didn't follow it. Um so when I

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think about all the public comment that we get um one of the core questions is how do academic programs work? What are the alternatives? What are the It's all

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around and general anxiety. Well, not all of them, but a significant amount are questions about how are we ensuring and protecting academic programs through these conversations.

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So, I'm writing how do academic programs work slash areprotected question mark. A question to be answered maybe. Are we good with these categories right now? As they as they stand, speak now.

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Forever hold your peace. Okay, cool. So, now we're going to go through the process of naming these categories. What is the general theme? And we're going to try to find three to five words as the like title of this section, right? I wish I had the framework up. PD's

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transformation process includes the following components. It would be title and then maybe some bullet points underneath. So I'm going to read this one more time. The star cluster is community collaboration at scale, facilitation of community workshops,

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evidence data vision communication of outcomes from these workshops, um comm uh community engagement sessions to gather community values. Does someone want to offer up a a phrase, three to five words of what we can call this

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component section, >> community engagement? community engagement to define values. >> Actually, the two words that are most often repeated between the three are community and outcome.

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>> So, community engagement. What did you say? Trusty Kenny >> to identify values and outcomes >> and desired outcomes. Can Can someone say that? I just my brain is like four four different

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Oh, and please use your microphone. >> No, that's okay. >> A proposal is community led values and outcomes. >> How does that sound? >> Community values and outcomes. I I I

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can't do it like that. I need to >> I thought it was community engagement to identify values and desired outcomes. community. >> That's a lot, but yeah, I'm okay with that. >> Community engagement. One more time to identify

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>> values and desired outcomes. >> Values and desired outcomes. I'm just gonna and that's this guy right here. So, this first cluster is community engagement to

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identify values and desired outcomes. Well, just take my take my Tik Tok mic there's an aspect there that has to do with evidence data and vision that I don't think is reflected on that

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>> like I don't want to overestimate >> value because you know >> right >> when yeah >> so maybe data and evidence can be a part of the desired outcomes bit and we can clarify in maybe some sub bullet points what that entails including evidence and

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data >> is the evidence and data input into the engagement process. Is that was the >> for the author was that the intent? >> Yes. >> So evidence and data infused into the engagement process

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>> as input >> as input >> into the process. >> Okay. >> But reflecting on the first part of the exercise earlier on this afternoon I that >> okay

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>> we need to operationalize community because it's used in >> very many ways >> I am using >> this is green >> so what I mean is that we use community

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a lot in fact in this conversation I've been writing every word as it comes out. The word that we most often use is community, but we need to operationalize community. >> Yeah, we need to define community,

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right? No jargon. We need to define what community means so that we can do a better job representing all of the aspects of that. >> So, I want to also just remember that this is a working definition and I think these are all really good points. I'm going to make my my best effort to note

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them here, but this is not the one we're going to adopt, right? These can all be refined points and more clarity. This is just a generative session to identify what are some of the components that we want this to cover. Um, but I think that's a really great point. Thank you for sharing. Are we cool with this right

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now? This is community. One of the components of this district transformation process includes community engagement to identify values and desired outcomes which includes community collaboration at scale, facilitation of community workshops, using evidence as data and data as input

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um for this community engagement process, communication of outcomes from these workshops, community engagement sessions to gather values or community values and and a definition of what we mean when we say community. Yeah, I was going to say suggest put it in quotes so

468
02:47:23.680 --> 02:47:39.920
that way we remember that we've got to double click on that as to what it means. >> I'm going to put a little star here. Is that okay? >> And we have examples of a current engagement process that did a really good job defining community. >> So maybe added on is look to previous

469
02:47:39.920 --> 02:47:54.800
groups that they were going to engage with in a very interesting way. So we we do have that exercise and those resources. to look to previous successful examples of I'm gonna say CE community engagement.

470
02:47:54.800 --> 02:48:16.720
Yes, I understand the process of identifying a theme for the components that were articulated. My hesitation is that we as a board

471
02:48:16.720 --> 02:48:33.359
haven't come to agreement on what that is. So in order for us to sort of, you know, talk to other folks about what that is and we don't know what it is, I think we're putting the cart before the horse. >> Can you clarify what it what you mean by it?

472
02:48:33.359 --> 02:48:48.000
>> What community engagement is, what our values are, um what the process is. We don't know what those things are. We haven't designed that. We even define that for ourselves yet. >> And so for us to talk about that in our community when

473
02:48:48.000 --> 02:49:03.439
as a body, a governing body, we haven't come to a shared agreement on those definitions. >> Question feels premature. >> Yeah. on on Trustee McKenzie. Our community engagement involves our

474
02:49:03.439 --> 02:49:20.319
students and it involves our student trustees who have not been listened to in this process. So this is a big bone of contention for me that they have been ignored. The dismissiveness and the ignoring has been a huge problem for me.

475
02:49:20.319 --> 02:49:36.160
So ensuring that we include students without dismissing them in in brief. Okay, I want us to move along so we can name some of these other categories. But I think these are all really great ideas that could be added as this needs to happen as part of this community

476
02:49:36.160 --> 02:49:51.120
engagement to identify values and desired outcomes. Moving over to I'm going to move circle guy over here and I'm going to connect him here. This one is components program assessment. How can academic programs work better

477
02:49:51.120 --> 02:50:09.520
together? And then a key question, how do academic programs work slash are protected? What would we title this section or this this proc this part of the process? >> Academic sustainability. >> I heard academic sustainability.

478
02:50:09.520 --> 02:50:25.600
I would call it also partly enrollment because of our high rates of people coming into the district for our programs. We do have that >> that was noted in our last board meeting. That was new a new fact for me

479
02:50:25.600 --> 02:50:41.600
and it's unusual in a district. So it's one of our strengths. >> So the link between programs and enrollment. How would you help me phrase that together with what Trusty Frederick said? You said

480
02:50:41.600 --> 02:50:58.000
>> use your mic, please. Academic sustainability. >> I think it's district sustainability. We're sustaining a an entire district here. We're trying to figure out how to do it. >> Right. So, this is all about I feel like the district, but we want to narrow the focus. Would it be sustaining programs

481
02:50:58.000 --> 02:51:14.399
and enrollment? >> So, is it program I'm sorry, did it say analysis or evaluation? What was >> program assessment? >> Program assessment. >> Yeah. >> Which to in order to and then some of the things that said >> program assessment. How can academic

482
02:51:14.399 --> 02:51:30.160
programs work better together? >> I guess what I'm saying is the title could be program assessment or program evaluation in order to and then I'm sorry what board member Frederick said what member Holly said about >> in order to increase enrollment or

483
02:51:30.160 --> 02:51:46.160
protect programs. >> Yeah. That can you say that all together for me? >> Program assessment or evaluation. Either word. >> Okay. Slower. Program. Let's call it assessment. Uhhuh.

484
02:51:46.160 --> 02:52:04.000
>> In order to >> Uhhuh. >> I'm sorry. What was it? M. Maintain programs. Sustain programs >> and enrollment. >> And sure. Increase enrollment. to sustain programs and increase

485
02:52:04.000 --> 02:52:19.680
enrollment. >> So in our last demographers um presentation, the numbers of 2025 of transferring into PUSD was 1,020. Kids transferring out was 325 and the demographer noted what an amazing number

486
02:52:19.680 --> 02:52:36.720
that was. So clearly we are drawing people into the district from outside through our programs. It's something that I hear from community all the time. If this were a business, the business would say, "How do we create more of this?" >> Not, "How do we shrink it?" to to that point, I think that we also have to be

487
02:52:36.720 --> 02:52:54.240
intentional about policy because if um a student is coming into our district and into a program that is double the cost of what they're coming with, meaning they're coming in with standard

488
02:52:54.240 --> 02:53:12.640
uh contributions, but they're costing us double or triple because of the programs that they're attracted. and we are increasing our debt when we are attracting out of district students. So to be intentional about those policies

489
02:53:12.640 --> 02:53:28.960
and whether or not that enrollment results in net benefit for our district is also important. >> So I have something to say on that. We're not building lamps. We are educating people all children

490
02:53:28.960 --> 02:53:44.240
equally and we need to bring them in and we need to educate them but to boil them down to the to a product is not a sustain is not sustainable for public education. >> So I think we can figure out the how we

491
02:53:44.240 --> 02:54:00.240
do that precisely. Yeah. Trusty B. Yes. >> So my concern about this particular um component is whether or not the discussion should

492
02:54:00.240 --> 02:54:17.920
include our SLT members who actually this is their role. >> I'm not clear that this is even a lane that the board should be in um just based on what I'm hearing.

493
02:54:17.920 --> 02:54:34.800
And so it's really hard for me to even know add any any type of discourse to this because I'm not certain that we should even be >> trying to focus on this the way that we

494
02:54:34.800 --> 02:54:51.920
are. >> So maybe part of this program assessment process should be kind of handed to the SLT. >> Yeah. Because we don't assess we don't assess program. >> So maybe Yeah. So maybe a part of that is defining the SLT versus board role in

495
02:54:51.920 --> 02:55:08.240
this bucket. for example. Is that is that kind of encapsulating >> what you're saying? Okay. >> If there's not something up there that should Yeah, there should be something up there. >> Awesome. >> So, right now we have components community engagement to identify values and desired outcomes.

496
02:55:08.240 --> 02:55:23.680
Program assessment in order to sustain programs and increase enrollment. We have this last triangle bucket guy over here. I'm going to read it really quickly. Oh, yeah. I'm so sorry. I didn't see it. >> That's okay. I I wasn't clear. So we are

497
02:55:23.680 --> 02:55:42.760
as a board giving this these ideas as direction to staff about what we think should be included in the district transformation. We're not >> I just want to clarify that. >> Yeah. >> Yeah.

498
02:55:47.520 --> 02:56:04.240
>> Yeah. Because Well, I think you were saying it's not our place to tell staff how to do it, but we're just listing the components that we want them to consider to be in the process.

499
02:56:04.240 --> 02:56:19.840
>> I just think that we're spending way too much time trying to define work that we don't do. I think it's okay that it's listed up there. I think it's okay that we say maybe um

500
02:56:19.840 --> 02:56:36.720
something very brief about what we want to see, but I think I felt that we were getting to the point where we were going in a little bit deeper than we needed to go on that item. In general, yes, the board decides the

501
02:56:36.720 --> 02:56:53.520
what and the SLT defines the how. But it seems like maybe there's there needs to be clear definition in how that translates in in practice. We need to define this last little section and we need to continue on to the outcome. So, I'm going to pause this conversation here. These uh postits are

502
02:56:53.520 --> 02:57:09.120
board unified agreements on goals, board healing and restoring trust, transparency and healing in community. Keep an open mind. Consider the voices of others. Lead with empathy and honesty. Board and community alignment and pace process. Board needs to meet

503
02:57:09.120 --> 02:57:26.479
and decide if we want a public education system for all. Board professional development improve culture on board. What do we think this is getting at? So I think that it's important that the board also sees itself as part of this

504
02:57:26.479 --> 02:57:50.160
transformation process. It's not just the board giving direction to staff. So board is integrated as a part of the process. >> What would we call this section? Um, I'd like to start with the word

505
02:57:50.160 --> 02:58:08.319
leaders or leadership. Um, >> so leadership is a good start. Did you were you going to say something, Trusty Mackenzie? >> Oh, I'm sorry. Development or is it leadership development? >> Leadership and board development or

506
02:58:08.319 --> 02:58:26.240
board and board leadership development. >> Board leadership development. Does that get out what we're what we're seeing here? There's also this point on healing and restoring trust, transparency and healing and community. Did we want to

507
02:58:26.240 --> 02:58:44.479
integrate the word healing in any way? >> Yeah, healing and culture. >> Okay, one sentence. Put it all together for me please. Trusty Harden. >> Uh healing and or what? Uh >> this board leadership development

508
02:58:44.479 --> 02:59:02.560
>> board is a >> is a part of this process >> is integrated as a part of the process like actively >> impro well I would say culture and climate as a component of healing or healing

509
02:59:02.560 --> 02:59:19.120
through improved culture and climate. How would you tie that with the previous uh development leadership development board leadership development? So is it board development of leadership

510
02:59:19.120 --> 02:59:37.600
climate and culture? >> No. Okay. >> Thank you. >> Any other ideas that tie these these ideas together? We're looking for a title for this section. It it's really hard to do the

511
02:59:37.600 --> 02:59:57.600
district transformation in thinking about the board because I think that the the the constituents can transform the board. >> No, it's not hard. Um >> you don't think it's hard?

512
02:59:57.600 --> 03:00:14.479
>> No, it's not hard. >> We're going to have one person speak at a time. Hold on. Trusty Bailey. >> Well, because the board is where everyone looks to for said leadership. Um, whenever there's an issue, where do

513
03:00:14.479 --> 03:00:30.720
you come to? You come to the board. Whenever there's something that um someone wants to um speak about that's on our agenda, they come to the board. And so whenever the district is going

514
03:00:30.720 --> 03:00:47.520
through folks comes they come to the board and so this should not be hard we um I don't think that we value this ourselves in this collective body um at

515
03:00:47.520 --> 03:01:05.760
the in a way that we could even come up or or or understand how important this is to come up with the title. So, let me think about it for a minute.

516
03:01:05.760 --> 03:01:30.640
>> Yeah. >> And I'm gonna give you something. >> Okay. >> Okay. >> I think that there's Did you Did you want to respond, Trusty Velasquez? It's I I don't feel respected or acknowledged because just just because I disagree

517
03:01:30.640 --> 03:01:50.600
doesn't mean that I don't share that value. >> But that's the assumption. So to me, a transformation of the board seems

518
03:01:51.760 --> 03:02:12.880
useful but parallel to this process. And that's my opinion. Has nothing to do with anybody else's opinion because we're talking about it as a component. It's not as an outcome, right? Like so it's really about if all

519
03:02:12.880 --> 03:02:28.640
of that is centralized around the board, it's board operations, right? The component that we're talking about as part of transformation is that the way the board operates. So you I would say some of the things we

520
03:02:28.640 --> 03:02:45.680
just talked about about improve you know improved governance or a higher functioning board or whatever the you know you want to describe it as that's an outcome. But I would say to simplify this We're talking about components. So essentially all of those stickies

521
03:02:45.680 --> 03:03:04.160
cluster around how the board operates. >> So maybe improve >> operations. >> So maybe it's improve board operations and governance. >> Well, I would when you talk about improved, you talk about elevated or whatever those things, that's an outcome, right? At the end of the day, >> if we if we peel back the onion on board

522
03:03:04.160 --> 03:03:21.520
on board operations and make improvements, that's then the desired outcome that we're looking for. >> So, >> I mean, it could be a part of transformation in that we're trying to transform the district overall and we're trying to be comprehensive. One could argue that some component of

523
03:03:21.520 --> 03:03:40.880
that is how the board operates as well. It, you know, it's it's very broad, but it's So does it stay in components as move to outcomes? >> So So this is this I was about to say something like that along the lines. I

524
03:03:40.880 --> 03:03:56.240
think that leadership development could be the title and then another outcome could be added because these two weren't up there, culture and climate. be to um

525
03:03:56.240 --> 03:04:12.880
improve culture and climate. >> So improve culture and climate >> as an outcome >> at the board level or at the community level. >> I really think that once the board is repaired

526
03:04:12.880 --> 03:04:29.760
that everything else is going to align. >> Do you see it broader than the board though like across the system? >> Absolutely. So at the board and system >> level. So we'll put that here. And so then what like help me define name this one >> super briefly.

