So you're wanting more specific like Well, it's right there. The the reports here. So >> is it in the list of stuff that we have that I can just look at? >> Yes. >> Oh, okay. I thought there was something in addition to this that we didn't have yet. Okay. >> Nope. Nope. It is. It is in that list uh that Hilda sent you a link and this is the deep report that's 50 pages. Oh wait, let me go put it on that side. So the summary is just a handful of page pages to get the the highlighted items. This is the actual okay >> deep report. It's in draft status because I haven't approved it yet. um we take a really good look at it and make sure that we agree with some of the uh demographers um outcomes and then we say hey uh so like last year no year before um they didn't really get Kennedy uh right uh because it was a school closure and then we reopened and we were only reopening at a grade level at you know a time like we did with uh TCA so they didn't capture that in the report we had to go back so there's a ton of information in here.
You can see that it starts really breaking out our district into these areas. Um, and then uh you can see, let me get to the page. You can see where kids live. >> Okay, cool. >> Right. And you can see where they're capturing and seeing. So, we have the ability to kind of say, "Oh, we've got a bunch of kids coming right here. If we had a hub right here, could we capture even more kids out of that area?" >> It is kind of what I was assuming. >> Yeah. And then and then look at that. >> This is from my personal experience obviously too. >> Exactly. So if we already have these this many kids coming from this area right here, we create a hub. They're friends. Word of mouth. Hey, get on the bus with us and let's go to school with our friends.
Right. Uh these are the kids that they live near and the people that they play with every day. So these are some of the strategies that we've been discussing and uh talking about when we uh think about creating hubs. So this information is really important and you can dig into it however you want. Um we also have uh by schools you we have some heat maps. We also have uh a lot of information about how many kids are in that area uh of the attend. So like uh Builtmore is one where h let me go find that one. Let's see. This also talks about households and and where they're located. you get, you know, household dem uh demographic data. Um, it's deep. You can you can just really get into all of this. >> Really nerd out here. >> You can nerd out. It's it's broken out by cohort uh trends.
>> It's um >> Thank you. >> And I and I love these. And maybe I should just reserve my questions till the end, but I love this. But for example, I was reading over this, right? And they talk about two specific schools that have the greatest amount of loss to students. and those schools historically are the ones. So, at what point, cuz this is great information, right? I love this and I think we do need to have this and touch base on this. However, at what point are we getting guidance from the district on what strategies are going to be taken in order to fill those gaps or that's that's what we bring to you guys um consistently like with the transportation plan that's in committee. Um Jay, some of the other um strategies that we've used, >> one of the others, it's a perfect example is we've we've combined dealing with what you might consider excess space, right?
So we if we when we have open space on campuses, one of our preferred strategies is to find a high yield preschool partner to plug into that space because then they're helping cover the cost of operating that space, which takes that burden off the district. But at the same time, through that partnership, we're able to, you know, mitigate the enrollment loss because now we're introducing new families who are utilizing those preschool services to our campuses and and capturing a percentage of people. >> Yeah. And I love that. And I guess where I'm going at because I'm always very like root cause versus putting band-aid solutions. The fact that we have to find a partner to fill in that lease is a band-aid solution for me, right? We're already lost all those kids. something happened. But given the data and this portion that I was geeking out over, it seems like in certain areas it's a consistent thing.
It seems that in certain areas of schools it's every year it's declining and declining faster than others. So I'm at some point I'm also eager to find out what solutions do we have at maybe site level basis and I know that we have stuff going on with our student outcomes and and that kind of goes in there but what targeted interventions are we doing especially when we have data saying that certain areas historically are losing these amount of kids more than any other of the schools in the district. Right? So those are the kind of wonderings that I get as a governing board member too is like I love this data I understand the leases but to the to me those are a little too late which are great solutions my but I would >> for me it's not even losing but the area around you're not maybe you're not losing a bunch of people in the area around BPA but they just ain't there to begin with.
That's >> right. That's yeah. So, so I I just want to caution us that what we don't want to do is jump to the conclusion that certain specific schools are losing enrollment because of something that's necessarily programmatic or performance-wise at the school because sometimes it has to do with the geographic location and what the demographic shifts in that location are. And then the other thing that you know if you look at this >> post pandemic is where you suddenly see an increase in the decline. But the other thing that's shifted in the post pandemic um is that we have universal vouchers which we didn't have prior to the end of the pandemic. And so there are other you know extrinsic factors that have an impact on that enrollment. Now that's not me making an excuse and that we shouldn't focus in and find solutions. Absolutely.
