Special Board Meeting 3-13-25

001All right, thank you board members for coming this evening. It is now five o'clock and I'm gonna go ahead and call to order in open session at 5 p.m. And I'm gonna ask that we stand for the Pledge of Allegiance. Thank you very much. During this special board meeting, we will still be doing our land acknowledgement statement and our equity statement. Would any of my colleagues like to lead in one of them? Trustee Rodriguez-Mojica will lead us in our land acknowledgement statement and then Trustee Rodriguez will lead us in the equity statement. Thank you very much. We should take a moment to acknowledge the land on which we are gathered. For thousands of years, this land has been the home of a Potwin people. Today, there are three federally recognized Potwin tribes, Kachaldehi Band of

002Winton Indians of the Colusa Indian Community, Quetzaldehi Winton Nation, and Yojadehi Winton Nation. The Patwin people have remained committed to the stewardship of this land over many centuries. It has been cherished and protected, as elders have instructed the young through generations. We are honored and grateful to be here today on their traditional lands. Thank you very much, Trustee Rodriguez-Molica. We'll continue with their equity statement. All students deserve excellent schools, which are culturally responsive and set high expectations. A high quality learning environment and equitable resources to ensure that they are reaching their full potential. WJUSD will be purposeful about providing equitable access to all essential educational opportunities for all WJUSD students, especially diverse and disadvantaged students who have historically been underserved by educational institutions. Thank you very much, Trustee Rodriguez. Moving along to Item B, approval

003of board agenda. Any changes to the agenda for today? All right, seeing none, can I get a motion to approve the board agenda? Agenda has been motioned for approval, as is by Trustee Rodriguez, and seconded by Trustee Brubaker. Trustee Richardson-Fowler, thank you very much. All those in favor, please say aye. Aye. Any opposition? Any abstention? Board agenda has been approved by all board members. Moving to item C, public comment for items on special board meeting agenda as approved. We have one. Go ahead, Monica. Mr. Eric Garber. good evening trustees if you weren't at it um so i do have plenty of questions which i'll consolidate into less than three minutes so here's the big ones first so this presentation about to see i'm hopeful it includes the tech park so there's going to be 1

004600 homes as it's slated right now joining woodland in an already impacted area so i just want to have some clarification because The projections into 2030 so how many of those homes are included in the projection and then how many are going to come after that? The next thing of consideration is the projections, as I understand them, only include capture rates. How many kids living in Woodland are actually going to Woodland schools? It only is estimating future growth based on current capture rates, not how many people live in Woodland. So assuming that continues, you have to think about that. You're not capturing everyone, and for some in Spring Lake, it's because there is no neighborhood school. So that might change your capture rates depending on where schools are located. It'd also be helpful for the

005presenter to elaborate on the statement that's on the opening slide, which talks about, well, some students and some attendance boundaries will be increasing, while total enrollment in other areas is decreasing. It'd be really great to have that at the attendance boundary level. So if you could see that at the attendance boundary level, you'll know, well, this area going to go up or this area going to go down before you start redrawing those boundaries. And also, it's important to note, look at the growth chart for Woodland. The number of... 18 to 39 year olds it grew in just two years to buy 3607 adults that's the families those are the future families the ones are gonna be starting families also the kids that are under five it grew in just two years by 389 not by

006birth rates which is on another slide that's growing by people moving in and so we're expecting that to continue and so just looking at where the population sit right now if you look at where all the kids are at we have 42% of all elementary students this side of East Street or on that side of East Street. And so right now only two schools with attendance boundaries are in that side. So only Prairie and Tafoya together combined have 42% of all elementary students in their boundaries. So as you're planning for the future, one thing I appreciate about the trustee redrawing of attendance boundaries is it was forward thinking. You purposely decreased the amount of voters that are in trustee area seven because you knew it would be growing. So how are you going to plan

007for the future for attendance boundaries? Because as all of you know, this is not going to be popular. You're going to redraw high school attendance boundaries, middle school attendance boundaries. You're going to change people's home schools. They're going to be really upset depending on where they end up regardless. And so you're going to have to deal with that for a year. As you finally do this, you don't want to do it twice. And so you're hopefully planning for the next 10 years, 15 years before you have to do this again. So as you're doing this, What are you going to do with all those portables that are dilapidated and you're still paying rent on? Do you want to continue those or take them out of your consideration? Also, the housing. We're going to have about

0081,800 to 1,900 new homes in the next five to seven years, maybe 10 years. Have that in your planning or else we'll have to do this again in about five to 10 years. Thank you. Thank you very much, Mr. Garber. Any more public comment? All right, no public comment. We're going to go ahead and move on to item D. This is our main item for tonight, facilities and finance item. This is an informational action item on school attendance boundary study update. Thank you very much, Mr. Wiley. I just wanted to go ahead and, no, don't move. Before we start this item, as your board president, I wanted to... direct some words to my colleagues. The school attendance boundary study is a very, it's a very important project and this presentation that we're gonna hear today

009is something that we've been waiting for. and a lot of work has gone into it by the committee and also our consultants and staff. But I would like for us to engage in a very positive and productive discussion today and one that the community can see the transparency and also gain the trust necessary in this very, very important process. As Mr. Eric Garber said during his public comment, this is a process that... The community is going to be watching us. Some people are going to be happy and some people are not. And this is the first open discussion that we actually have with some, you know, some information from our. consultant and staff and I would like for the community and the public to be able to see that they can trust us and that