527
03:04:29.760 --> 03:04:52.319
>> Leadership development. >> Leadership development. >> It's so squeaky. Okay. We have three components. Community engagement to identify values and desired outcomes. program assessment in order to sustain programs and increase enrollment leadership

528
03:04:52.319 --> 03:05:10.560
development. >> Is that okay with the components right now? So we would say PSD's district transformation process includes the following components. Community engagement to identify values and desired outcomes which includes things in this cluster, this cluster and

529
03:05:10.560 --> 03:05:28.680
this cluster. So outcomes let's name this one. This is the question mark cluster. Top ofline facilities and schools for all detailed facility and academic impact operational savings. >> What is this outcome getting at?

530
03:05:40.479 --> 03:05:56.960
What did you say? >> And I'm going to read it again because I was asked to. I'm going to read it one more time. Top-of-the-line facilities and schools for all detailed facility and academic impact operational savings. We would call this operation operational facilities and

531
03:05:56.960 --> 03:06:12.000
something quality >> operation >> operational efficiency. Efficiency. Are we doing are we serving ourselves well by grouping facilities and operations because they're two different

532
03:06:12.000 --> 03:06:27.279
>> Would you argue that >> I might pull the >> operations >> operational efficiencies out of the facilities? I think those are two different >> so separate them. >> Yeah. >> So operational >> efficiencies and then maybe a separate

533
03:06:27.279 --> 03:06:50.720
one for >> efficient high quality. >> So, operational uh operational efficiencies and high quality facilities. >> And then would we move one of these guys down? Detailed facility and academic

534
03:06:50.720 --> 03:07:07.279
impact maybe or top of topof-the-line facilities and schools for all. Yeah, >> the middle >> the middle one moves down. Detailed facility and academic impact. >> Would this one also move down? Top of

535
03:07:07.279 --> 03:07:25.279
the line facilities and schools for all >> to high quality facilities. >> Okay. So, we got this cluster, we got this cluster >> that we're adding to the list.

536
03:07:25.279 --> 03:07:42.960
Okay. Does it belong in one of the clusters or is it by itself? >> Okay. We'll put it to the side and figure out where it belongs. >> You have to help me with that. >> Okay. So, here we have component student happiness.

537
03:07:42.960 --> 03:08:00.080
Figure where to put that. And we have outcome. It will guide the board on direction for the future. >> Okay. So, I'll put these two kind of together because that's is that how you imagined it? Okay. In the exclamation point outcome, we

538
03:08:00.080 --> 03:08:16.479
have sustainable district with resources assigned with goals or aligned with goals. This will determine how we utilize our closed campuses for revenue. This will determine how to sustain the programs that are bringing students into the district at high rates. Uh, prioritize revenue, expand opportunities

539
03:08:16.479 --> 03:08:36.279
for all students, layoffs not necessary, pay for more teachers, especially in elementary to support smaller class sizes. What is this one getting at? >> One of the things I heard was revenue. >> Revenue, >> but I don't think they all fit revenue.

540
03:08:38.080 --> 03:09:00.000
>> So, would it be operational and revenue efficiencies? increase. >> So the what I heard was increase revenue and operational efficiencies. >> Operational efficiencies. >> Hold on. >> We Yeah, I think we will, but I want to

541
03:09:00.000 --> 03:09:16.920
get I want to get clarity on what we should call this. >> It's just that operational efficiencies are implied in revenue. It's like saying I don't know. I'm very do that in English but mo

542
03:09:17.279 --> 03:09:35.279
>> efficient use of revenue to drive or >> I'm hearing a difference here. These are different increased revenue is not someone is saying is not implied in operational efficiencies. >> Yeah, I feel like they're >> No, I I think it it no the opposite. I

543
03:09:35.279 --> 03:09:59.840
think that operational efficiencies and revenue are are bas you're the this is your language [laughter] >> operational efficiency is like return on equity return on investment you're trying to get the most return what you

544
03:09:59.840 --> 03:10:26.560
invested >> correct and then And >> revenue is the money that comes in >> right. So revenue is >> generating income whereas the other one

545
03:10:26.560 --> 03:10:50.640
is using that using what assets you have to maximize So we want to do both expand fiscal. >> Can we say increase operational

546
03:10:50.640 --> 03:11:11.279
efficiencies at schools and generate revenues for our assets >> through asset management? You can't you can't generate revenue. >> I think the two things are cousins >> because

547
03:11:11.279 --> 03:11:26.399
>> separate them >> cousins because the goal in achieving operational efficiency is to spend less money in order to control your costs.

548
03:11:26.399 --> 03:11:42.160
And if you are increasing your revenue, that gives you more flexibility with how you cover your costs in general. So, I think that there's some relation. I'm just not

549
03:11:42.160 --> 03:11:58.800
sure that we've teased out quite how we want to be able to articulate it. I also want to pause for a second because this is kind of a complicated process to understand and I want to be mindful that we have a student board member present and I want to ask if there's any questions you have for

550
03:11:58.800 --> 03:12:15.520
clarity. There are any terms of here that don't make sense or if anyone else has questions that they want to offer up so that we ensure that all perspectives are represented in this conversation. >> I just wanted to comment on like kind of

551
03:12:15.520 --> 03:12:31.920
I know we're talking facilities a lot. Um, you know, when we're talking about, you know, increasing our facilities, uh, that we also need to take in account like enrollment as well. I know that's a

552
03:12:31.920 --> 03:12:49.279
big outcome and I don't really see that on our postits. So, maybe something about that would be great. Um, and making sure we have stable enrollment. Um, even though we know the overall

553
03:12:49.279 --> 03:13:05.439
trend um just within our district trend I think would be great um something along those lines. And then also, you know, community trust is a big um theme that I know a lot of

554
03:13:05.439 --> 03:13:21.279
students would want to be, you know, in all of your minds when thinking about this process right now. >> Thank you. >> Yeah. So I added here under high quality facilities, facilities aligned with

555
03:13:21.279 --> 03:13:41.680
stable enrollment maybe and then on the side rebuild community trust. >> Thank you. I I think there um I'm sure there's many ways to generate revenue, but the three that I think we've talked about the most

556
03:13:41.680 --> 03:13:57.760
are using our assets to generate revenue, increasing our attendance rates, which would increase revenue, and maintaining or increasing enrollments would increase revenue. So, I don't I don't know, you said something about

557
03:13:57.760 --> 03:14:14.319
subheadings under things. So, that revenue really is those three. So I'm gonna put it could be those three. >> I'm going to put increased revenue executive decision change this to we're going to have operational efficiencies and increased revenue is separate for now just so we can clarify amongst each

558
03:14:14.319 --> 03:14:31.279
other what that means. So increase revenue and already we have sustainable district with resources aligned utilize closed campuses for revenue. Determine how to sustain programs that are bringing students into district expand opportunities for all students. Layoffs not necessary. Did you want to

559
03:14:31.279 --> 03:14:50.520
add those three things that you mentioned trusty Kenny to this >> under revenue >> under increased revenue? >> So the examples were asset management increase attendance and increase

560
03:14:52.080 --> 03:15:08.000
I'd like to add something to that. >> Yeah. On the u this attendance so the board has not come together to do an attendance initiative for the community. And what that would do in

561
03:15:08.000 --> 03:15:24.880
addition to helping with revenue, it would build trust and goodwill. And I think this is a really important thing for us to think about in terms of the future of the district. And in an attendance initiative like an enrollment

562
03:15:24.880 --> 03:15:43.040
initiative needs to be 247 or 365 days a year. >> So I added that to increase enrollment potentially an attendance initiative that is linked to improving community trust. >> Yeah. So we have an outcome is operational efficiencies. Can we action

563
03:15:43.040 --> 03:15:58.560
like make this a more actionable outcome statement? So what this process will achieve >> increased operational efficiencies. Okay. This process will achieve

564
03:15:58.560 --> 03:16:21.279
increased revenue. This process will achieve high quality facilities. We got the spiral over here. We have agreed upon outcomes, collaboration, community-led visions and values, deep trust with our students and parents, characteristics of good

565
03:16:21.279 --> 03:16:37.200
listener, fosters trust and promotes integrity, community defined transformation framework for board to adopt. And I also don't want us to forget about these down here. Improve culture and climate at the board and systems level and community trust. I would suggest

566
03:16:37.200 --> 03:16:54.080
some of those look like they like the transformation framework might belong. Oh, they're Oh, I'm sorry. They're they're outcomes. Forget what I was saying. Uh maybe inclusivity and trust would be the title.

567
03:16:54.080 --> 03:17:11.520
>> Inclusivity. So, this process will achieve inclusivity and trust. >> Yeah. I mean that we're grouping those with a label. >> Yeah. >> And What you just read off seems to en encompass themes of trust building and

568
03:17:11.520 --> 03:17:29.680
inclusivity. >> Do you all agree with that? >> I'm having trouble with the word inclusivity here. >> Um trust. Where are we down here in this area? >> We're here. We're considering these together. >> Do you want to read them again?

569
03:17:29.680 --> 03:17:46.720
>> Yeah, I'll read them out again. So the uh the proposition was to name this section inclusivity and trust and the the sticky notes are agreed upon outcomes collaboration community-led vision and values, develop trust with our students and parents, community defined transformation framework for

570
03:17:46.720 --> 03:18:03.760
board to adopt, foster trust and promote integrity, characteristics of a good listener, community trust, improve culture and climate at the board and system level. >> Isn't this just building trust? Building trust. That's it. I mean,

571
03:18:03.760 --> 03:18:33.840
that's what has been broken down here. >> Is it rebuilding trust? >> I don't know if we fully ever had it. >> So, building trust. >> Build it. Yeah. >> Build trust. >> Is there anything? How do we feel about that? Build trust. um that trust is conditional upon doing

572
03:18:33.840 --> 03:18:54.319
exactly what somebody wants and if you don't do exactly what somebody wants then you lose their trust. So there's an aspect of this communication process that we need to address because again that's why

573
03:18:54.319 --> 03:19:11.600
Having a more clear understanding of what constitutes community, how do we define it? Also allows us to expand the notion of trust because the trust from whom

574
03:19:11.600 --> 03:19:33.120
and and >> this is just a frustrating process. >> I see what you mean. >> It is hard. >> Yeah. And we don't have a set definition for what trust means, >> right? And and it is hard because I feel that tension to pull us outside of what outcomes are or like

575
03:19:33.120 --> 03:19:50.960
in a way that again I feel that it is valid and important but parallel to this process. >> Correct. I'm gonna have to Sorry. >> I was just gonna say I'm not clear that

576
03:19:50.960 --> 03:20:08.720
we can say build trust as an outcome because we can't control it. I think we could talk about building systems or building processes or you know we can change our behavior.

577
03:20:08.720 --> 03:20:26.800
We can't say everyone will trust us on such and such a day as an outcome. I mean, >> we're working towards that. But I I just don't I guess I'm saying if we're trying to define something, say, and then say, did we achieve it?

578
03:20:26.800 --> 03:20:42.720
>> It might have to be something we have control over doing. >> So maybe, let me offer up. Maybe it's working towards building trust that is not conditional and and maybe starting with defining what that means. What are the maybe frameworks of trust that we want to work to develop? What are the

579
03:20:42.720 --> 03:20:58.880
community members we need to engage in that process? What does trust look like from them? That includes all of these things. It includes collab maybe these can be components of a of a re a building trust framework. >> I'm so sorry I didn't mean to speak over

580
03:20:58.880 --> 03:21:16.080
you. >> And then trust >> I think we have hit an example that articulates why It's important that we as a board and a governance team do some internal work before we begin to have

581
03:21:16.080 --> 03:21:32.319
broader discussions around outcomes vision transformation etc. I'm I'm all for being able to have those discussions. I think that we're just not there yet. I think that we're trying to put

582
03:21:32.319 --> 03:21:49.439
the external work before our internal work. And I think a roadblock. >> I'd like to >> Okay, so if we are words smmithing what trust means, we got

583
03:21:49.439 --> 03:22:05.840
a big problem. So trust is the firm belief that someone or something is honest, safe, and reliable. Maybe we need to start there as a as a board conversation of what are we

584
03:22:05.840 --> 03:22:23.359
trustworthy to the community? I mean, we are educating their children. >> I'm sorry, this is getting a little bit um I I mean, I value trust. It's it's bordering a little some of the roles

585
03:22:23.359 --> 03:22:39.439
that we have established, which is, you know, assume good intent. Um, you know, it feels there's some innuendo here that actually breeds mistrust,

586
03:22:39.439 --> 03:22:56.479
distrust. So, to continue to continue to u uh bring it up. Yes. Let's let's just recognize it and work on it, you know, like um I think

587
03:22:56.479 --> 03:23:14.800
there's personal tensions between our board members and I do think there's a confusion between agreeing with each other and trusting each other. I think there's some conflation of that. You know, I there

588
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are just things I won't agree with other board members. And that's not that I don't trust, you know, I'm not trustworthy. It's just that we just come to different conclusions and I, you know, I'm not holding against anybody.

589
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Um, but at the end of the day, we need to do our board work and we can go in parallel with building trust, but I don't want this to be contingent upon moving forward with the district transformation

590
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process. It could be run in parallel. Um, I just want to remind us that time I don't know where your timeline is. >> Yeah, we have a lot to cover. >> So, we have to make a motion to extend

591
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this meeting. >> Um, how far back behind are we? >> We're pretty behind. I would say like an hour. >> What time did we I mean, I just want to make sure >> her mouth dropped. Um 12 motion sent to

592
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midnight. >> Okay. All those in favor 12. >> Second. >> All those in favor? Okay. >> To 12. I think that there's going to be a point when we break that we can maybe reassess

593
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what's on the docket and try to to make more concise. >> Sure. Yeah. All right. So, I'm going to just call this working towards building trust and include here define trust as a part of this process.

594
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Potentially developing a trust building framework and what does this say? something trust. So I want us to pause here for a second and acknowledge the components of this process now that we are at the resolve

595
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portion. The components of this process include community engagement. I should read it this way. PSD's district transformation process includes the following components. A community engagement uh community engagement to identify values and desired outcomes. This includes

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community collaboration at scale, facilitation of community workshops, um evidence d using evidence and data as input for this process. Vision connecting communicating the outcomes of these workshops sessions to gather

597
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community values, operationalize or define community and include students without dismissal. The second component in this process is program assessment in order to sustain programs and increase enrollment which

598
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includes a program assessment. How can academic programs work better together? We need to define the SLT role in this. How do academic programs work? How do academic programs work are protected?