We're having those conversations. We put some of those solutions in place already. But I I just don't want us to make any to jump to any solutions about the cause because then the solutions that we put into place will be misaligned to how we might actually mitigate or um reduce the loss and potentially perhaps reverse the course and increase the enrollment that we're receiving. >> Well, and I and I think we need to be very cautious too about how much and I think it was uh Tristan who talked about it earlier. what can I control and what can I not? Um we don't have a lot of control over housing costs. And so we can see that uh the housing um market is a big driver as to and as we were talking about gentrification, they're knocking down more affordable homes to put in million-dollar homes.
And then who affords that? Uh not people with kids. >> There are so many kids in boxes six, seven, five. What I'm trying to say is four, five, six, seven, three. Tons of kids. >> Yeah. >> A lot of money. But what I'm saying is they don't go to our schools. >> And that's what I'm trying to get at. Like I understand all these other things because within in the report they even say that there's just a specific school that will probably have more kids coming in because and I just the way that my brain works, I'm like, "Oh, then there must be something in that specific area that the community is looking for, right?" Because they get so many people. I'm just trying to say like yes, I understand that we need to be cautious when we're looking at that info, but at some point we do need to micro look at these things and there might be other things than just housing because that's going to happen tomorrow.
know it's going to happen next year and we can't continue seeing and using that as the prime like what are we doing internally whether it's culturally whether it's information wise community based >> I like go to go to these houses in four 5 6 7 15 14 13 the sparest areas and find those child those homes with with children and find out why they're sending their kids somewhere else on >> well we know which which houses have have children we have marketing strategies and we do exactly that. So, I just want to assure you this is not the only things that that we're doing and uh you know, obviously part of this process is to articulate some of the things that we're doing so that the board's aware um that we're not just reacting to declining enrollment. We are actually going out and doing innovative changes uh to try to affect that enrollment in in a variety of ways.
again the transportation >> are we getting to the root of to why people are not sending their kids to school in our >> there's there's multiple routes so so >> that's not just that's like actually talking to the people and not friends >> a a perfect example is excellencia >> so we know for a fact that we have a number of families who don't cho choose to go there because the start and end times are a problem for them so that's why um but also look at excellencia I see a big concentration of purple dots So I'm I'm more like let's get hyperfocused on these areas where there very clearly are probably more kids living here but there ain't very many purple dots in the box is what I'm talking about >> and when pocket and that's the capture of where we're capturing 60% of the students in the district we're trying to increase that capture rate.
>> Okay. >> So that would be the targeted strategies looking exactly Katie exactly what you're saying which is where are those kids and identifying why aren't they going to our schools. Um, so we do have strategies for that and we have ability to to look at and as you dig into that report, you'll see where kids are located and we can see some effect like where 2,000 kids are going to these private schools and where they're located. There's also some charter information in here where you can see those kids are going outside of the district to charters or even within the district to some of the charters that are in our district. So that information is in here. We utilize that to target those marketing strategies. I know if Emily was here, I think she could talk a little deeper about some of that. >> Yeah, I was just going to share a little bit too that >> I I get what you're saying and I'm sorry.
I'll just put it at this. I get all that targeting marketing strategies, but how are we targeting people if we don't know why they're going somewhere else? How do we market to them if we don't know why they're going somewhere else? >> We do get some information on why students are leaving the district if they're in our district and we um have a >> withdraw in our district to begin with. Are we reaching those people? That's the question. When I've gone doortodoor, what I hear from a really good percentage of people who are choosing to not be in the districts is that their child is in a parochial school. >> So that's I mean that like honestly 60% of the families that I've engaged with. >> Yeah. And I'm not saying that as an excuse. I'm just saying school for religious reasons either because I my kid goes to pres my younger one goes to preschool at Villa and these people be sending their kids to All Saints.
They be sending their kid. They're not religious. They just think it's a good school and they're in this weird social bubble of like we got to go, you know, my kids's going to be in kindergarten. I'm doing interviews and walkthroughs at PCDS and I'm already looking at Brophie like crazy town. Okay. So my and I know people aren't just going to from the beginning of time people go to parochial schools that aren't religious. So I'm trying to get in the weeds of this now, but I'm just saying like I think there's like a missing piece here which is I mean maybe the answer is racism. I don't know possibly. But number two, the missing pieces is like why if you never come to our district or you're not even thinking about public schools at all, which I see that mindset when I'm with parents at Villa Monasuri with my younger kid and it blows my mind like there's no concept of the default being public school.