010we're very much engaged in these conversations and that we will be holding ourselves accountable for a very transparent process but one that the community can gain trust that we're doing our due diligence and the best we can. So with that I would like to open it up for a very positive and productive discussion where we can all come together and hopefully have a a great consensus on the direction that we're gonna go this evening. So if you look at me, I'm smiling and I'm excited for this process and I hope that all of you can feed the energy off of me so that we can engage in something that we can all align with. So everybody good? All right, Mr. Wiley. Yes, superintendent, yes ma'am. Before we start, I'm gonna try as best as I

011can. My voice is giving up on me. This is the most difficult process that a teacher can go through, the most difficult. of any budget cuts or anything that could happen in the district. This is the most controversial, most difficult process. And I just want to be very honest and transparent that we will not make everyone happy. There will be controversy for years based on how the boundaries. However, we have no option but to address some of the imbalances in our schools. We can't wait any longer. And, you know, thank you. TO OUR PRESIDENT FOR SAYING THE WORDS SHE SAID ABOUT BEING AS POSITIVE AS WE CAN THROUGH THIS DIFFICULT JOURNEY THAT WE'RE ABOUT TO EMBARK. SO WITH THAT, I'LL HAVE OUR ASSOCIATE SUPERINTENDENT GIVE US AN UPDATE OF WHERE WE ARE IN THE PROCESS.

012Good evening trustees or president superintendent Lampkin What I'm going to do is introduce. Mr. Rob Murray He's with Keene consulting and I'm going to allow ask him to come to the microphone and get us started here All right, well thank you Mr. Wiley for that introduction. And again, my name is Rob Murray. I am the Director of Demographics at King Consulting. And just to put you at ease maybe a little bit, this is not my first time coming into a district and helping them with some boundary studies and adjustments. I've recently done whole district updates in San Bruno, targeted adjustments. in San Luis Obispo and Chico and Corning. So and then going back further in time, lots and lots more. So we've certainly been through this. And we're first of all, I want to echo

013your board president in saying that I'm ultimately just very excited to finally be here tonight and get this chance to show you some things that we've been looking at at the committee level and explain some information to you. recap what that committee has been looking at and talking about up to the point where it was decided that getting direction from the board in a formal setting was the next step we had to take. So I'm going to go ahead and start off with a review of a 2324 vintage of a demographic analysis and enrollment projection study that I put together as a preliminary step. And that gave us a lot of data working with that boundaries committee that was used to just understand. some things that are going into this approach on a very high

014level and a lot of that does have to do with what are some long-term projections uh certainly that need that It's been a while since your district has engaged in this kind of work, and that's for a very good reason. I certainly don't want to be back or have someone else in a similar capacity back here any time soon after we do this, because you need to do it again for the kind of fundamental reasons that we're talking about it right now. But then we're going to recap some of the conversations and activity that we've had in that committee, and then... The stars of the show here, all of you, happy to help answer some other questions, but really looking for some guidance on what this process is going to take shape of in the

015immediate next steps. Now, you'll pardon me, I'm just going to go through some of the main takeaways of that demographic analysis and enrollment projections report. And this is a lot of information. There is more information that we have kind of looked at, but we've tried to curate just the most essential things that help contextualize a lot of the conversations that have gone into what the approach for the boundaries will need to consider. And I'd like to be that person. We're going to spoil the end of the book as soon as we start talking about it. But a total... population demographics mostly based on local birth rates, which is the strongest indication just about no matter where you are looking at k-12 demographics, TK-12 now in the state, is based on how the backbone of your

016future enrollment is always going to be the people who already live here and children they're having. And that has been trending down. That's not a Woodland issue. That's California issue, and increasingly that is an everywhere issue. I was just at a conference a few weeks ago. Texas, historically the big counterpart to California in so many ways, is starting to see that same thing that California started seeing 15-20 years ago of that school-age population having peaked and is going down. And so we can tell them a little bit about what that looks like, but my point there is you're certainly not unique. in dealing with that particular issue. Now you will have some offsets and that's always really the key thing. It's kind of relatively straightforward to identify what birth trends are doing and what that

017would mean for your enrollments. It's the extent to which all these other factors are going to push that line in a different direction and how significant they are. Is it enough to just bump it up a little bit above where it would have been? Is it enough to completely fill in what that gap would be and keep you stable? Is it enough that you will completely offset and even overturn that and see enrollment growth? So that's what we're going to look at with some of the information that I'm presenting to you tonight. And the other point that's important in a district this size with this many schools is that it's very common that despite overall decreases in enrollment, that you can still have pockets where you do have to deal with growth that's usually going

018to be driven by new residential development and schools, specific schools, that become impacted from their ability to accommodate everyone who's living. in their area. So kind of two things can be true that you can have some particularly impacted schools while you have overall decreasing enrollment and capacity that is sufficient throughout the district to accommodate all of your future enrollment. And let's see, it's like I did something where I no longer have the clicker clicking right. Yeah. Don't know if it's just a battery. But again, we can certainly talk through a little bit of some of the things that we're going to be looking at just to give you a roadmap. So we're going to look at some historical enrollments first and get you familiar, just in case this is not something that you live and