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program enrollment, policy and budget considerations, something we want to see. We also have leadership development as a component here. Lead with empathy and honesty. Board community, board and community alignment and pace and process. Board needs to meet and decide

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if we want a public education system for all. Keep an open mind. Consider the voices of others. Board professional development, improve culture on the board, transparency and healing and community, board and healing, restore trust. Board unified agreed on goal. Board is a part of this process actively.

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And then under outcomes, we have this process will achieve the following outcomes. Increase operational efficiencies including operational savings, high quality facilities, ensure high quality facilities. Is there an actionable word we want to attach to

602
03:27:25.439 --> 03:27:44.239
this? This process will achieve high quality facilities. Is that is that good enough? >> This process will achieve the following outcomes. High quality facilities. >> Isn't that enough? >> It can be detailed facilities and

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academic impact. Stable enrollment top-of-theline facilities aligned with stable enrollment. We also have this process will achieve increased revenue sustainable district with resources aligned with goals. Determine how we utilize our closed campuses for revenue.

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Prioritize revenue. Expand opportunities for all students. Layoffs not necessary. I'll try to read from here. Um, we're on increased revenue, right? increase attendance, asset management, increase enrollment per chance through a

605
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an attendance initiative. And then we have hello uh we have work towards building trust which includes defining what trust means potentially building a trust building framework agreed upon outcomes,

606
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collaboration, community-led vision and values, community defined transformation. characteristics of a good listener, community trust, improve culture and climate at the board and system level. Can we agree on those as components and general outcomes?

607
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>> Is the student happiness under community engagement? >> You want this as a component? >> I think it's a component to a successful school district. Is it looking at student? How would you We sometimes get into talking about

608
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money and revenue and all of these things and I understand I get it but often the student experience drops out and I think it needs to be held in parallel because students will stay in our district if they feel like they

609
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belong and we have had a very good run on student belonging in this district. tremendous amount of work has been put into it and it really shows and that's what keeps people coming to our district. I just want to make sure it's in the

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right spot and we don't forget about that. I would ask is it a is it an outcome though not a comp >> I think student it's a comp is if community engagement is a component if program assessment is a component is

611
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student happiness a component is it an outcome of what's it an outcome of >> well happier students so I mean it's like it's if we do these things if we include these things the outcome is that students will happier.

612
03:30:27.040 --> 03:30:43.600
>> And I I would I would offer that it could go under improved culture and climate. You'd have to broaden when we talk about system it would have to be board system and and students or you know it's not just the

613
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system it's the it's the participants I want to say customers it's the so if we had a situation where the student the sense of student belonging was diminishing that should

614
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have an alarm bell should go off for us. >> Guard rail. Yeah, >> for now I added student belonging as maybe something to assess in the community engagement process. Maybe. >> Yeah, I think so. >> And then along with improve culture and

615
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climate at the board system and student level, one of the metrics by which you could measure that is student happiness that helps to guide the directional future. >> I believe so. For now, yes, I'm fine with that. >> Okay. During break, I'm gonna try to work to

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synthesize this into a more concise Oh, thank you. >> Well, my job's being done for me. That's awesome. We far exceeded this 15 minutes. Um, but I think we developed some really good ideas. And while Trusty Velasquez works through that, I'm going

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to move on to the next part. That's I also want to remind that this is a working draft to guide our conversation. All right, we're going to move on to information necessary to make an informed decision. Um, including the list of areas and data sets to be covered and identifying data sets by

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priority level. At this point, I'm going to um, uh, ask Miss Mononttoya to open up these attachments. And um I will open up the floor for the SLT to explain or provide context as to

619
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how we got to these spreadsheets and what is the purpose of this forthcoming activity. Yeah. Okay. So, we have this data that sets to consider activity and the school consolidation timeline. Did you want to explain or did someone another member of

620
03:33:13.840 --> 03:33:40.920
the SLT want to provide the context here as to what we're doing? I think this school consolidation timeline is intended to be used for the committee structure and then

621
03:33:43.040 --> 03:33:59.120
so when resolution 2894 Yeah4 passed I read it and I was thinking, okay, what can I get to

622
03:33:59.120 --> 03:34:19.359
the board that can help move along the conversation and use their time in a efficient way? And something that I noticed from the superintendent advisory committee group, they always have

623
03:34:19.359 --> 03:34:36.399
questions about the past. What happened in the past? What happened in the past? So, um, I went ahead and read all the information that I could find from all of the process that the USD has engaged so far from what I could find back in

624
03:34:36.399 --> 03:34:52.640
May 20, 2005 to the present and um kind of like the time period, the number of meeting, what type of um committee structure they use, if it was a only board committee,

625
03:34:52.640 --> 03:35:08.880
if it was a community committee and what were the topics covered. So once I well and the name of this schools that were consolidated if they had any right. Um

626
03:35:08.880 --> 03:35:26.640
so by reading all these information on their topics cover I realized that all of the committees pretty much cover the same information minus one or two. So I

627
03:35:26.640 --> 03:35:45.120
decided to create and uh the information that I f I found repeatedly and figure maybe this can serve as a starting point for the board to start thinking okay let's let's review this item and let's not

628
03:35:45.120 --> 03:36:02.720
review the other or make changes just in order to move things a little bit more efficiently. So that's the idea. >> I'm gonna turn this back. Thank you so much. So we're going to read through the

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categories of data to consider and the descriptions. Um and again the purpose of this activity is to identify what pieces of information we need to make an informed decision to achieve the outcomes that we identified in this transformation process. Um I'm going to read really quickly the synthesized

630
03:36:18.319 --> 03:36:35.359
definition that Trusty Velasquez offered for us which y'all can refine at a later time. But I think this is a good synthesized framework. A comprehensive school transformation process will integrate community engagement, program assessment, board leadership development, and strategic investment to strengthen programs, increase

631
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enrollment, and position schools for long-term success. The transformation process will improve operational efficiencies, align resources with demonstrated needs, increase revenue, evaluate student belonging, and happiness, maximize facility

632
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utilization, direct investments towards programs with greatest potential for enrollment, growth, and sustainability. I'm going to leave that up there as just like what we're working towards, and we can work to edit or Can I scroll through this? So,

633
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categories of data to consider. I'm gonna I'm gonna ask one mic really quick. Um, we're going to go around again and read the categories of data and the description of those categories one by one. Could I have um trustee Kenny start us off with line number two?

634
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So you're going to read up here on the screen demographics or the the first set of categories of data to consider and the description of them. >> Read off the paper on my demographics and enrollment projections >> which includes >> Oh, you want me to read? Sorry.

635
03:37:47.279 --> 03:38:05.359
Historical enrollment data and enrollment projections. You don't want me to add anything correct? >> Not yet. We're going to get there in a second. You want to pass to the student board member, please. Balance of pupil demographics and disproportionality. No adverse impact on students of

636
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vulnerable demographics resulting from school closures. Facilities cap capacity and conditions. Inventory of facilities capacity and condition data for school campuses. Operating cost,

637
03:38:27.200 --> 03:38:49.200
staffing cost, utilities, maintenance cost, bond expenditures. >> Uh, everyone can read. >> Are we on seven? >> We're on six. >> Sorry, I'm not wearing glasses. Let's try this. >> Projected savings. Oh, thank you. Thank you.

638
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>> You're welcome. >> I love when we can enlarge. Uh projected savings resulting from a school closure. Potential savings resulting from school closure mergers special programs impact. The description is transition potential for special

639
03:39:08.640 --> 03:39:28.000
programs at receiving schools. Students receive equal or improved access to educational opportunities, interventions, and support services. impact on feeder schools attendance patterns. Possible changes on school boundaries

640
03:39:28.000 --> 03:39:57.439
that may impact feeder school attendance patterns. >> Transportation impacts on students who receive transportation services due to school consolidation. I'm sorry, school closures mergers. environmental factors the schools

641
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the board chooses to must be located in safe environments. Asset management. Management of school sites over time after closure and or consolidation. Okay. At at this time I want to ask if

642
03:40:24.800 --> 03:40:45.600
there are any categories that need clarifying or questions on what is already here. >> Yes, Miss Kenny. So if there's a category that's not here which the only one that I wrote down was

643
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alternative scenarios with no school closures or I think it's been also phrased as impact of doing nothing. Is that not a category of data that needs to be reviewed? Um, oh, that's your I see what you're

644
03:41:14.319 --> 03:41:29.279
saying. Um, I think we'll have a moment to add categories after this. Check for understanding. Yeah. Yes. I just would like it to be clarified of

645
03:41:29.279 --> 03:41:47.920
what is being what is either meant or what is trying to be what is the intent for environmental factors. The description, the schools the board

646
03:41:47.920 --> 03:42:06.800
chooses to remain open must be located in safe environments. What? I don't understand that. Do we have schools that aren't located in safe environments? >> I'm not sure about that one.

647
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>> It's part of the Okay. It is part of the factors that specifically the seac looked for example um it was under asset management is um the blight you know the conditions

648
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of the facilities that's what the fact that is if the school that is going to be merged is close to the freeway and all those things that's what it meant So,

649
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if it's unsafe, I mean, it's a little confusing for me because we do have schools located close to the freeway. So, what are you saying that we should consider those schools that are close to the freeway as being unsafe?

650
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>> Oh, sorry. Isn't that part of the description of the AB192? Yes. >> Yes. >> So that that's out of one of the the way that they lift it. I don't think they mean like a a safe neighborhood. They mean like safe facility.

651
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>> It's in the AB1912 listing. >> It's like the quality of >> because I was even trying to get that straight in my head. A safe facility. I I'm hoping that we don't have kids in unsafe facilities at this time. So I'm just trying to make this applicable to

652
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us and I'm having a hard time. We could look up a more descript get more descriptive of how it's written in the legislation. >> Can I propose something? >> Um, we have passed a series of uh newer

653
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standards for sustainability and greening our campuses uh in reconc measures. So maybe um like alignment with that >> future vision

654
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for our district. >> Yeah. >> And uh and that with the aspect with the aspirational aspects. So not so much as a well like as a consideration because

655
03:44:36.880 --> 03:45:03.199
>> like how close it is to the spec. >> How close it is to the specs and ability to maximize it within right >> our our resources like like how to Do you have a different wording though, Dr. or

656
03:45:03.199 --> 03:45:20.399
>> uh AB1912 defines environmental factors as traffic patterns, local vehicle congestion, drop off, pickup safety and pedestrian pathways, freeway and major road proximity, access routes and the safety safety implications of nearby highspeed corridors, surrounding

657
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hazards, proximity to industrial pollution, heavy air polluting manufacturers, chemical storage, fuel tanks, high voltage power lines or gas pipelines. Community potential for neighborhood blight, aesthetic changes, or declining local

658
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engagement resulting from a vacant campus. So, it's defined in the assembly bill. Those are the four things that you need to look at when you're looking at environmental factors

659
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and it's part of the equity analysis. So maybe a subcategory of data might just be the definition of the standards of safety to help inform how we assess that data set. Does that maybe get at the question that you're raising, Trusty Bailey?

660
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Well, see, one of the problems that I have is that interpret things like this that it's it's kind of ambiguous because it can be interpret interpreted in too many different ways and it just pops out as a negative. And so I have a concern

661
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about producing something or presenting something that pops out. We have enough heavy negative stuff going on. So, I'm just thinking that maybe we could come up with a better wording for this, a better way to language

662
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this particular AB um bill, that part of it um to include it on this. >> What about facilities that meet the environmental factors? >> I mean, it sounds like it has something

663
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to do with the location, >> right? how the the category is defined. It seems to me that is out of our control. But how we explain >> well he didn't read anything that worded it exactly this way. This who who chose

664
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this particular sentence. So what I'm saying is that we can raise it by saying um school sites that meet environmental factor standards >> as defined by AB >> as defined by whatever >> what? Yeah.

665
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>> Would the states meet meet California environmental standards? >> Are you proposing a rewarding of the definition then? Okay. >> Get rid of that statement. Clear that out. >> What should I write in it? in it place. It's going to say

666
03:47:54.000 --> 03:48:20.399
definition of Was I just bleeped? No. this definition of uh environmental safety standards as defined by AB 1912 or that's two definitions there environmental safety standards as

667
03:48:20.399 --> 03:48:35.439
defined by 1912. >> What was the change? I missed it. >> Just get rid of that first definition. >> So just environmental safety standards is defined by AB1912. >> Affirmative. >> Affirmative. Awesome. I'm going to close

668
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this period of um asking for clarity to move on to the anything to add section to get to what Trustee Kenny had raised, which is where do we add in these data sets or subcategories? So, I want to ask what subcategories or

669
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data sets do you think should be added to this list? And I'm actually just going to type it in here as that's okay. Um we're going to do this in two to three minutes each. Um, Trusty Kenny, do you want to get us started? >> I was just going to ask you how how are

670
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we doing? >> So, we're going to again go around, Robin, and you're going to say what if there's anything that you would like to add, subcategories or data sets? >> All of them. >> Yes. In two to three minutes. >> Second. Hold on a second. I I actually

671
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communicated with Miss Montoya. If if people have prepared um notes, it might be easier that they email Miss Mononttoya and then she will copy paste up there. Is that easier? >> So you want >> I'm saying she's email it.

672
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>> You want me to start typing >> because it's not typed. It's handwritten >> then. Okay. Then you do have to dictate it to her. >> All right. >> I thought there was going to be a there was like a version of this that we each would enter in.

673
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Maybe I was for >> all right. Uh for demographics I wrote where students live and then I wrote in parenthesis heat maps or density maps under balance of people demographics and

674
03:50:20.800 --> 03:50:36.160
disproportionality. balance balance out the sped special day students across all sites and then I'm asking this as a question do we want to address racial and socioeconomic segregation that has

675
03:50:36.160 --> 03:50:58.160
happened in our district so that's a question um address racial and socioeconomic segregation and >> that's a question we don't want to do that then that's not an item I thought we're already working on that with the magnet programs.

676
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Did you have a suggestion on how we would do that in another way? >> We're just we're trying to inventory it here. It may be I would suggest that it may be already being done. It's just a matter of >> going to rank these, right? So, >> yeah, the question was if that's

677
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important to us. Of course, that's important to us and we've been working on it for quite some time, >> but we've created programs that have exacerbated it. So, that's why I was asking. >> So, I want to I'm sorry. I want us to stick to one person, one mic, and we'll

678
03:51:29.120 --> 03:51:45.439
leave the questions there for now and work to answer them later. We're just gonna offer them up. >> So, under facilities, I had determined amount of space allocated to non-classroom use that to be that should be allocated to non-classroom use or that's allowable. Um, and proximity.

679
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This is a second one. Location and proximity to student residences and other school sites. >> Oh, shoot. Sorry, this is not part of your time. Thank you. >> And I don't know that this has been typically part of it, but the size of

680
03:52:01.760 --> 03:52:17.760
each >> can you repeat the second one, please? location and proximity to student residences and other school sites >> to student >> residences and other school sites.