>> Yeah, that's that's shifted in the last 20 years. >> Yeah. And so that's why I'm saying we need to figure out what would it take to move the needle in some of these boxes where that is the norm socially. How do you get people to buy into our district? I don't know what the answer is to that, but they may never have been enrolled in our district and we need to be figuring out from those people why they're sending them some. >> Yeah, I would say a healthy percentage of the people who aren't sending kids to our schools aren't people who have left our schools. They're people who have never enrolled in our schools. >> And Dr. Pombo, did you have something? >> Well, I don't know if this um helps answer the part of the question is that in January, we met with our during our um school leadership council, we met with our leaders and talked to them about the enrollment trends and that our first step is that we need to retain the students that we have.
We can't continue to lose students every year. So, everyone committed made a little action plan of what they're going to do this semester or, you know, these next two quarters to retain the students that we have. And I could read you a couple of things that they did, but um one of the things and they we actually have time scheduled next leadership council for them to share their ideas, >> but the first thing from um Vanessa's team is Russell made everything available online. So they have to first verify that they're coming back next year. And then um cuz before that wasn't that was just by word if you're coming back or not or like Vanessa said sharing like you know we have 30 kindergarteners we have 30 kindergarten next year. So now is verifying enrollment online with parent view also online enrollment making sure that we have online enrollment available for our students but we talked about how do we make it easy for our parents because it is hard to go on a computer and do that.
So the some of the strategies they talked about is um they want to me have members of their team schedule time with next year's teachers to visit younger grades and then they als for that part they want to have a iPads in the office and help them fill it out or if they need to schedule how to fill out the um online enrollment or also verify their enrollment. They're going to have like a some of them talked about having swag and h building relationships with kids and talking to families why they're coming back. So like continuing those relationships to find out why they're coming back and we have to tie it to attendance because we know that once attendance starts to decrease then we start losing that student. So engaging in those relationships. So they have a lot of strategies for attendance and also to retain the students that they have.
And in that conversation, we talked about how are we going to let's just do retention first because that's the first step and then we can go to marketing. >> And so that will be the next step. But this quarter, these next couple quarters, we're just focusing on let's stop the bleeding and try to and make sure we keep the students that we have and then we'll start marketing. And I think also with our student outcome focused governance. If we have letter grades that are improving, which we already had this last year, we had several schools improve their letter grades. That's what community looks for. I know as a parent when I was a young parent, I was looking for that. And so we can improve that and then start marketing. We're hoping this year, like based on our data that things are getting better, that we'll be able to have um those grade those grades improved so we can market a lot of our uh a lot of our schools because I know that's what parents are looking for.
>> Awesome. Thank you. So, um, as we said, the reports there, you know, it's it's it's interesting information and you can come up with a lot of different strategies based on a lot of different intents and um, uh, and and Katie definitely taking note of the what you're you're sharing. I think the key takeaway that I have from what you're sharing is sure we can have all these marketing strategies, but if we don't pinpoint the reasons uh and actual data that families aren't coming and choosing our schools, uh then how are we going to make sure that our marketing strategies are efficient and directed in the ways that we want them to be? And I absolutely uh hear that and that's a great takeaway for us. I know that um you know sometimes the uh the response is but we do that we do that we do that and I don't want to say that to you what I want to say is that we're always looking to improve I think it's a great strategy to how do we get out there and talk to those families I think some of that is by word of mouth definitely you know when when your kids playing with this kid who's just really excited about school >> and really excited about where they go and how they go um some of the things that I think are just you know other than the door a door, you know, why aren't you here?
Um, but and and some of that is looks and and we layer all of these things. Um, let me get back into the >> and I appreciate you, Dr. Pomo, for sharing that because, you know, it also brings context into like how you prioritize all this. So, I appreciate you sharing that. Um, and I'm not saying by any means we should be prioritizing what I'm asking about. I was just when we do get to that issue, those were my concerns and curiosities. But I do hear you and I'm glad we're doing those things because it makes sense to prioritize retention. So, >> and and I think the intent here is to really just build that foundation of all the things that impact dollars, but at the end of the day, it's how many kids and how we get more kids and where are the kids going and uh are they in here?