019breathe every day like I do, with the idea of kind of the lifeline of how enrollments... kind of wave up and down through school districts and particularly now with TK through 12 you're looking at a 14 year period where you have students coming in and so when you have trends moving in one direction you will quite often see changes that impact your elementary schools first so for example when you have recently been seeing some decreases in enrollment as I'll show you that can manifest at the elementary schools while you still have growth occurring from a previous pattern that's still moving up into your high schools. So again, a lot of these patterns are not across-the-board things. And then we're also going to take a look at specifically how we assess what's going on with residential

020development and how we gauge what the impact of that looks like it might be. We also have some general census demographic information that we'll be touching on that can speak to... what the overall population trends tell us about what's going on with students, particularly the availability of those school-aged children to be here and to enroll in your schools. Yes? Okay, perfect. So we can actually go back a couple of slides. Okay, great. All right, so perfect. So having previewed you for some of the things we're going to talk about now, so see a enrollment. profile here. This is just your last decade of, again, and this is all from the time of about, you know, a little over a year ago when we were looking at 20, you know, the kind of end of the

02123-24 school year and putting some data together. So there is some opportunity to refresh some of this as we move forward. But for now, this is what the committee was working with and a lot of what we're here for tonight is to recap for you what the committee has been looking at. So here is that enrollment trend. of you know peaking enrollment in about 2015 and then steadily decreasing bigger drop in 2020 with COVID and then what looks like more relatively stable enrollments but keeping in mind that we've had transitional kindergarten expansion going on in that time. I already kind of talked you through some of this point, but you really see the big difference of, and this is now despite TK expansion going on, how it's really the elementary school enrollment that has been

022decreasing most recently. You are still substantially about where you've been for the last decade at high school, and you're just starting to... see some of the impact in the last few years at the middle school level, but that largely comes from what we call cohort replacement. Every year, if you're just looking at the elementaries, at A, your highest grade of elementary moves into middle school. The next year, the incoming kindergarten students take their place. If there's a difference in the size of those two groups, and lately it's been that, as we'll look at your kindergarten cohorts here. You have your last three years below 700 new kindergarten students coming in. Those are largely district-wide, taking the place of these earlier groups that were coming in with between 700 and 800 new students. So that's why

023it hits the elementary schools first. Those cohorts keep moving up through into middle school, into high school. At the district-wide total level, you are looking at your graduating seniors. move on to their next chapter of life and you still the next year have kindergartners coming in. But this kindergarten enrollment is what really really drives what the basic baseline trajectory of your future enrollments is going to look like. So we want to have a lot of confidence of what we think that is going to look like going forward. And then you see the lighter blue at the top is your transitional kindergarten. That, as I'm sure you are aware, has been a mandated expansion. As of next year, 2025-26, every school district in California is obligated to have a space in the TK program for any

024four-year-old, even if they just turned four. Right when school's starting, any four-year-old to enroll in TK, and that's a change. It used to just be for children who were born in September, October, and November, essentially. And so that is now rolling out into what effectively becomes a new grade level, though not a compulsory one. And that's why you see that light blue bar has been trending up and it's helped fill in what would have been more noticeable enrollment decreases over the last few years if you hadn't been getting those extra students. Now, we always like to linger on this slide, and there's a few things, again, for people who don't visit the census data page every single day like I do to understand a little bit about where this data comes from. So your big

025ends in a zero years, 2000, 2010, 2020. That's information that comes from what they call the decennial census, which is a full count. They make every effort to get out and account for literally every single person who's living in the country. And so those numbers are very reliable. As we get to the 2022 numbers, that comes from what the census calls their American Community Survey. As we get further and further removed from that 2020 milestone, it's the best we have. but it's based on smaller samples and then extrapolations of what the totals might look like based on what they get back from some smaller samples. They don't, you know, some people don't return them, they don't follow up on it, that you get what you get and you do the best you can with it.

026And if you track it year over year, what you'll see is some of these specific numbers just jog up and down quite a bit. So for example, I'll tell you what your 2023 numbers look like on this particular slide. But what we're looking at here is the total population that lives in your school district boundary. This is not just City of Woodland, this is the entire school district. And you see, based on the height of those bars, that you've gotten more and more people. living in your community. You look at those two lowest colors though, which is the gold at the bottom is the under five. We're going to focus first on that five to 17 year old, which is roughly equivalent to the students that you would have enrolled in your schools. And despite

027how much the total population who lives in your district has been going up and up and up, the school age population has remained very close to the same at just around a little under 12,000 students or 12,000 people who live here and ideally would be students in your schools. the population under five, you see that that did go up some in 2010 and then dropped below 4,000 in 2020. And that's very significant for where we sit now because that decrease in the, or everyone under five there in 2020, those are precisely the people that we were counting at that time who have made up your incoming kindergarten cohorts over the last few years. And you saw, just as this would have led us to predict when we were looking at it, Of course, it didn't