681
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And then the third one would be size of facility acreage and building square footage. >> And acreage and what? building square footage. >> Okay.

682
03:52:37.520 --> 03:52:55.840
>> Under number four, operating costs. >> I wrote reduce special ed busing costs. >> Operating costs reduce >> special ed busing costs. And I don't know if that's figure out how to do that

683
03:52:55.840 --> 03:53:14.080
>> under academic special program impacts. I think what we had um was duplic check for duplication. >> Look at the cost. >> Give me a second. >> Look at the cost per student and the usage of the program.

684
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>> Sorry, Miss Kenny. Give me a second, please. I can type them up if you like. >> No, it's okay. Just don't know why it's not Let me see this. Um,

685
03:53:33.840 --> 03:53:52.640
okay. Check what what was it again? Number six. The first one was duplication. Check for duplication. >> The second one was cost per student and usage of the program. The third one is

686
03:53:52.640 --> 03:54:07.120
>> I didn't catch the second one. >> Cost per students >> and usage of program. my computer frost. Sorry, let me refresh. Oh, I have a [ __ ] I can really type

687
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them up. >> This isn't working. Oh, hey, it is. Yes, >> I think for the sake of time, maybe we just say them out loud and we can spend some time over our break giving it to Miss Montoya, but try to mentally note what is being said right now if that's okay. Does that sound bit better? Okay.

688
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So if you have any ideas, maybe type them up and prepare an email to Miss Montoya. >> Sure. Accessibility to all students, the success measures my student outcomes, special supports needed, for instance, schedules or staffing, uh, such as, you

689
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know, IB needs an 8 period day and the ability to coexist with other programs. Are there any programs that are difficult to have the same two programs at one school site? On the impact on feeder schools and attendance patterns, I wrote develop feeder patterns that

690
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account for both program and neighborhood feeder patterns. So, in other words, if we said Jackson's middle school was Elliot, but their program is Spanish and the Spanish continuation is at Butler, that would be in contradiction. So,

691
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develop where we're not separating elementary or middle school populations into different schools because we've done programs there. Um, and then the potential of changing or adding attendance zones because I know we have

692
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schools that don't have attendance zones. Um, and then I wrote under transportation, school start times because that affects our ability to provide transportation. It's also probably a feature under special programs. I know it's important and was

693
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raised as a feature for Don Bonito um that's valued to have late starts for certain the families value that um and they've picked that site because of late start because it fits in with their schedules um and also what kind of gened

694
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transportation can be provided at what costs and should special programs uh magnet programs get transportation so that there's equitable access across across the district. >> Okay, student board member, you have two

695
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to three minutes. We're going to go around so we'll get to you, Trusty. Heli, >> I don't know if I have anything to add for these data sets. Is there a different data set that you'd like to see or information you'd like to see that would inform a decision

696
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as a result of this process? >> What do you mean by that? >> I mean like for example, is it like a survey of school climate? Like think of um aggregate information or compiled synthesized information that would help

697
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inform the outcomes of this process. I don't know if that helped in any way, shape or form. So if anyone else has a way to reframe what I'm trying to communicate. Yeah. Try it. >> Yeah. Okay. We can also come back to you if you want some time to think about it.

698
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>> So for example, when um you and your colleagues are thinking or talking about or imagining what consolidation like? What are some of the concerns that you have? Well, how does this program is

699
03:57:33.279 --> 03:57:51.680
going to fit here? Or what would happen with I'm I'm in 10th grade. What would happen to me? Or things like that. What questions or what concerns have you heard from the fellow students that we

700
03:57:51.680 --> 03:58:11.439
really need to answer? >> Okay. So, one thing that a lot of students have in mind is the programs that they love, you know, um, and how that would transition or even if that would

701
03:58:11.439 --> 03:58:29.279
transition into another school if they were to consolidate that school and that program were to, you know, change in some form. So considering the programs at specialized schools and also in that

702
03:58:29.279 --> 03:58:47.359
same sense the sports because you know many schools have their specialized sports and if you were to consolidate a school with that specialized sport you know it will be challenging to you know

703
03:58:47.359 --> 03:59:04.640
trans change that one school and you know um bridge it to another school. So I know those are two topics that students have been thinking about.

704
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>> So if I if I can maybe rephrase or build off what you're saying, you want to see a road map or transition plan for what the impacts of these school of these special programs would be including sports at these specialized schools if consolidation were a factor. if that were what we were is that ultimately

705
03:59:22.239 --> 03:59:42.319
like what you're >> getting at. Okay. >> Can I ask her something >> uh quickly? Yeah. One minute. What about teachers or oh is my favorite teacher or is my if if if my program moves is my favorite teacher moving with me things

706
03:59:42.319 --> 03:59:57.760
like that or like >> yeah in the same regard like programs in the whole as a whole is there are there teachers are there classes so you know how that would transition would

707
03:59:57.760 --> 04:00:15.760
those same teachers transition to another school um that's a big A lot of >> Yeah. Yeah. A lot of um it's very hard for students. >> Yeah.

708
04:00:15.760 --> 04:00:31.680
>> So, adding on to this this point and I'll email this to Miss Montoya. Um the transition plan for these special programs including teachers, classes, um and transcripts. Is that Am I missing anything? >> No, >> not really. Okay.

709
04:00:31.680 --> 04:00:48.960
>> Well, yeah, >> you can you can correct me. It's okay. >> Well, I think it's just mainly like the teachers and programs and then the specialized sports. Well, that goes into like teachers classroom teachers,

710
04:00:48.960 --> 04:01:07.720
programs, classes, and specialized sports. >> Is that it? >> Yeah. Yeah. >> That's very broad. I mean, but it really does matter. I mean, it's the kids care about. >> Awesome. Thanks.

711
04:01:09.920 --> 04:01:27.199
>> Okay. Take your help. Uh I've got I think it's similar to yours in terms of special programs the way I frame. You can line them up as you want, but accessibility, portability, modeling, transition, uh port scenario

712
04:01:27.199 --> 04:01:43.680
modeling. So, what it looks like when a program is moved to a site in and it may involve us doing a bit of pre-work on that even though we don't we haven't finalized if if if the committee or whatever where we get in

713
04:01:43.680 --> 04:01:58.880
the process hasn't finalized decision- making but one of the comments that I've heard from people in that participated in the prior effort was that we want to know what it looks what what the future looks like with regards program moves uh

714
04:01:58.880 --> 04:02:15.800
and the return on investment of a program. Is it actually making is it achieving the goals that that have been set for student outcomes with regards to the program? Is it delivering?

715
04:02:16.479 --> 04:02:35.040
Yeah, it may not, you know, but that and then um for fac on the uh asset management piece um you know what what is the facility use?

716
04:02:35.040 --> 04:02:50.399
What are the what are the opportunities for facility facility use for a particular asset whether it be community centric um educational or some sort of private use and then uh the transaction type

717
04:02:50.399 --> 04:03:07.040
like whether ground lease whether it's optimal for ground lease or sale or you know etc. That's what I've got at this point. >> Awesome. and a minute to spare. You want to pass

718
04:03:07.040 --> 04:03:36.080
it or do you want to >> I'm I'm good for now. >> Cool. Thanks, Justine. >> Thank you. >> So, you know, unfortunately, um my thoughts about this has not changed. And

719
04:03:36.080 --> 04:03:54.080
I still feel very very uncomfortable moving forward with this conversation when I know that the community that I live in, people are hurting and this adds more pain.

720
04:03:54.080 --> 04:04:10.279
And the fact that we're talking about this now and then we're going to make a decision this evening um is more disheartening and um

721
04:04:11.120 --> 04:04:29.279
it's it's just really hard for me to engage at this point in this process because we're going to continue to do damage and harm to a community that's carrying so much

722
04:04:29.279 --> 04:04:52.199
heaviness right now. So um and I would like my concerns to be reflected in the records as well because I am a part of a community that is hurting and I heard as well.

723
04:04:53.600 --> 04:05:10.000
Is there a way we can capture how the community is feeling about this process as a data set to consider as something that can inform an outcome? Is that maybe a separate category?

724
04:05:10.000 --> 04:05:25.040
is that like if if >> if you want to consider a data set, I would say not have this discussion or not have the vote. Not so here's here's where I struggle. This is our first

725
04:05:25.040 --> 04:05:40.800
board meeting of the school year. We haven't planned our vision. We haven't planned our goals. The board hasn't done a self evaluation. And yet here we are having this conversation

726
04:05:40.800 --> 04:05:58.319
which I guess it makes it an automatic goal. I have no idea where this fits into our our work year um goals and plans except for it's happening outside of that which to me is out of order.

727
04:05:58.319 --> 04:06:16.080
It's totally out of order. And so to go through and have this discussion is like not hearing, continuing to not hear the voice of our students,

728
04:06:16.080 --> 04:06:33.920
the voice of our families, the voice of the community. And I have I don't So, as far as trying to add something to

729
04:06:33.920 --> 04:06:49.040
this list that captures how their community feels about this. How about listen? Listen to the community. Hear the voices. Consider the pain. Consider the

730
04:06:49.040 --> 04:07:04.960
position that our students are in who are already dealing with loss and and their families are processing grief. And then to do this to their schools where they call home every day, five

731
04:07:04.960 --> 04:07:20.960
days a week, and if they're involved in extracurricular activity, you know, the teachers that they love, the culture that they create and they embrace when they go to school every day. And we we are

732
04:07:20.960 --> 04:07:36.640
in in participating in a process that is going to threaten that. and take that potentially take that from our students. And I just think now is just not the

733
04:07:36.640 --> 04:07:54.720
time to do it. It's too heavy. >> I don't know if y'all can hear me. Um, we're going to continue in this process so everyone gets a chance to speak before we do responses. Um, I also, um,

734
04:07:54.720 --> 04:08:10.239
I think that all of the perspectives that are being stated right now are important. And I am hearing and I want to echo the sentiment that there's a disconnect between what this activity is set out to do and how it connects to the district transformation process that we outlined

735
04:08:10.239 --> 04:08:30.399
here. Is that a sum of what in in in short? I hear that. Okay. Next trustee. >> So I um as we near this part of the agenda where

736
04:08:30.399 --> 04:08:47.600
we're supposed to be voting on school closures, I'm feeling pretty dismissed and just it's four days before school starts, folks. And I I don't understand why we would do this to our community. I still

737
04:08:47.600 --> 04:09:03.359
have my house, but I can barely drive up Lake because of the grief of losing my town. Now, when it comes to trust, and I'm looking at some of these things that have been added, these items, [clears throat] this is where my trust issue comes in because I know that there are trustees

738
04:09:03.359 --> 04:09:18.720
here who don't want to rebuild Elliot. And when I hear a a topic that is let's look at the feeder patterns with kids who are going to some school and not going to Elliot, but the Jackson is not going to go to Elliot. They're going to

739
04:09:18.720 --> 04:09:36.319
go somewhere else. What I hear is this is going to feed not rebuilding Elliot. That's an issue of trust. When I see a topic that said we should, you know, where kids live, well then let's just cut out 75% of the district

740
04:09:36.319 --> 04:09:52.239
right now and um let the charters come in. So that feeds my distrust. And then when I'm looking at all these items up here, these are heavy duty items that need a tremendous amount of education

741
04:09:52.239 --> 04:10:07.920
and study. And doing this in one night is not right. However, I do want to say I don't understand the topic of spreading out special ed kids equally throughout the district

742
04:10:07.920 --> 04:10:26.080
because it seems to me that every child or parent has a right to choose their school in an open district in an open district. And I don't know why sped kids would be singled out to not have that choice.

743
04:10:26.080 --> 04:10:44.000
That's why I think This list needs a tremendous amount of study and discussion that takes longer than one night. This is going to take months and months and months if we're going to do this right in light of enrollment

744
04:10:44.000 --> 04:11:03.040
issues. Thank you. Oh, you know, I hesitate to add things to this because I don't think we should be doing this right now and we shouldn't be voting on closure because we're not listening and this board is split and

745
04:11:03.040 --> 04:11:33.920
it's not the right time for this. Thank you. I don't have anything to add at the moment, but I will say that for the amount of time that we've spent tonight talking about our desires

746
04:11:33.920 --> 04:11:48.239
to engage our community, um bring community along with us. This exercise feels as though we are making decisions without the benefit of

747
04:11:48.239 --> 04:12:14.000
community's voice and I hesitate to move forward with this without us having the opportunity to really engage our community in this process. I typed out my input. I sent it to Miss Montoya just now. just copy pasting but

748
04:12:14.000 --> 04:12:32.239
in general it's the EIA from the last process is an attachment right to this agenda. Does that mean we can kind of reference it or use that if you know staff reviews it

749
04:12:32.239 --> 04:12:51.840
it's accurate? I mean I think it's a starting point if you find that there's errors if you want to um you know revise it correct it like I think you can save time by leveraging

750
04:12:51.840 --> 04:13:09.680
what was in there and since uh Mr. Aanians is here. You know, it's kind of he has like the fresh eyes, so it'd be great for him to look look that over and just make sure there's accuracy. Um, what the EIA doesn't have is density

751
04:13:09.680 --> 04:13:26.000
maps for each school. I'd like to see that. I don't I think they only included the ones um related to the their recommendations. So, I would like to see um density maps

752
04:13:26.000 --> 04:13:43.520
from each school. I believe we have that um unduplicated if we can. I don't know if that's possible to have just unduplicated density map. The entire district, where are they? African-Americans, where are they? Density map. Latinos, where are they?

753
04:13:43.520 --> 04:14:04.399
Sped, where are they? Um, as far as the balance of people and demographics and disproportionality, uh, the EIA had already listed 15 schools. And I just would like to ask staff to

754
04:14:04.399 --> 04:14:20.720
review that information to make sure it's accurate and up to date. So sometimes, you know, maybe we have some new numbers. Um, but chapter seven was focusing on the demographics and disproportionality. >> Excuse me, I have a question. You said the EIA.

755
04:14:20.720 --> 04:14:35.600
>> Is that the one that was part of the last consolidation process? >> Yes, it's an attachment to this. >> I thought we didn't approve that, >> right? Which I'm asking staff to look it over and see use that correct it. But

756
04:14:35.600 --> 04:14:50.159
that would be the content of demographics and disproportionality. So there's a chapter seven on that. Use that as a starting point. Use that to save time. >> So there's information >> I'm gonna have one mic, please.

757
04:14:50.159 --> 04:15:07.199
>> I just have a question. Um you said >> I'm gonna >> I I want to save I'm so sorry to interrupt you. This is going to be Trusty Frederick's time to finish her statement and then we'll go around for more questions afterwards. If you want to write it down, we'll get back to you. [snorts] Thanks.

758
04:15:07.199 --> 04:15:22.960
>> And then facil capacities and conditions. Um, I'd like to see a stacked bar chart of just our elementary schools, the capacity versus enrollment sorted by

759
04:15:22.960 --> 04:15:37.359
enrollment descending. Same for middle school, same for high schools, and the total enrollment of our district capacity versus vacancies districtwide elementary middle and high.