028come out until about 2022 because it takes a little bit of time for them to get all this data put together. That told us exactly what was coming down the pipe for you in terms of there just not being as many of those kids available to become your future kindergartners. So I mentioned I... Just because I was curious, I checked on the 2023 numbers, and now the estimates are right back at around 12,000 5- to 17-year-olds and right back to around 4,000 under 5-year-olds. And again, take that with just as much of a grain of salt as I would have told you to take the 2022. We like to have something to check in on, but... Again, if you, every December, in case you're really into this, you can go on to the data.census.gov and

029the new ACS data drops. So, big day for me and my job, but you might not all be lining up like I am to check that out. So that's one thing to consider. And yes, you'll notice that those numbers of 5 to 17 year olds are a higher number than what you have in total enrollment. And that's going to be the case in almost every school district. There's going to be some measure of people who live in a community who are, for whatever reason, going through private schools, going through homeschooling, exploring. maybe due to parents' work or any number of reasons, transfers to other districts, or going to independent charter schools. There's a lot of things, but I don't know of a single school district that enrolls every single student of school age that lives

030within their school district boundaries. So, whoops, passed right up that. So student generation rates in residential development. So... I'm mainly focusing here on the student generation rates because we will definitely be talking a lot about the residential development when we're really getting into a lot of the nitty-gritty of looking at how that affects what we want to do with future boundaries. But the enrollment projections that we've shown... do incorporate what I'm viewing as the student impact from all the developments that, again, at the time I was putting this information together, City of Woodland planners were able to provide to me in terms of what's in the pipeline, when they think it's going to happen, where is it, and what kind of housing is it. It's very tempting because you see a certain number of homes

031are being built and I found a lot of people's natural reaction is to say, oh a thousand homes, that's a thousand kids, oh my goodness what are we going to do? And for the most part you tend to have fewer students because a lot of housing is ultimately occupied. by individuals or by families that don't have any school-aged children. And how we determine those rates is actually pretty straightforward. We look back at housing that's been built in your district, and the newer the better, and in your case, there's a fair amount of things to survey. And then we look at your actual student list, and it's just as fun as it sounds. We just look at addresses of houses, and we look at the student address list, and we just tally how many kids are

032in the homes. And this works best when you start thinking of it as this kind of ratio. So single-family detached housing, which is a lot of what you get in a larger-scale development. You might have some other types, but you're going to have that kind of tract housing. What it boils down to with a .264 is we're saying if you build 100 homes, you're probably going to have 26, 27-ish students enrolled with Woodland Joint USD coming out of those homes. And as you can also see breaking it down, the bulk of those are going to be at your elementary school level. We also look at, when we say multifamily, that most commonly is going to be apartments. but can be any kind of usually for rent, housing that is built with a rental system in

033mind is really a lot of the key thing there. You tend to have, in your case, you will see some higher rates there, which speaks again to what's available and appealing to a lot of the younger families with the school-aged children. And then when you start talking about officially affordable or below market rate housing, that is where you really see something resembling. what I've found a lot of people's instinctual reaction is to what must be the impact. And in your case, though, that's still, that's more like, again, you build 100 affordable homes, and based on what we've surveyed of existing affordable housing in Woodland Joint Unified, still looking at maybe 72, 73 kids coming out of that, which is... absolutely significant. But this gives us that once we know what is getting built and what

034type of housing it is, gives us a very good idea of what to expect coming in. And again, this isn't based on guesstimates. This isn't extrapolating something from some related but not identical data set. This is assuming that what gets built in the next five, ten years and stretching out further for some really long-term projects that might phase out over time. is substantially similar to what was just built a mile up the road a few years ago, then we're going to put that same level of student impact in. And so now a little bit on the spatial analysis. And this is, again, there's a lot to say about these parts of the study, because especially when we're talking about boundaries, this becomes very, very important. to understand that enrollment in school sites is one thing.

035But marrying that to where students actually live and the choices that they're making on which schools they're enrolled at really has a lot to say about what those enrollment totals look like when you're just looking at that. So on the left here, this is just a dot map. GIS is very good at this kind of thing. You have a list of addresses, and you put a point on the map for each one. I go through QAQC that, make sure it's not doing anything weird, especially when you have typos in. the address, which happens, you get some fun results sometimes. But you can see the concentration in your district, probably not surprising, is in the city of Woodland. But you do have some other clusters of students around, and this isn't zoomed out, but you have

036students also coming into your district from further out than what's just shown here. Then we're zooming in a little bit as you can see on the right hand side so that we can kind of see all of them clearly but at each level your elementary schools you have boundaries that are set And that is where, by default, based on where you live, is the school that you would be assigned to enroll at. But, as we'll show you in a minute, there's a lot of movement around your district of where students actually are enrolled. And we also have those maps. It's actually the same boundary, but you can see with the school locations of where you have Douglas and Lee and where you have Woodland High and Pioneer of what those boundaries currently look like. So

037I'm just going to show you one example, and we have the high and the middle schools coming up, but this attendance matrix is maybe the single most useful one-page data set that you can find to summarize everything I was just talking about. So you look down any of these columns, and what that's telling you is how many students who are enrolled in your district live in that particular school boundary. If we just look over at the right side with Zamora, you see the 280 at the bottom, and you see that the majority of those are enrolled at Zamora, but every other row tells you where the students who live in that boundary are enrolled in school. Same thing, you go across the rows, that's the enrollment, and every column tells you where the enrollment is

038coming from in terms of what boundary those kids live in. and we hash it all out with some summaries across the bottom just to quickly define some terms that you're seeing. Percent and migration just means what percent of that school's enrollment is students who are coming in from outside of its attendance boundary. Outmigration is what percent of the students who live in the boundary are enrolled in some other woodland joint unified school. And then the net migration, that is a zero sum. We take out the interdistricts coming into you from outside of WJUSD. We take out Spring Lake and you're, in this case, one NPS student because we're just looking at schools that have boundaries. Basically, how many students do you have moving out of the boundary to enroll somewhere else? And then how many

039students do you have coming from somewhere else to enroll there? And that just gives you, again, it's a lot of what? There's a whole lot of nuances with the whys of this. But it tells you which schools on net, for example, excuse me, Beamer, with the program that you have there with the dual immersion, it's designed to have that very high net positive migration. Because the whole point is to have families from all over the district coming there. So that, for example. But there is a lot of information that you can pull from this. And what stands out to me is that, you know, I mean, you have a few spots with some blanks. Particularly, we take out the science and tech at Knights Landing, which is a little bit more geographically remote. And for

040your schools within Woodland, just about every combination of where someone could be living and where they're enrolled in school, you see is occurring with at least one kid. So important to note because when we're looking at boundary adjustments, there's a lot that we have to unpack with this in terms of programs that are driving enrollment, in terms of digging into some of the whys that we're seeing with some of these transfers, and if the extent to which a boundary adjustment can help. So that there isn't as much on paper transferring if people are assigned to the schools that they're already attending anyway. So middle school matrix, you'll see much less to take in when it's just the two main schools. But what you'll really see here with both the middle schools and the high schools

041is the net migration, very, very even. It's been basically kept right now with pretty even, fairly close to one-for-one transfers. But what you'll really see... with these resident totals that jumps out to me at the middle school and the high school is both Douglas and Pioneer. have more residents in their boundary, but the school sites have smaller classroom capacities. So I think that is sort of the 1A, why are we looking at boundaries kind of question is, you know, you have more students who are zoned to go to your school that actually can accommodate fewer students. And that's the kind of thing that we just want to right-size. And then that same issue, again, there's a lot more to look at with the elementary school boundaries, and that's why we're going to visualize that a

042little bit with the map here. And what should jump out on the left there is that's just taking those bottom line total resident numbers and just mapping it, and then with what's called a choropleth, but darker shading means more, and you see Tafoya just really jumping out there. with far and away the most residents living in the boundary, keeping in mind that you do also have a non-boundaried school that serves some of the population that lives in that boundary. And then that net migration you can just see, you know, not surprising when you have so many students living in the Tafoya boundary that you also have so many of them who are enrolled in other schools. and what that does, but that really speaks to the need for adjusting, right-sizing, so that the number of

043people who are assigned to a school is consistent with what can realistically go there. The main goal of coming out of this, again, you're still clearly going to have, especially at the elementary level, a lot of student and family choice that gets voiced and exercised and ideally accommodated. But what we really don't want to see happening for the foreseeable future coming out of a boundary adjustment is someone lives where they live and think that that... means they know where they're going to have their kid go to school only to find out there's not room for everyone who lives in this boundary to enroll at this school. So we're going to have to figure out some way to figure out who gets to come and who doesn't. What we are doing with the boundary process is

044providing certainty that if you want to go to the school that's assigned based on where you live, that school is going to have space for you. So lots and lots to look at with that and now we'll kind of hit the homestretch here and try to get through this so we can get to the things that are not just recap, but really looking ahead to the future. But here's what we've been looking at with your local births. You see, you've had as many as just over 1,000 births. In the past, around 2007, 2008, that's when most births peaked in California, and it's been some degree of seeing decreasing births since then. But that red box is significant because at the time this study was put together, those were the births that were in the books.

045but that hadn't shown up as your kindergartners yet. Just like when we were looking at the census data, we saw, based on those full headcount 2020 numbers, that, oh, wow, there's not nearly as many under fives as there were in 2010. That means we're probably going to see smaller kindergarten sizes, and that bore out. Similar thing here. We know that the birth totals were down, and so when we can have some confidence in... how accurately that tells us what's coming, we can look ahead and see that impact. But again, the kids who were born there in kind of that 2012 to 2017 range, those are the kids that you kind of have taking up a lot of your seats in your elementary schools right now. And you can see who, at least who was born

046in your district to provide population to come and take their place. There just aren't as many kids who are here. And then here's the other point. How... much can we trust the birth data? And in your district, For the most part, again, we have some wonkiness in the couple of years around the COVID-19 pandemic. But generally, if we get those birth totals, and we say you're going to have somewhere around 82 to 84% of those show up five years later as kindergarten students. Again, some years you might get a little more, some years you might get a little less. You drag that out long term, though, those differences will probably even out and you have a pretty good idea. with the births that are already in the books. And again, 2024 births are already fully

047reported. They might change just a little bit. And let me back up and talk. What do we mean local births? This is California Department of Public Health. This is data that is reported. You can get it by where the birth occurred. More crucial for us, you can get it by the residence of the person who gave birth, regardless of where that birth occurred. So if people are going to Davis, going to Sacramento, going anywhere, anywhere in the country, anywhere in the world, as long as that person has their permanent address in... what we consider your local area, and that is defined by zip codes, then we are capturing that birth in these numbers. And it's only, it takes about six week lag to get what winds up being, you know, 99% of the final total.