760
04:15:37.359 --> 04:15:54.640
Operational cost. Um the EIA had uh some information already for seven schools. So I'd like to u have those same schools plus Aladena Arts. What is the operational cost of those schools?

761
04:15:54.640 --> 04:16:11.040
If we need to update the narrative as needed, the numbers if they are not accurate. Projected savings resulting from a school closure. Uh what was not in the previous process was savings resulting from uh extracurricular programs such as

762
04:16:11.040 --> 04:16:26.800
football basketball uh savings on coaching stipens, transportation equipment. >> Final thoughts >> and savings resulting from um consolidating band, orchestra, dance.

763
04:16:26.800 --> 04:16:44.080
Is there a consideration of the amount? Let's see. Sorry. Next is academic special programs impact. >> Final thoughts. >> I'm sorry. What you say? >> Final thoughts. You're at time. >> Oh, I'm sorry. Okay. Well, anyway, I it's up there.

764
04:16:44.080 --> 04:17:01.680
Basically, um, a lot of it's from the EIA, but I added a few more schools and transportation walk distance analysis. Um, the EIA had a some great diagrams for that and I would like to

765
04:17:01.680 --> 04:17:24.239
Elliot in there as well. Thank you. Um I I think that the benefit of going class is that everybody already said everything but I want to know um are

766
04:17:24.239 --> 04:17:39.520
there so there are some programs like for example the IB program that wouldn't require specific permits and like that require specific training and things like that. Is it possible to move

767
04:17:39.520 --> 04:17:55.680
what are the implications to move it and then um some of my constituents spoke about like a novel idea but I don't know how viable it is but I would like to get any information that we can

768
04:17:55.680 --> 04:18:13.040
get about the idea of moving schools as magnets right so so for example if we move Blair as a whole as a magnet is it possible able to do that. What are the implications in terms of

769
04:18:13.040 --> 04:18:29.120
uh what what what would that look like if that is even at all viable so that we can keep the cohorts of students um

770
04:18:29.120 --> 04:18:49.040
so we can keep the cohort of teachers and the program. Um, would that be viable as a transition phase, as a permanent phase? Um, I think that that would be helpful to know. So, we're going to take about 10 minutes

771
04:18:49.040 --> 04:19:05.120
to answer, ask and answer any questions. This is going to be a one question, one answer type of deal, hopefully unless Yeah, we're going to go around and see if there are any rising questions. I see a hand up from trusty Kenny and a hand up from trusty Bailey and another one

772
04:19:05.120 --> 04:19:20.720
from trusty McKenzie. >> So I wanted to address three things that people raised to clarify and then at the beginning I said what about a category that is alternative scenarios if no schools close and the impact

773
04:19:20.720 --> 04:19:36.960
and I don't know where that fit because then we just went into data sets for the existing categories. >> So would that be an additional category that you'd like to add? >> That's what I'm asking. Let's add it. Sure. >> Um, so >> alternative scenarios as a new category

774
04:19:36.960 --> 04:19:54.399
>> EIA itself is not attached to this. The data that was created during the previous consolidation process is attached because that's the resolution as the EIA tonight's agenda. So I just want to clarify that um for special day class

775
04:19:54.399 --> 04:20:10.640
students. I just wanted to clarify that was an issue raised by the committee last time. where they said that there was a lot of high concentration of special day class students which we control by only having special day classes at some school sites. So they

776
04:20:10.640 --> 04:20:28.080
were saying that's very high do and so when it was proposed that move to Willard then it was even higher because that was another site was very high and then I raised the Elliot issue because we've already created the problem of saying Jackson neighborhood

777
04:20:28.080 --> 04:20:44.000
goes to program that sent kids in a different direction. We put Spanish immersion at both Longfellow and Jackson and it fed people away from Elliot. So

778
04:20:44.000 --> 04:21:02.319
we created that problem and so I'm saying we should probably address those kinds of problems. >> Okay, Trusty Bailey. And I'm so sorry before you go begin. Um, Trusty Kenny, can you uh send the new category to Miss Montoya? >> Sure. >> Thank you.

779
04:21:02.319 --> 04:21:24.880
>> So then my question is who gathered the data that was contained in the A report? Was that the staff or was that the consultant? The consultant wrote the report but we had to help give some sense of data.

780
04:21:24.880 --> 04:21:40.399
Obviously the consultant can get a lot of data off the internet and you know from data quest things like that but there were some specific questions we had to answer for the consultant. >> Okay. Can I have a comment?

781
04:21:40.399 --> 04:21:55.439
>> Sure. So my comment would be since Elliot was brought up and you guys are dead set on consolidation, a natural consolidation could occur when we

782
04:21:55.439 --> 04:22:11.040
rebuild Elliot and we build it to um be able to um house Alina Elementary. They're both

783
04:22:11.040 --> 04:22:27.199
arts magnet schools. They once shared a principal, one principal. And so, I mean, to me, that would be a natural consolidation and it would create a another K8 model

784
04:22:27.199 --> 04:22:42.800
in the district that we we already have. So, it's not like we're reinventing the wheel. >> Thank you. Trusty Mackenzie had your hand up and then I see Trusty Holly after. Just asking a point of clarification

785
04:22:42.800 --> 04:23:03.120
again said EIA report was not adopted by board. Why is it a conversation point? >> A conversation point at all. >> It shouldn't be a conversation point.

786
04:23:03.120 --> 04:23:20.800
The data in it etc etc etc. This is not a document that we have agreed to utilize and or accept. So how is it that we can selectively decide when and what parts of it are convenient for us to be able to use?

787
04:23:20.800 --> 04:23:37.359
>> So Tina referenced the EIA as being attached and it's not information from the EIA that she was mentioning. It's information that the consultant created during the consolidation

788
04:23:37.359 --> 04:23:54.800
process. For instance, scatter plots, density maps, program matrix, which I believe they work with our staff to create enrollment projections. So, we didn't approve it. >> Let's I'm sorry. We're going to go one mic. The question was presented by trusty McKenzie. The answer is being

789
04:23:54.800 --> 04:24:12.720
offered by Trusty Kenny and then we'll get to you, Trusty Holly. >> So, again, the is not attached. Information from the EIA is not attached. Information created during the process. If you read the resolution, it says

790
04:24:12.720 --> 04:24:27.760
attach data created from the 2026 consolidation process. I can read very well and that is insulting to say. That is I find it absolutely insulting to make that remark. >> Well, I'm insulted that I'm being

791
04:24:27.760 --> 04:24:45.520
>> I didn't I was not saying you ma'am be very clear >> you made it personal I did not I asked a question in general why are we referring to data >> including induct that the board itself as a body had not agreed to accept I didn't say any one particular person I

792
04:24:45.520 --> 04:25:04.560
asked a general question okay I'm going to pause this here your question trusty holly >> parents have been bringing up aford study that was recent and really looked at quite closely about school closures

793
04:25:04.560 --> 04:25:22.000
that um they often don't improve districts financial standing according to a new study out of California. Even worse, any money actually saved is offset by funding lost when affected students withdraw from the district. Right now, we're having an enrollment issue because of the conversations about

794
04:25:22.000 --> 04:25:39.279
potential school closures. We have lost students at Blair and I am really insulted by that. I came onto this board about enrollment. I did not come onto this board to send kids out of the district and I've pretty much

795
04:25:39.279 --> 04:25:55.120
had it with this process right now because we had a community >> I'm going to ask you to lower your voice please. community group that said we don't want closures at this time and here we are doing this three days or four days before the start of school and

796
04:25:55.120 --> 04:26:15.120
this is insulting. [applause] So my question is I think the data of the Stanford study which is recent needs to be on this chart and furthermore we need to study it because we are supposed to study the

797
04:26:15.120 --> 04:26:33.319
data from the state at this board level. We come on to this board as professionals and listening to people. We are community people. We are community liaison. We don't ignore students and we don't ignore parents.

798
04:26:34.239 --> 04:26:50.479
Thank you. [applause] I'm going to pause this for a second because the tension is getting high. Understandably so. People are expressing they're feeling insulted. People are expressing that they feel dismissed. And I hear that and I want to validate that.

799
04:26:50.479 --> 04:27:07.279
But I want to point to our community agreement to be clear, to be calm, to be kind. That means talking to each other in a professional manner. Let's not try to raise our voices. I understand we're upset. Take a deep breath if we need. Don't mean to insult or offend. This is a

800
04:27:07.279 --> 04:27:23.840
point of time for questions and answers. I don't have them. Maybe you all don't have them, but I think it's worthwhile to ask and to work through them together. Are there any other questions or answers that we wanted to offer in the section? Trusty Kenny,

801
04:27:23.840 --> 04:27:39.520
>> I agree we should look at the Stanford study and Um, when I looked at the summary of it, I believe the gentleman who wrote it said his data showed that an equal number of schools improve their finances

802
04:27:39.520 --> 04:27:56.600
as didn't improve their finances, not that everybody didn't improve their finances. So, I don't know that that's the same conclusion that I'm hearing summaries of the article, but so it could be

803
04:27:57.439 --> 04:28:14.159
Okay, I'm gonna wrap up the question section right now. And I understand a lot of us are Yeah. Yeah. We'll get to we'll get to the questions from the SLT after the break. For the purposes of just finishing this activity, I'm going to pass around these

804
04:28:14.159 --> 04:28:30.319
pamphlets, not pamphlets, these packets of the categories listed. Going to ask that maybe we add another box. We're going to go through the prioritizing activity where each board member lists that this is a high, medium, or low priority to provide an informed

805
04:28:30.319 --> 04:28:46.640
decision. I also want to echo the question of how these data sets relate directly to the district transformation process we defined. I don't have an answer for that. um to the point of dialogue and identifying assumptions

806
04:28:46.640 --> 04:29:02.479
going into this. I think that there was an assumption that this process might produce school closures. But I also want to add that the alternative that was added in this category or the additional category added was alternatives to I can't read it right now. Alternative

807
04:29:02.479 --> 04:29:18.319
scenarios of school closures are not completed. So this is I'm assuming that this is now information that we need to make an informed decision about this process whether or not that results in school closures. Um we're going to go through this

808
04:29:18.319 --> 04:29:33.600
activity. We're going to take a break and we're going to come back with final thoughts, questions, especially giving space to SLT to raise concerns. I'm going to ask you for help in passing these out. Yeah. Thank you. Clarifying question

809
04:29:33.600 --> 04:29:50.000
from um President or sorry, Superintendent Blanco. >> So, Mrs. Kenny, you stated that you wanted to know the impact if no choice was made, right? And >> as a category and then is there a time

810
04:29:50.000 --> 04:30:05.199
element in that like in five years, two years immediately like how would you want that data set to look? >> Okay. I just I didn't know if you had a certain time frame in mind. I have a comment to you.

811
04:30:05.199 --> 04:30:22.239
>> Hold on one second. >> Comment. >> The number two on community agreements is to stick within the time frames and I don't want to use or exploit time discussions as a political stall so that

812
04:30:22.239 --> 04:30:38.319
we don't complete this agenda. So I would love if you could implement some strict boundaries on the time frame >> I am not. >> Okay. So for the next five minutes we're

813
04:30:38.319 --> 04:31:09.040
going to work silently to rank our priorities and when you're done with that you can hand Mononttoya. After that we'll take a little break. I want to clarify too um I was just reminded that when we developed or designed this activity the idea is that

814
04:31:09.040 --> 04:31:26.920
the staff would cover all of these areas and the priority like activity is so that they can know the depth and the detail. to which they need to pull this data and to whom it matters um to make an informed decision.

815
04:31:31.920 --> 04:36:40.240
>> Yeah, just the high, medium, and low and then your name on top. The data sets are going to be updated um because Miss Monto has been inputting them from here. We're going to take a short break for about 10 minutes and we'll come back to finish our discussion. >> Just everyone back at 10:45. [music]

816
04:36:40.240 --> 04:48:32.638
>> They keep saying don't I want you. >> [music] >> Everybody aha. >> [music] >> Hallelujah. Heat. Heat. >> [music] >> All right, we're going to get back to it

817
04:48:32.638 --> 04:49:01.360
>> with a couple of updates. >> So I will ask everyone >> and everybody return to their seats please. Thank you. >> Can you go back to the presentation, please? >> We're going to skip this one.

818
04:49:01.360 --> 04:49:24.320
>> Yeah, we're going to move Okay. So, for the sake of time, we've adapted what's going to come next to really focus on things that feel aligned and grounded in this resolution. Before we do that, I just want to really ground our community agreements once more. Um,

819
04:49:24.320 --> 04:49:40.240
we're coming back in couple like uh 10 minutes to debrief, like decompress, return back to this conversation. But as we do, I would really appreciate it if we could respect the talking pieces. Stick within our time frames. Commit to one mic, one vote. Use accessible

820
04:49:40.240 --> 04:49:55.360
language. Leave it at the door. Listen to understand, not just to speak. Ask for understanding. Stay open to learning from each other. It's always okay to pass. Be clear. Be calm. Be kind. Discuss now. Decide after. Um, don't judge my handwriting. Be present.

821
04:49:55.360 --> 04:50:11.440
Presume positive intent. Use the mic. All of those things. Just wanted to ground one more time. That being said, I think the priority right now is offering the SLT the space to ask questions, offer clarity, and as a part of this

822
04:50:11.440 --> 04:50:26.958
narrowing the scope. And as has been already acknowledged, the conversation around school closure and consolidation feels disconnected from what we agreed this process was. So, we're not going to be getting to these questions. the date on which to vote for

823
04:50:26.958 --> 04:50:43.360
consolidation, the data selection. After we go through those questions from the SLT that they have to offer from the data sets identified, we're going to go into talking about committee structure focused on strengths and concerns and challenges

824
04:50:43.360 --> 04:51:00.320
and we'll see where we are after that. I don't want to hold you all past midnight. This has already been a super long meeting and I really appreciate y'all being here. Final push. Does that sound good? those adjustments to what our conversation is. >> Go through that again. >> Yeah. >> Oh, thank you for raising that. So,

825
04:51:00.320 --> 04:51:15.760
we're adapting the presentation for today, we're really focusing on after we did this whole conversation around data sets, we're going to move into the narrowing the scope, but specifically on this slide here, what clarity is needed? What additional context should the board

826
04:51:15.760 --> 04:51:30.718
consider for the deliverable of what we identified this process was here and on the data sets? So, this is going to be a moment for the SLT to ask questions, to offer additional context that the board should consider as as we move forward.

827
04:51:30.718 --> 04:51:47.360
From here, we're going to move on to the committee conversation. So, we're going to skip the other questions. We're going to focus on discussing committee structure, the strengths, the challenges, and which ones we think need to steward the process at hand. So, we're not going to be talking about deadlines and dates for consolidation.