048Again, you might have some late reports that come in from, for various reasons, the numbers sometimes shift by a single digit number, but for the most part. At this point, all the way through the end of 2024, we know what these birth totals look like. And I don't have the number off the top of my head, but I want to say it's right around 700 is what you got in 2024. So continuing that the students that we know were born here, that's the backbone of your future enrollment. are going to be taking the place of much higher populations of kids who were first moving out of elementary school and then increasingly moving out of the district. Because again, that birth year of over a thousand kids, 2008. Yeah, those were just some recent graduates. That's

049how long it takes for you to start seeing this. And for that reason, you're going to start seeing the same dip in your high school soon because some of those very large cohorts from back before births really started noticeably decreasing are going to start entering high school. So all that said. One last thing that we look at, and that is it's not just that cohort replacement. Kendra's in, sixth graders out, or twelfth graders out, or eighth graders out, depending on where you're slicing it. It's all those other kids. You say goodbye, the time coming up in just a couple of months. and you say see you next year kids and all those kids who were K through 11 if you were off on the middle of a remote desert island you would probably see the

050exact same kids come back again the next year in reality people are constantly moving in constantly moving out of your district and on net what does that mean for you and for most of your history in the last decade what that's meant is not spectacularly but pretty consistently you would be losing one to one and a half percent of your enrollment through just the net difference of more kids moving out than kids moving in. So again, that's looking at who's actually been moving in versus who's been moving out, not just in total numbers, but in terms of what that means for your enrollments. But you had a couple of slightly positive years the last time we looked at this. Now, not enough that I would say that that's going to offset the huge difference between

051how small the new kinders are relative to who they're taking the place of, but it's a little something that will help, again, your first graders as they move up to second grade. You might just have a fraction of a percent more of them, but that certainly does help. stabilize some enrollment. But that said, at the time that we were looking at this, here's what everything pointed me towards. That's incorporating the development that was planned to be built through that time horizon at the time and the cohort replacement of births and new kindergarten and TK cohorts, full TK expansion, and the extent to which all that constant moving and churning that you have of your existing student population bears things out. Now what's actually happened is your 24-25 enrollment came in under this. So the trajectory,

052unfortunately, is probably right, but it would be interesting to refresh some of this if there is the opportunity to do so, to just get another sense. But what this really says for us in terms of our boundary adjustments is we're not looking at adjusting boundaries in a way that where you need more than what you have right now. It really is you've had, and if we drag this back even further in time, you've had way more enrollment in the past than what you're likely to have in the future, but the places where your schools exist and the way that your boundaries were set up, which probably was a much better fit at the time, is no longer working to assign students to a place where there's room for them. But across the district, you have

053that room. And you will have that room. So that's the kind of 101 high-level challenge. And so you see just all the specific numbers. I'm not going to sit here and read a wall of numbers to you, but if you have any questions about any specific numbers, we can pull that up again. And let's just take a beat there, because that is a lot of information, and see if anyone has questions about any of that, because that's honestly the first committee meeting that we had, was largely just me going over with... the committee and I'll get into the committee and who was on it and some of the conversations they had shortly but it was really going over a lot of this information because it's that again that fundamental level of is even pursuing this

054idea of changing boundaries is it necessary and does it make sense And are we going to, are things so unpredictable that we're going to pick something now and look up and realize that something hit us that we didn't see coming and we have to shift it again a short time later? And so I would say to the same kind of reassurance that I could provide the committee was you have a lot of very stable metrics. in terms of what's happened in the past and what that tells us about where you are now and what's coming up for you. And the longer that you keep the boundaries that you have now, the imbalances that we're seeing are only going to become more pronounced based on where the development is likely to have the highest impact. But

055it remains that across the district, this really is a matter of Finding the best way to assign people to where there's going to be space for them not necessarily a matter of tearing down Rebuilding kind of approaches you you have what you need not necessarily in the most convenient locations But how can we best make it work? Because that's ultimately what school districts have to do all the time talk to every single one of your teachers And they'll tell you a little something about that. I'm sure so I have a hard time stopping talking sometimes. Those of you who've seen me before know this, but I'm really going to just zip it for a minute and see if we have any questions from the board. Thank you. Thank you very much for your time. We

056had estimated about an hour for your presentation and about two hours for questions and answers from the board. So let's go ahead and get started. We're going to go ahead and follow the same questions and comments policy that I asked from prior meetings. Who would like to go first? Trust you Richardson Fowler will go first two questions two comments and then we'll go to the per board member to the right if it is that no one has any comments or questions before we go to the next one Thanks for all the work that you've done on this I actually had to have like two screens upside by side with different data like different lights train I can't live without two monitors. I seriously like seriously, so I'm wondering because I'm I'm not a professional. But

057what I'm looking at is at 2020, we basically had 90% of the student age population was enrolled in WJUSD. And so that is pretty interesting considering like what I'm seeing from 2022 numbers. It looks like we've got 78% of the 5 to 17-year-old student population. with our student population in that division increasing, it just seems like a really big leap as we are working, and I asked something similar to this, but I'm expanding on it now. Considering we are doing the work to improve our schools and our numbers and whatnot, I would like us to be, and it's a question and a comment at the same time, I would like for us to be mindful that we would possibly be recapturing some of those students and is that possible to keep that in your mind

058in the forefront that we are making improvements with the goal of recapturing some of those students. I've also talked to the superintendent about we have a large strain in our middle school population that's going to DaVinci and other schools to that provide things that we don't. And as we now have the VAPA money and we're looking at expanding different programs, we might be able to recapture some of those. So are you able to see where we are draining students so we can keep that into consideration for those numbers? Yep, so short answer, yes. And then as always, you know, it's never the shortest answer that I'm going to give you. But, and I was just thinking in real time here, so... Again, to the extent that that is identified as a criterion, which we're going

059to be talking about those in the next phase of this, that should be shown with any boundary option that's developed is kind of existing residents and what that delta is of potential residents. I can do my best with how the census releases data to slice up and at least get a little more precision so it's not just a single district-wide total. but to the extent that I can identifying what does that delta seem to be with how many residents are enrolled in the school district here and how many students overall we think are living there and that's just where I will put the big flashing red warning sign on that I mean just the analysis that you did if you ran it with the 2023 numbers instead would not look like quite so much of

060a drop and we're playing with estimates and doing the best that we can knowing that yes, a lot has changed since 2020. We want to acknowledge that while getting the best information that we can and seeing what it can tell us. But I think what if we can at least split out what that delta is a little bit, it might not be much finer than the zip code level, but give us something. And now we can split it out instead of five to 17. I have it for every single individual age. I mean, we can do it by grade level, but yeah, see if anything really jumps out. if that's something that we're directed to consider, that, you know, to add flexibility that, again, might impact how many students can be assigned to a school

061in the short term who live here now to possibly be able to accommodate more students who might come to you in the future. So, again, I live to serve at the direction of the board. But that's my, that's sort of your pivot point of pros and cons of that approach. And my last question I was also noticing trends that schools that are nearby one another so like between Freeman Maxwell and Whitehead there was a lot of movement on the chart of the migration between those schools similar of course with Gibson Prairie and Tafoya you saw a lot of transition between those schools in their proximity. I don't know if that's a function of people just My friend lives around the corner, so it's easy to carpool and get rides with them or something. But if

062we can also make sure we are cognizant of those transient natures or migratory patterns of our students, and then in that being my comment, can we be cognizant of those sorts of things? Yes. Again, short answer, yes. And then slightly longer follow-up. And that's one thing I've made these maps before that kind of between, and it gets a little confusing when you have as many elementary schools as you do, but at least showing where you have balanced versus imbalanced. one-to-one transfers between two schools because like I said that sort of transience between schools that are close if you find that the number going between Freeman and Gibson for instance I'm just going to this is the the danger of doing it in real time and not knowing what that number is going to look like

063but in this case you have you know it's four out of Gibson and into Freeman and 14 out of Gibson or out of Freeman and into Gibson so both kind of smaller numbers in that with two I happen to pick, but if we find ones where you consistently see about the same numbers going back and forth, you might chalk that up to routine business and wherever the boundary is there's going to be some amount of people who have their particular individualized reason for wanting to make that transfer but that it should roughly even out. It's when you see persistently that you have, you know, that was a bad example just because the numbers are so small. It's easy to get three times the amount when you start with four on one end. But, you know,

064where you persistently just have several times over enrollment is kind of a one-way street between two schools. that you would say let's really look at what's going on here uh but to the extent that yeah i mean that's why i said this is going to be a crucial thing for us to keep in mind the entire time that we're looking at future boundaries because you can't just as much as i would love it to do it on easy mode you can't just coast on these are the enrollment totals these are the resident totals let's go you have to kind of understand what's really happening and how you as i said ideally to the extent that some of this movement is people who would rather be at the school that they're at and it would make

065sense for the boundary to include them. That's, I think, kind of the ideal outcome of the process is helping the boundaries align with what people are kind of wanting to see anyway. Now, to the extent that, again, you have some people who are transferring out of a school that they would rather be at. because there's no space, I'll just go back to my point of we just want to create some certainty where if you live in the boundary, you know that there's going to be space for you at that school. And at least you might not wind up on the side of the line you'd like to be on, but understanding for everyone, it's much, much better if the boundaries are properly right-sized that everyone at least knows if that's where I want to go,

066that's where I get to go. Awesome. Thank you so much. I appreciate your time. Thank you trustee Richardson Fowler any questions for Trustee Richardson Fowler comments. All right, trustee Garcia. You're next No problem trustee Brubaker I guess I'm curious and this might be better directed at the superintendent. So I apologize if you have to use your sore voice. Do we have data on why students either leave the district or do inter-district transfer? And if not, is that something we could maybe do over the next year? So that if we do decide ultimately to extend this process. we can have sort of some idea of what might change. For example, if my kid was going to be in a school with a lot of overcrowding in classrooms and I worked in Davis, it might be easier