828
04:51:47.360 --> 04:52:02.400
We're going to be focusing on the structure >> structure >> of the committee that will steward whatever process we identified here and in the in the drafted definition. Another question.

829
04:52:02.400 --> 04:52:18.560
>> So one of the other pieces I just want to clarify whether we discuss it or not was to discuss scheduling community I'm just reading from the resolution now discuss scheduling community engagement se sessions in conjunction with community partners to gather community values and vision. So that's not going to be covered today.

830
04:52:18.560 --> 04:52:33.040
>> We will not have the time to cover that. But I in break we I think we collectively agreed that maybe this can be pushed to either another meeting or added to the agenda for whatever the first committee meeting is. That's yet to be determined, but we just won't have

831
04:52:33.040 --> 04:52:50.160
the time to get to it today. >> I know. Okay. So, we're going to go back a little bit and we're going to narrow the scope for the purposes of uh making space for the SLT to ask for additional clarity and offer extra context as they

832
04:52:50.160 --> 04:53:10.240
will be the ones kind of implementing this process. Uh this is in response to the data set activity. Um andor I mean I also want to I want to make space for if anything else you want to add into this conversation.

833
04:53:10.240 --> 04:53:37.680
Did you have one question trusty? So, if we're not going to do the things that we're not going to do, when are we going to do them? That's for for y'all to figure out right now or at the end of this session.

834
04:53:37.680 --> 04:53:53.920
>> All right. And then, how did we decided not to do that? How was the process of deciding that? >> Of deciding we're not touching the other the extra points. >> It's a time consideration. We're here until midnight.

835
04:53:53.920 --> 04:54:07.760
>> Yeah. >> Right. So, I want to note that it is a strategy to extend conversations so that we cannot make it through the full agenda. >> I hear that.

836
04:54:07.760 --> 04:54:24.080
>> And it feels like a disingenuous relationship. a strategy not built on trust or transparency. >> I want to point us to the presume positive intent, not jump to conclusions. >> Yeah, >> I hear that though and a lot of it too I

837
04:54:24.080 --> 04:54:39.520
I'll take ownership is part of the facilitation. I think the definition activity took a lot more time than originally allocated, but I think that was important. So that was also a move on my part. All right, 10 minutes to uh for the SLT at whatever cadence y'all want to step

838
04:54:39.520 --> 04:54:58.958
in to ask questions, offer for clarity and or um add additional context for that the board should consider right now. I'm going to set a timer for 10 minutes and whoever wants to start can start with a golden apple. Um, all right. I want to I'll go

839
04:54:58.958 --> 04:55:15.760
swiftly, but I'm sorry because I do have to say um and ask. So the first contextually and then I'll get to my questions is I I do it would not be responsible for me to um

840
04:55:15.760 --> 04:55:32.958
to not share that these data sets um are a mixture and combination of different varying levels of length of time that it will take to take to draw them. So in general we think of data in four types of categories right data you can just

841
04:55:32.958 --> 04:55:49.440
pull and you're looking at it data that can be disagregated which is also not that time consuming data that has to be merged which will take a little bit more time and then data that has to be analyzed so that a finding can be produced that is what I see in some of

842
04:55:49.440 --> 04:56:06.638
these data points and that will take a length of time so I'm going to go down to an example under the academic special programs impacts which also might lead to some of my questions is that some of that information we are already engaged in an AROI

843
04:56:06.638 --> 04:56:23.280
academic um program efficiency review and it has been about nine months of gathering data sets to provide to a separate consultant who is then analyzing the data. There's cleaning of the data, there's clarification of the data, there's going back and forth on

844
04:56:23.280 --> 04:56:38.400
different with different departments. Some of it's fiscal, some of it's student outcomes, some of it is um enrollment etc. That's one data request. So, I'm just explaining that the there is a length of time for the accuracy and the quality of

845
04:56:38.400 --> 04:56:56.400
this data. Um, in addition, I also want to express just a concern that um each one of these data sets, the best analogy I have is additional homework assignments that a teacher gives. So you have an expectation already when you've

846
04:56:56.400 --> 04:57:11.200
signed up for the class or your job that these are the things that you're responsible for and you've made time for. When these things get added, it's not just an essay. It's an additional journal entry. It's a it's a canvas conversation um or thread that you have

847
04:57:11.200 --> 04:57:26.240
to reply to. It's a you know, etc. Each of these may not be difficult and they also may not be something that you are averse to doing, but they take time. So I just want to have the caveat that um when we go through this process that

848
04:57:26.240 --> 04:57:43.680
staff members are given the um ability to take the time that is needed. We can obviously set um I know that that was one of the items that was for discussion that there's dates that are going to be voted on. Um but we always want to do due diligence and do a good job for you

849
04:57:43.680 --> 04:57:58.560
and for our community. And so for us to be able to do that thoroughly, I just want to be transparent that not all of these data sets are at the just pool or disagregate level. Um okay. So then some clarifying questions that I have is um

850
04:57:58.560 --> 04:58:13.680
under number um I guess line item three balance of pupil demographics and disproportionality. Um it says balance out spent SDC students etc. is that request that we actually provide a

851
04:58:13.680 --> 04:58:29.520
proposal of how we would balance it. I'm I'm unclear a little bit on what that data is or is it to provide the number of students um or to provide the the number of because placement varies based on the student's IEP. So I I would like

852
04:58:29.520 --> 04:58:49.120
some clarification on what we expected there. So again, this came up during the committee meetings that there was high density for special day classes at some elementary sites. This is not a secondary issue. And I guess I thought

853
04:58:49.120 --> 04:59:05.520
I'd heard from staff that they're already looking at how to fix that. So I guess I assume this was already in progress and so I just wanted to capture it that this would seem to be the time to do it or it would be in conjunction with this kind of planning it would all

854
04:59:05.520 --> 04:59:22.638
hang together as part of it. Thank you for that clarification. So and then additional information then is when um that was brought up with the committee there were schools identified that would be potentially merged. Therefore we had an understanding of which classes and numbers we were actually dealing with.

855
04:59:22.638 --> 04:59:40.560
open this back up to a broader process. That's why I'm asking, are you asking for multiple proposals since we're not necessarily sure which school and this may coordinate with reducing special eding costs because at least from my understanding

856
04:59:40.560 --> 04:59:57.200
where our special day classes are is often not near where the students live, causing them to have longer bus trips and for us to have more bus trips. And again, maybe this is a research as opposed to a specific outcome that we can say this is exactly what we want.

857
04:59:57.200 --> 05:00:12.958
Does that make sense? >> Yes. And I did actually ask President Frederick's during the break, do we have the ability to ask you more questions later if not okay, I'm trying to process that one, but yes. Um, another

858
05:00:12.958 --> 05:00:28.000
clarifying question that I have, I think it was back under academic program review. Um, so there are scenarios that are already listed here. >> I'm sorry. Am I taking up? >> Uh there's four minutes 20 seconds left.

859
05:00:28.000 --> 05:00:45.120
>> Okay. You know what I if I have the ability to ask for clarifying questions, I will later. So I'll Okay. So there are scenarios that are written here. You want me to do an analysis and therefore proposal of what would occur with each one of these separate scenarios for the

860
05:00:45.120 --> 05:01:11.958
programs. I don't know who whose items this is. It's uh the >> Oh, okay. Yeah, the scenario is one >> staffing. >> Yeah. So to do the staffing analysis for each one of for each all changes.

861
05:01:12.798 --> 05:01:34.240
>> Okay. >> But that would be a Dr. Canal question I guess or we would do it. Yes. he would need to know. So we would have to do this in partnership. Absolutely. Staffing would be HR. Um but when we talk about proposed um changes to the

862
05:01:34.240 --> 05:01:56.520
specialized programs, depending on the specialized programs, the staffing also is influenced. So it would be a joint project. >> I'm sorry this is not Are there any other questions or additional context? Okay, I defer to

863
05:02:00.400 --> 05:02:19.120
>> Is the mic on? >> Um, I I don't think my questions will require an answer right now. So, I'm going to propose them as something to think about for the future. So given the data sets that we have proposed, might

864
05:02:19.120 --> 05:02:35.200
we would we consider assessing like schools instead of all PUSD schools um within those data sets? For example, we have all the schools there. So could we look at just 612 schools? Could we just look at 912 schools? So on and so

865
05:02:35.200 --> 05:02:51.200
forth. I think it's very difficult regionally to just look at every single school. I I think you have to look at TK5 schools and about that conversation if we're going to go there. Um, given these data sets, um, and what you have observed and heard tonight from

866
05:02:51.200 --> 05:03:09.120
everyone, how would you now adjust your process on the resolution? Again, these are all things for to think about. And then might we um think about how will the timeline be adjusted to prepare and preserve to be effective um with data

867
05:03:09.120 --> 05:03:26.480
options. I heard um while always honoring students first and foremost since that's the only thing that we show up for for our kids through this process. >> They're all like >> so since children are first through our process and just hearing meeting after

868
05:03:26.480 --> 05:03:42.160
meeting after meeting that we have had um and the harm that has been done. Um just will a timeline be adjusted? Like if we're saying at the end of the time like we're going to do this in 12 months, would we consider that differently if academic priority and

869
05:03:42.160 --> 05:04:00.798
students are at the forefront of everything we do? Like would it be elongated? Is it going to be condensed? Again, these are just questions for you to ponder. I just Yeah, I'm just I mean that's one reason I show up to take care

870
05:04:00.798 --> 05:04:21.840
of Final minute for any final questions. I know this is super limited. >> Okay. So, operating cost, reduce bed busing cost, sped busing is 100% determined by IEP. So,

871
05:04:21.840 --> 05:04:36.798
I don't know how much we can actually reduce transportation is a fixed cost. Every trip is a fixed cost as far as bus coming in and bus going out. So, I'm not sure what kind of analysis we can really

872
05:04:36.798 --> 05:04:52.000
do on that. Moving classes to other sites, sped classes generally, special ed classes generally for self-contained classes with bathrooms.

873
05:04:52.000 --> 05:05:07.280
>> Final thoughts. >> So, each one of these is going to involve deep analysis. to give a timeline would be very difficult. But we do have a pretty comprehensive

874
05:05:07.280 --> 05:05:26.680
look at our facilities. Thankfully, that work has been done. We know our facilities at least where classrooms are used for. >> Okay, we're at time for this section. >> We don't have general education.

875
05:05:29.040 --> 05:05:50.718
We only offer for swing sites that schools under construction. >> Okay. I know that was super limited. >> Yes. Maybe with two minutes. I would need clarification on um whether you would

876
05:05:50.718 --> 05:06:07.040
expect this type of data and all of these data sets to be shared during community engagement or community engagement could happen without this data because um I think it would be

877
05:06:07.040 --> 05:06:22.000
I'm not clear on what you want us to engage the community on um if they would need the same kind of data to make informed decision. or suggestions to us. It could happen, you know, in segments,

878
05:06:22.000 --> 05:06:38.958
but it would um that's just a question I have is like what what would you want the community to have in engagement sessions because I think it was said earlier that they were getting information like after decisions had been made. So, if we want to make that change, that would be something we have

879
05:06:38.958 --> 05:06:55.200
to think about. >> Good point. Thank you. We don't have time to do a back and forth. I'm so sorry. I know there's a lot more questions and this is feels like a really half-baked conversation. I'm so sorry about that. We're going to go into committee structures now for the sake of

880
05:06:55.200 --> 05:07:14.638
time. Um, and we're going to start by reading what the committee structures are that were attached to this agenda. Um would you mind pulling up the document um the attachment where the

881
05:07:14.638 --> 05:07:44.878
committees were defined? >> So we're going to read through these committee definitions. We're going to open up space to ask clarifying questions if anything doesn't make sense on what the committee is, how it's structured. And then we're going to assess strengths and then we're going to

882
05:07:44.878 --> 05:08:00.240
assess concerns and challenges before we discuss which structure we think given all that information is positioned best to steward the process we want this to be. Um, so it's up on the screen right now.

883
05:08:00.240 --> 05:08:17.040
May I ask Dr. Hill to read the first board subcommittee description, please. >> Do you need it closer? >> Oh, no. Okay. Uh, >> board subcommittee. >> Yes. >> Board committee made up of two or three

884
05:08:17.040 --> 05:08:39.040
elected board members. >> I think you just scroll over. Thank you. >> I'm assuming that student board member >> there's just I can read it. >> Okay, I got it. Board uh committee made up of two or three elected board members and a student board member representative. Brown acted. Attendance

885
05:08:39.040 --> 05:08:54.400
of the superintendent or designate is recommended. Remaining board members may attend but are prohibited from speaking. Live streaming and or recording is recommended. A process to report back to the board and the public would need to be defined by the board. Meeting dates are determined by committee members. Board will need to select a chair for this committee. Meetings can start

886
05:08:54.400 --> 05:09:09.520
immediately after the board approves the boards of >> I felt like a pharmaceutical like company description. Yeah, thank you. I know we're we got to be quick about it. Um Dr. Renoso, could you read the comm uh board committee of the whole description?

887
05:09:09.520 --> 05:09:28.320
>> Thank you. >> Brown active committee made up of all seven board members and student board. I'm gonna sound really Sorry, I can't. I closed the window so all my stuff just went away. >> That's okay. >> It's okay. >> Board members and student board member

888
05:09:28.320 --> 05:09:43.280
with the superintendent are designated in attendance. Meetings are held in the boardroom live streamed. You're doing great. They'll be recorded. Meetings dates will likely fall on Thursdays, but

889
05:09:43.280 --> 05:09:58.638
not coincide with prescheduled board meetings. anticipate that no final decisions about closures are made while sitting in as the committee of the whole. Any official action must occur when the

890
05:09:58.638 --> 05:10:17.320
board reconvenes as the governing board and takes action by motion and vote. This committee is subject to the Brown Act. Meetings can start immediately after the board approves the board committee.

891
05:10:18.400 --> 05:10:49.280
And then Dr. Blanco, could you read the community committee description? >> Awesome. Community committee. Committee made up of a minimum of seven members and a maximum of 15 members. include up to three board members or no board members

892
05:10:49.280 --> 05:11:04.320
may include members of the public. District stakeholders, the superintendent or designate and staff. Board members who are not committee members may attend but are prohibited from speaking. Brown acted recommended.

893
05:11:04.320 --> 05:11:21.040
Live streaming and or recording is recommended. A process for selecting members would need to be defined by the board. This would include an application process followed by selection and approval of committee members at a board meeting. Meeting dates are determined by

894
05:11:21.040 --> 05:11:35.680
committee members. A process to report back to the board and the public would need to be defined by the board. This option would require a len lengthier timeline before committee meetings can begin due to the formal

895
05:11:35.680 --> 05:11:52.160
Brown Act committee formation process, the application process, and board selection of committee members. >> Thank you all so much. I know there's a lot of context. Um, I'm going to open up the floor for five minutes of any

896
05:11:52.160 --> 05:12:13.920
questions or clarity that we need about the different structures specifically. Does anyone Does everyone understand what each structure is as it's defined? >> What is the purpose of these three committee members? >> The purpose is to identify per

897
05:12:13.920 --> 05:12:29.680
resolution 2894 a committee structure and the members to facilitate this process. So we're just reviewing the possible committee structures um and asking if there's any clarity on what the structures look like and how and the next step would be identifying

898
05:12:29.680 --> 05:12:46.718
the strengths and concerns or challenges of the structures >> which processes we kind of discuss two different processes. >> So the school transfer or the district transformation process. >> Okay. >> Yeah. The next question we're going to answer

899
05:12:46.718 --> 05:13:05.240
is which structure do you think is best positioned to steward this process? So if that question helps to inform any others that need clarity, is there any other room for or are there are there any other points of clarity we need before we move forward?

900
05:13:07.120 --> 05:13:22.798
>> So this was making a choice between what type of committee here to discuss a transformation process that of us agree with right >> with this process here >> this process here okay so I mean I have issues with the word transformation

901
05:13:22.798 --> 05:13:41.360
>> um so I'm at a loss on that and would this mean that all the board members would be on the board committee of the whole to discuss this but we have internal work to do so that would be very difficult for us I think since we

902
05:13:41.360 --> 05:13:57.920
all have different ideas about how to proceed and what needs to happen. So, that's going to be a really tough tough ask for this board to to do a board committee the whole and um also we've already done a community committee that

903
05:13:57.920 --> 05:14:15.360
said no and uh four people on the board decided not to listen to that and to move forward to where we are now. And now the choice is do we do another community committee and keep this going and and possibly keep our enrollment sinking. So

904
05:14:15.360 --> 05:14:31.840
this would be another way of closing schools. I want to I want to I hear that and I want to also say that the school district transformation process as y'all have defined it says nowhere that consolidation is a necessary outcome and on the data set activity it alternatives

905
05:14:31.840 --> 05:14:47.840
to >> what I I can't remember how it was positioned. So we're I want us to rethink and separate school consolidation process from school district transformation or district transformation process. I see that there's alignment, but we've defined here what that means. And so we're

906
05:14:47.840 --> 05:15:02.080
thinking through the what these structures how these structures might connect to this process. >> So we're talking about a conversation about where the district's going to go about the future of the district based on these things >> or this process. Yes.

907
05:15:02.080 --> 05:15:18.240
>> Okay. So future of the district based on these things. I think we have a flawed baseline here because we're not all on the same page. >> Understood. >> That's just where I'm at right now. This second >> heard. Yeah, there's a lot of information here that we all need to

908
05:15:18.240 --> 05:15:36.400
digest. For sure. >> The prompt right now is are there any questions about the committee structures or can we move on to discussing what their strengths might be in stewarding the process? We imagine >> Yes. Uh one minute. board subcommittee.

909
05:15:36.400 --> 05:15:54.520
It says made up of two or three board members and student board member. So there's an option to have a student board member representative. Um there can be two.

910
05:15:55.200 --> 05:16:19.280
So the student board member does not count toward quum. Um if we have three board members, student board member always has se Just checking. >> So, can you repeat? I'm sorry. Clarify the question. So, does the two to three

911
05:16:19.280 --> 05:16:34.080
board members include the student representative? Is that what you're asking? >> Will there always be a student board member at the at that committee at the table? >> At the board subcommittee? >> Yes. >> Okay. >> Did you have anything to add or offer?

912
05:16:34.080 --> 05:16:49.760
Yeah, >> raise your mic. [clears throat] >> Yes, Miss Frederick. So, student board member can be part of ei the board of committee or the committee of the whole and even community committee and for the

913
05:16:49.760 --> 05:17:07.760
purpose of quorum will be elected officials. So, will be two or three elected officials if you go for Thank you. Okay. We did the check for understanding. Now we're going to take two minutes each to

914
05:17:07.760 --> 05:17:23.600
identify which structure you think is best positioned to steward this process. This is a working definition. We haven't accepted it. Maybe edits are need needed to be made. The question is which structure do you think is best positioned to steward this process? Please explain your rationale.

915
05:17:23.600 --> 05:17:38.400
Additional questions to consider. I'll get to you in one second. Sorry trusty beailey. How might it address the challenges of the previous process? How might it support process outcomes that we've identified here? >> I'm sorry. Catch you before you went that far forward. I want to go back to

916
05:17:38.400 --> 05:17:54.798
the subcommittees and I want to ask are the board members one says selected and or elected and how how is that going to happen? >> How would that process? >> Yeah. If we had all the time in this, as

917
05:17:54.798 --> 05:18:10.958
imagined in this facilitation, we'd get to the conversation of who would want to serve on that committee. I don't know what your internal process is for electing or deciding who that would be. Um, but that would be a conversation that should be grounded in the continuation of whatever this is since we're kind of cutting it short.

918
05:18:10.958 --> 05:18:26.320
>> There's an agenda item for that. Okay. >> If we ever get there. >> If we ever get there, right? Did that answer your question? Yeah. Okay. Did you have a question, Trusty Kenny? I was just going to say I think our board policy says that the board president selects

919
05:18:26.320 --> 05:18:42.878
>> okay thank you for that clarity >> but is that so it's not treated like >> hold on hold on that is we need to I'm not understanding that to be true but we can ask miss or somebody so who makes we

920
05:18:42.878 --> 05:18:57.600
needed clarity on who makes the decision to elect or select >> my thing was isn't this some is this something that can be integrated >> this is an ad hoc committee not a standing committee This is not a this is not a standing committee and this is not an organizational meeting where the

921
05:18:57.600 --> 05:19:16.480
president appoints and that that is outside of the president's role. >> So my question was going to be whether or not this would be something that could be incorporated in

922
05:19:16.480 --> 05:19:32.798
our um organizational meeting where we as to serve on committees and are appointed that way or we ask to serve on committees and we just get to serve on the committee if that's what we want to do. I don't know that there's going to

923
05:19:32.798 --> 05:19:48.400
be a m rush for all of us to want to serve on the same committee. So >> I'm going to say answer okay but then we need to move on to the next last last minute to answer. >> Um I think that's up to the board. It's up to the board what they want to

924
05:19:48.400 --> 05:20:06.480
do. Okay, no more questions at this time. I'm so sorry. Okay, so you want to start us off? Thank you. The first question that we're going to get to al together two minutes each. Which structure do you think is best positioned? I'm going to take some notes. >> I favor the board subcommittee. I think

925
05:20:06.480 --> 05:20:20.638
it can uh address some of the issues with uh some diligency representing the multiple visions of the board and it would be

926
05:20:20.638 --> 05:20:47.200
very efficient. Moving on. >> Um I think uh that we what we saw with the community committee is that there were two levels of decision making and I don't know that that was an ideal situation um especially when it was kind

927
05:20:47.200 --> 05:21:01.520
of said over and over well the committee can make this decision and the board can decide something completely different. So I don't know that that was terribly satisfying to anyone. Um it feels like a subcommittee would be more nimble. Um I

928
05:21:01.520 --> 05:21:26.798
think it it would be for a committee of the whole would mean more logistical um it is essential to include students in the discussions that directly affect them. To ensure all perspectives are represented, a community committee is

929
05:21:26.798 --> 05:21:43.200
key. Resolution number 2894 states student input will be prioritized and Anaise Henry, a member of the student think tank and the SEAC committee shared, "Oftent times students and teens are expected to be quiet and listened,

930
05:21:43.200 --> 05:21:59.520
but in the committee we were encouraged to give out our input, which is really special and school should be more like that. I really wish there were more than two students on that committee." The assembly recommends that the community committee includes eight students, two

931
05:21:59.520 --> 05:22:16.000
from each campus to ensure diverse perspectives are heard. In a committee of 15 members, this would result in a majority of students, eight students to seven members, seven community members. Ideally, the ratio would be 50/50

932
05:22:16.000 --> 05:22:38.798
between students and community members. If a board member serves on the committee, we recommend limiting participation to one board member. >> Yeah. So, I'm going to have a little bit of a nuanced answer here. I I would

933
05:22:38.798 --> 05:22:53.520
propose that we have a committee. It would be a community committee, but it would only be tasked with completing what I would call a work stream or a first phase, which is uh the community

934
05:22:53.520 --> 05:23:10.718
engagement piece. And that would be the first thing we do, go out and engage the community um and ask the questions of the visioning piece of where where we're headed. It's not a discussion of consolidation.

935
05:23:10.718 --> 05:23:26.718
a discussion of what we want for the future. Um, and so really that committee would be tasked specifically with synthesizing the information coming back from the community and presenting it to the board. The idea with that would be that at the end of you know a period of

936
05:23:26.718 --> 05:23:42.400
time which we could do this fall in conjunction with some of the you know potentially in conjunction with some of the facilities outreach that's going on with RSSC and thriving. Um that's lock that phase. We do that and then that

937
05:23:42.400 --> 05:23:58.080
completes and then the board decides what's next after that given the information that they have. And so community structure might change after that but first engagement would be with the defined over that component community engagement

938
05:23:58.080 --> 05:24:26.798
committee that serves that trusty >> Mckenzie. Given that we haven't come to clarity and agreement around what and how we're defining transformation, I think that this body needs to have more

939
05:24:26.798 --> 05:24:43.280
discussions. So I'm going to recommend the committee and the whole structure to be able to have those conversations and to fuss off these ideas and to have the benefit of all the voices at this table being able to talk through these conversations further before we begin to talk to community or do anything else.

940
05:24:43.280 --> 05:25:00.798
We have to establish our baseline first and we have not yet done that and I'm not comfortable that even what we've done tonight is going to get us where we want to be able to go to start talking to I know that it's not as convenient. is not going to be as nimble, but it's probably what's going to be the vehicle

941
05:25:00.798 --> 05:25:17.440
that will provide the most voice for purposes of us as a governance team being able to establish what our vision is around generation. Once we get to that point, then I think

942
05:25:17.440 --> 05:25:33.440
that there's opportunities to explore if it's a community committee, if it's a subcommittee, etc. I think that we still have a lot more to do before you even get to that point of being able to get the votes. And I what I also don't want to be able to do at this point, I don't want to conflate the work of

943
05:25:33.440 --> 05:25:51.120
transformation with the work of our ed master plan, our facilities master plan, etc. I think those are separate streams of work and I think that we need to kind of keep those um segments so that we're not conflating um people's opinions around one thing

944
05:25:51.120 --> 05:26:08.080
over the other. I want us to be real clear about what this body of work is and not fuse it with other things that are already existing. Where' the apple go? I think we lost it. >> Okay.

945
05:26:08.080 --> 05:26:31.120
>> Are we coming back to >> Okay. Did you want to offer something >> trusty Bailey since we skipped over you? where I wanted to go. [laughter] >> So, you know, my thoughts kind of align with

946
05:26:31.120 --> 05:26:47.920
Trusty Marshall McKenzie. You know, I am just I think part of the reason why some of us are uncomfortable about what others of us were saying on this particular

947
05:26:47.920 --> 05:27:05.200
during this process about, you know, the healing that needs to happen on the board is because it's been allowed to be ignored for so long. And it is really hard to work together and to move

948
05:27:05.200 --> 05:27:21.760
together um when there's underlying issues like the the issues we have on the board, internal issues. And so I'm just wondering

949
05:27:21.760 --> 05:27:37.200
if we were to to go with the board committee of the whole, would that committee really serve this purpose well if it morphed into because I'm still not

950
05:27:37.200 --> 05:27:54.878
really sure that this is going to happen the way that we're saying here tonight. I know you're saying it's for the purpose of transformation, but that transformation or whatever time we would have to work together as the committee of the whole. We need to start with

951
05:27:54.878 --> 05:28:13.200
resolving or or coming to some kind of some kind of um it's not agreement. What word am I looking for? You know, just some kind of resolution

952
05:28:13.200 --> 05:28:30.638
or or agreement to to be able us to move forward and get past um the issues that are holding us back right now. And you know, I've said that from the beginning. You you're not going to we're not going to be able to move forward

953
05:28:30.638 --> 05:28:45.920
without resolving those issues. And again, we're putting that to practice right now. So I if the if the board committee as a whole for this purpose is to only focus on transformation just

954
05:28:45.920 --> 05:29:03.280
giving our past the way that we've worked I don't think it's going to continue to do that I see you and it's rude um I don't think I'm sorry we're at time I don't think that it's going to be successful so

955
05:29:03.280 --> 05:29:18.718
>> heard I'm going to ask the community to keep your comments to yourself and we're at time. I want us to assume positive intent and I want us to move forward to the next I'm sorry. >> Yeah, we're I wanted to Did we want to circle back to you, Trusty Holly, or did

956
05:29:18.718 --> 05:29:36.958
you want to take some time? >> Okay, so then we'll go to Trusty Frederick's. >> Sorry. I I really flip-flop between the committee, the whole and the subcommittee, but I think because we didn't progress in today I'm sorry.

957
05:29:36.958 --> 05:29:52.718
>> It just feels like we need like trusty McKenzie saying, we need a lot of work um to just be at a baseline together and you know,

958
05:29:52.718 --> 05:30:10.320
we should be learning our lessons from the past like not rushing and you know, I've heard SLT's comments so I appreciate um everyone's input. You know, I to be like let's go let's go and I I have to slow down and we have to

959
05:30:10.320 --> 05:30:27.040
slow down and it is hard to it is harder to have all of us to be you know it's just harder to navigate a bunch of people but it's necessary um

960
05:30:27.040 --> 05:30:45.040
so I think either we continue this what was supposed to be gended in another meeting which is basically kind of like a committee of the whole. I mean we don't really need to establish a committee of the whole. Maybe make this decision later once we've

961
05:30:45.040 --> 05:31:00.320
you know had a little more time to talk about this. Um so I'm I'm pretty much saying committee the whole for now and then we can maybe make a decision later if we want differently later but

962
05:31:00.320 --> 05:31:32.480
committee the whole right now. Um last opportunity trusty to offer. Um, this is all really nice intent, but we're rearranging deck chairs on the

963
05:31:32.480 --> 05:31:48.878
Titanic here because uh, this board needs so much work that we have to start at ground zero. And I would say a board committee of the whole on re on building trust on the board.

964
05:31:48.878 --> 05:32:05.440
that has nothing to do with transformation. Zero to do with that. [clears throat] We are not ready for the gravity of the conversation for transformation or even potential consolidation. We're we're a couple years away from that on this

965
05:32:05.440 --> 05:32:21.680
board as we are now. And we owe it to every student to be the best high functioning board we can. And I say this a lot on the board. I say it a ton of times. And I'm going to say in it because the facts are there. When the

966
05:32:21.680 --> 05:32:42.400
board is functioning, student achievement rises and community engagement rises and that's where we need to start. Thank you. Okay, thanks for sticking to the time frames this time around. I really

967
05:32:42.400 --> 05:32:59.600
appreciate that. I think every board member has had the opportunity to speak at this point. So, we're going to move on to some of the concerns or challenges, which some of you already got to. Um, same time frame, two minutes each. Uh, do any committee structures present challenges or concerns? If so, which ones, and what are they? Um,

968
05:32:59.600 --> 05:33:14.480
consider how it might perpetuate concerns from the previous process and how it might challenge process outcomes. Does anyone want to start with the glass apple? I think you have it. Trusty H. Thank you. No, you're good.

969
05:33:14.480 --> 05:33:33.600
Anyone want to raise start with concerns challenges? Thank you. I think the subcommittee doesn't have the benefit of having representative voice from the whole board and I think that a subject matter of this magnitude

970
05:33:33.600 --> 05:33:58.440
needs to be as inclusive as possible in terms of boards as a governance team. Thank you. I'm going to challenge that. Um so just understand that um with a subcommittee

971
05:33:58.718 --> 05:34:15.040
uh as presented um in the description. It's recommended to be brown acted. So it's it's accessible to everybody. It's recorded and other board members can attend, you know, so they won't be able

972
05:34:15.040 --> 05:34:30.480
to speak. Um, I mean, I take myself for example, you know, I don't need to be on that committee. Like, I'm I'm perfectly fine like either being in the room or watching from my home because it's all, you know,

973
05:34:30.480 --> 05:34:44.878
the information you present is, you know, what the public's seeing. I'm I'm going to see at the same time. Um, and to be honest a lot of us are in certain situations that are politicized

974
05:34:44.878 --> 05:35:03.280
and uh that is a distraction you know so again I don't need like I'm just speaking for my situation so I don't necessarily need to be on that committee but I understand if you have a committee the whole that is the most inclusive

975
05:35:03.280 --> 05:35:20.400
scenario but there are drawbacks to everyone has different situation. So I'm just presenting yeah different pros and cons. Did you have any concerns or challenges you wanted to offer in the next in the

976
05:35:20.400 --> 05:35:36.798
last 30 seconds of your comment? No. Okay. I I just don't want to be in a situation where every single intervention is we shouldn't have this conversation. So I understand I understand the I

977
05:35:36.798 --> 05:35:53.440
understand the process. I understand that not everybody agrees. Okay. Is it possible to have a conversation in addition to that and it seems that often times the conversation every single and every single intervention is we should

978
05:35:53.440 --> 05:36:21.120
not have the conversation. And so it's just a lot. I think one of the challenges of the board's subcommittee um that board member Marshia McKenzie raised

979
05:36:21.120 --> 05:36:38.480
is there and previous iteration where we had a board subcommittee if I'm remembering correctly we we defined the process and then had the board approved the process and then let's say I can't

980
05:36:38.480 --> 05:36:54.240
remember all the different steps but let's say we came up with uh the guiding beliefs and the desired outcomes. So while the committee worked on developing those nothing was approved unless it went back to the full board and approval

981
05:36:54.240 --> 05:37:09.680
and so that was really so that the committee didn't go off in a direction that the board wasn't kept a breast of and wasn't in agreement with. So each step again went back to the full board. It was you know agendaized at the bottom

982
05:37:09.680 --> 05:37:35.520
somewhere on the board committee. So that was a way of ensuring that the committee wasn't acting without the approval of the whole board. It wasn't as though that all came up. I think my concern mainly with like a

983
05:37:35.520 --> 05:37:52.160
subcommittee or a committee of the whole is the lack of community and student input. Of course, there's like a student board member, but that's only one or two, you know, members, and it's still

984
05:37:52.160 --> 05:38:10.080
lacking, you know, you want those discussions, that inclusion, um, because it really impacts them. So, if it's just a certain group that, you know, controls the power, it has a

985
05:38:10.080 --> 05:38:31.920
certain perspective and, you know, doesn't hold all perspectives, all values of um, the community. Yeah, I you know I propose I I think I'm coming around to

986
05:38:31.920 --> 05:38:48.400
board member McKenzie's perspective that we still have work to do to to get to a place where we actually have a transformation program. I think in my right eye bushy tailed sort of view of of this is that we could

987
05:38:48.400 --> 05:39:05.840
use community engagement as a healing, you know, bringing the community together to at least think, you know, positively about the future about PSD and what they want and get values that way while we work on what we're going to

988
05:39:05.840 --> 05:39:21.040
do when we get that information back and then have to get into transformation planning. So my thought was that you know a small nimble you know committee that's just formed now to synthesize things but I given what I'm hearing in

989
05:39:21.040 --> 05:39:37.360
the room is that we're not to the stage yet where we can even initiate that community engagement piece. We have to define what it is and what the structure is and how long it takes. Um I think this fall is an ideal time to do that

990
05:39:37.360 --> 05:39:53.520
given where we from where we've come. But um so I think if if we have more work to do at least for now I think that the the committee that allows Our voice as diverse as it is [clears throat] is a

991
05:39:53.520 --> 05:40:22.958
committee committee of all. >> It's 139 >> or 11:39 after this. >> Yeah. >> Yeah. I just I just want to make a statement. I just want to say

992
05:40:22.958 --> 05:40:43.520
that we can't give to the community what we don't have. And what we don't have here with us

993
05:40:43.520 --> 05:41:01.760
is the the respect and the cohesiveness, the bond that we need to be able to move together even though we don't feel the same about an issue.

994
05:41:01.760 --> 05:41:17.520
So when I think about healing, something you just said, board member Harden, about healing the community, we need our own transformation. We need to transform this board. We need to

995
05:41:17.520 --> 05:41:33.680
adjust and repair our own culture before we can even begin to think about being effective engaging the community or even addressing the healing

996
05:41:33.680 --> 05:42:10.400
participating in healing the community. Who's missing? I feel like Trusty Holly, you didn't get Did you say your concerns? You did. Okay. Did anyone not get to go? I'm sorry. I'm like losing track of >> Thank you. Okay. We've said our we've spoken our piece.

997
05:42:10.400 --> 05:42:27.520
Um I think we can make this one minute under a minute. Now that we've weighed our options after hearing perspectives, which structure do you think the board p should pursue for whatever process is entailed in this district transformation?

998
05:42:27.520 --> 05:42:42.638
For this district transformation process, let me be direct. I'm going to just mark this as check mark. So you're just going to say given the information in front of us and the conversation had I think boards subcommittee like this is just a a priming primer to voting on

999
05:42:42.638 --> 05:43:08.920
what committee might steward the process. Does that make sense kind of >> sure okay >> subcommittee where's the glass apple? Okay, convey the hall.

1000
05:43:16.400 --> 05:43:36.760
I have like a semi clarifying question like is I I just feel like we need to continue this what we're doing we didn't finish this and but essentially that is committee of the whole are we just

1001
05:43:37.760 --> 05:44:20.080
permanent or can this be I don't know at this point it's committee of the whole for me check mark question mark for you the hole for now. >> Community committee, >> I think to respond to what member

1002
05:44:20.080 --> 05:44:35.600
Frederick said, I don't I don't know that we're ready to have a committee and so the board has worked together. Um and so I guess my answer would be both continue as the board and then move to a

1003
05:44:35.600 --> 05:45:05.280
board >> come back. >> So I guess the difference um between the committee as a whole and continuing as a board. I I mean I don't see a difference.

1004
05:45:05.280 --> 05:45:21.760
So I mean my thought is I'm not even sure that the work that we need to do to um bring about our own transformation in the very beginning

1005
05:45:21.760 --> 05:45:38.958
should even include the student board member. Um because I think that we have some really heavy stuff to deal with. But if it wasn't for that, I would

1006
05:45:38.958 --> 05:46:02.320
definitely select the community committee. But for this purpose to go with what's on this paper, I'm going to go with the committee of the whole. >> Where was yours before? >> Subcommittee. >> Subcommittee. Okay.

1007
05:46:02.320 --> 05:46:26.080
>> Yeah. >> Okay. Committee of the whole to establish trust, nothing to do with transformation. >> Okay. And I know that maybe Trustee McKenzie wanted to did you want to update what you were you were going to say?

1008
05:46:26.080 --> 05:46:43.680
>> Well, I guess the clarification that I would add is that my committee, the whole vote is for purposes of being able to complete this discussion and body work around what we think information is um I think

1009
05:46:43.680 --> 05:47:00.160
there's probably a separate place where we need to have some internal board development work that occurs but I would want to eventually turn over the work of this body when we get to the point of being able to have the external discussions to a community committee but

1010
05:47:00.160 --> 05:47:19.360
we're just not there yet. >> Was there someone with a question mark? No, I think that was Trusty Frederick's right. So, the idea being going from here into here maybe at some point. Okay. All right. We're not going to get to which board members are interested in serving on

1011
05:47:19.360 --> 05:47:35.760
this committee. I think there's a lot of loose ends we have need to tie up. Yeah. All of us. Everyone. Um I we don't even have the agenda. We have to we have developed a working definition that's not even put together

1012
05:47:35.760 --> 05:47:51.440
yet. So, it seems clear that there's a lot of time to marinate that needs to happen. Um, I'd like to identify some things that need to be tied up, but I'm not sure if we have the time for that. So, I'm going to ask Trusty Frederick's and and tr um Superintendent Blanco for

1013
05:47:51.440 --> 05:48:48.000
direction here. Maybe just trusty, did we want to move to the board action conversation before it hits 12 and wrap this here? I think that we can do a move to approve approval um item B4. committee of the whole with all of us as

1014
05:48:48.000 --> 05:49:05.760
members. >> Second. >> Hold on. Did we just skip to D4? We're not going to do D1. >> We're not ready for D1. >> I'm sorry. I didn't catch that. Where

1015
05:49:05.760 --> 05:49:29.440
Where are we? >> We're at action. We're at actions. Can I have a clarifying question on the motion? >> Okay. So, Dr. Blanco was mentioning that there's board members expressed we need

1016
05:49:29.440 --> 05:49:44.480
more time to on the district transformation process. Is that is that what I'm hearing? I don't think you're ready to vote on D1. That's what I was saying, right?

1017
05:49:44.480 --> 05:50:03.920
Because you want to talk about it. >> Can we do Can we just do D4 first and then come back around? >> Okay. So, I second the motion. I >> So, >> has a question. >> Okay. Yes.

1018
05:50:03.920 --> 05:50:20.558
>> So, my clarifying question um my understanding and maybe um board member could add in that when LA USD has committees of the whole they do the chair is selected is it a chair for each

1019
05:50:20.558 --> 05:50:38.000
committee of the whole that might be different from the board president or that was my understanding the committee the whole is has a separate chair so that's my question is then and I I should have asked this back on the

1020
05:50:38.000 --> 05:50:53.840
definitions because it didn't say how this chair was selected. >> Yeah, if you want to make a motion to Well, you can make a motion to um vote on that structure or committee the whole

1021
05:50:53.840 --> 05:51:10.798
and as well as the chair. You can do that. >> I don't know that we can do it tonight because I would propose that at a regular meeting appointed for a chair. >> Okay. Yeah, that's fine. I don't know. The committee is formed so it doesn't we

1022
05:51:10.798 --> 05:51:33.040
it can survive without a chair until the general meeting. >> Okay. So, are there any questions about this motion? Oh, the motion is to approve the uh committee structure, the district

1023
05:51:33.040 --> 05:51:49.200
transformation process committee structure to be the committee of the whole and uh Dr. Velasquez made the motion. Trusty Harden seconded. No further questions. Now, is there any advocacy?

1024
05:51:49.200 --> 05:52:05.200
>> I have a question. >> Oh, question. Um my question is just to get greater clarity around sort of the scope of the committee of the whole because I don't know that I want the full generation process to live in committee of the whole. So, are we going to finish refining our

1025
05:52:05.200 --> 05:52:22.638
work in terms of clarifying this definition or trans transformation and then kind of developing a scope before we then determine if in fact that's the structure we want to maintain moving forward or does that then morph into a different structure for the remainder of

1026
05:52:22.638 --> 05:52:38.878
the committee's work? >> I propose that the first agenda item of this committee the whole would be to revisit or finish the defining of district transformation process to continue this

1027
05:52:38.878 --> 05:52:56.080
that we didn't finish that work. >> Yes. I I just my my hesitation is because the way the agenda item is written and the motion on the floor would suggest that once we vote on it, that is the structure and I don't want to be locked into a structure I'm not

1028
05:52:56.080 --> 05:53:18.480
comfortable with. I I I get that you want I get that we need to finish the work of this body. So may I amend the motion to clarify that

1029
05:53:18.480 --> 05:53:51.558
the committee the whole as it's being constituted now is to finish the work of defining and clarifying transformation. So, do you want to revise your retract your motion? >> I will accept it as friendly and

1030
05:53:58.320 --> 05:54:17.840
>> it's okay. You can think. Do you need to think about it? >> No, I can't I can't say what I think. Did you accept? I did. I wasn't clear. Oh, you did accept. >> Accept. >> Okay. Is there any other advocacy or questions? >> Oh, yeah. Can you please clarify the

1031
05:54:17.840 --> 05:54:34.798
motion? Amending the motion to clarify that this committee of the whole is being constituted in order for the board to continue defining

1032
05:54:34.798 --> 05:55:01.440
the work of transformation. Um and I I do want to acknowledge trustee Matsura. [laughter] Um that I want to Okay. Okay. Yeah. I I do feel

1033
05:55:01.440 --> 05:55:16.558
your points are well taken. I I want to see where we can incorporate as many voices um in this new committee structure.

1034
05:55:16.558 --> 05:55:44.558
Okay. Do we need to do roll say okay so preferential vote the motion to approve the committee of the whole Oh, the motion is to approve um the committee structure to be the committee

1035
05:55:44.558 --> 05:56:02.200
the whole to guide the district transformation process with the with the amendment of um also addressing how do we define what that is district transformation process.

1036
05:56:04.080 --> 05:56:23.120
That's only for that. I'm sorry that I didn't realize that >> the motion is so that we use the committee of the whole to finish defining our transformation process. >> Correct. Once we finish transformation,

1037
05:56:23.120 --> 05:56:42.558
then we can determine what the >> Correct. So that committee structure can actually >> the community committee can actually happen. >> So basically >> it's a committee to finish defining.

1038
05:56:42.558 --> 05:57:14.558
Okay. I'm say yes. >> Okay. All those in favor? Any against? >> Sorry. You got to keep your hands up if you can't see you. against >> you. Okay, motion passes.

1039
05:57:14.558 --> 05:57:30.638
All right, I think it we are Did you Oh, you had your closing remarks. >> Can y'all hear me? Is this on? >> Oh, sorry. We got to do how are we going to address these other things? >> So I would >> motion to table

1040
05:57:30.638 --> 05:57:49.638
>> move to table D1 2 3 and five >> second. Any questions? Any advocacy? All >> those question. >> Okay. Question.

1041
05:58:12.958 --> 05:58:31.120
Okay. Any advocacy? Trusty Masura, what is your vote? Oh, it's just tableing the items. >> Yes. Okay. All those in favor, raise your hand. against

1042
05:58:31.120 --> 05:58:35.878
motion passes. I think we're now