067to have my kid go to Davis instead of the school near my house. But if that school was suddenly not going to have really full classrooms, that might change the metrics just so we could have more information when we ultimately make this final decision. So we do collect some of the data that we were able to and I have our executive director who still has a voice to come up and speak to that since she collects it. Thank you. We do have, we do have a, there's a reason for families who submit an inter-district agreement to leave the district. And so we can put that information together if that would be helpful. The majority of the outgoing IDAs. I believe are for, as you said, employment. So employment is a reason for an IDA that

068really can't be denied. And so many families have employment as the reason where they work, for example, in Davis or in Sacramento and want to bring their student to where they're working. but we can follow up with more information. If a student wants to leave our district, they have to follow the process and they have to fill out the reason why. And so we collect that. Sometimes they'll move out of state. And so sometimes they just don't show up. And so that's where we have some limitations. Yeah, when a student is, when a family is leaving for... For example a school that's a religious or a private school. We don't there is no paperwork That's that's a part of that that process. There's no outgoing ID a paperwork But but we do have the reason

069for students that move to another district within within the state Thank you. That's my only question for the time. Thank you any questions or comments for trustee Brubaker All right, seeing none moving on to trustee Rodriguez Hi. Hi. Good to see you again. Thank you for being here. Thank you for your work. Oh, it's my pleasure. I think one of the things that would be helpful for me contextually, you know, in the end if boundaries are moved and people are going to different schools, you know, would be to understand the or to look at a chart which had the The population of each of our of each of our schools and then what is the capacity right? So how full are they? What what is still open at any particular school? Yeah, so I think

070that would contextually help understand what what how we're impacting if we move any particular boundaries and I think, and we went over this at the committee meeting again, I think the general comment in the report was that there were two areas that maybe kind of bucked the trend of having diminishing population. I think I identified one as that Tafoya area, and I don't know, what was the other? And then I think we'll be... perhaps looking at woodland prairie some again that that's where i'll that's my i'm pretty sure answer and concertly that was generally the two yeah gotcha okay um and then a comment um which is that you know i think especially when i look at the foia area Again, a comment that I've already made to you is that they're very distinct areas,

071right? Especially if you take Gibson Avenue and cut it across because everything above Gibson towards the foyer, it's generally set. There's not a whole lot of new construction, at least not any that I know of that is happening or planned in the near future. But certainly below, coming back towards Davis on Gibson, that... Obviously that's where a lot of new development is happening. So I think for me it would be I would want to know specifically how many of our Spring Lake residents that had addresses in Spring Lake below Gibson. What is that what is the number. Basically where are they going. You know how many how many of those addresses are going to FOIA. How many of those addresses are going to any of the other areas. And I think that's because it's going

072to be that's going to be one area in which we you know have limited ability or limited schools, you know to FOIA's I think near capacity if not capacity and then Spring Lake is obviously at capacity. So That's some information that be helpful for me. Thanks. No, I want to say thank you those yeah those are all things that I would love to come back and Be able to share with you in the near future Thank you very much. So We do know that you're you Yes, ma'am. I'm sorry Absolutely. Thank you so much. And I'm sorry. I apologize for not coming around and asking if you guys had any questions or comments for Trustee Rodriguez. I was getting a little excited for my turn. Go for it. You had asked for an overlay map

073during our session. Were you able to articulate that part of all the overlay lap? I just want to make sure we're... I was going to come back to it once I... Just kidding. I just had to get my couple of questions. Great. Setting the stage, sir. All right, so I know that the question for tonight is you know, what direction do we want to go? do you want to stick to the original timeline or Go with the proposed timeline of extending it for one more year for this process to take place I don't necessarily have questions since I do sit on this committee and have tried to be very much engaged as much as possible I do want to bring up some of the I'll use this as my two comments. I don't have, since

074I stated I don't have questions, so I'll use the two comments now, and then I'll continue stating my comments as I get my turn. So when the committee started meeting, one of the points that was very clear to the committee and I have to tell you very important for me that I raised is how do we implement these boundary lines with our focus on equity and access, right? How do we make sure that the resources, the programs, and the specialized services are continued to be served to these students should they have to be transferred to a different school, right? So I'm just sharing that so that you guys know that these discussions have started to take place in this committee. And it's going to require a lot of work from the district to make sure

075that the wraparound resources for the students continue to be served should they be placed in another school when this process is taking place. when this implementation has taken place. That's my first one. My second one. is very much tied to the important topic of community and stakeholder engagement in this process. That has been a huge portion of conversation of this committee in making sure that the district engages the families, the teachers, the community members that reside in this area in the process. So I just want you guys to know that that has been a huge topic of conversation and that's gonna be. As already has been presented, I just want to reassert that meaningful public input is something that the committee. has taken huge consideration of. But also, how do we engage the public is

076a huge conversation that needs to be drawn out. And I know that this board is very much committed to that. So those are my two comments right now. And I'm gonna go ahead and open it up if anybody has any comments or questions on those two. Trustee Rodriguez. I think in terms of... When we go out to the community and seek input, right? I think I think that that that is a very important topic that you know generally with many of these things we Will have a meeting at the district office or maybe at you know, one of the school sites well, you know use our regular means of of you know getting the folks and informing them that they have an opportunity to come give their input, but I If I think I kind

077of heard I think we need to be able to really include our families that generally don't find themselves in those places. All those things need to occur, whether they're meetings here at the district or in schools, but we've really got to be, I would like to see innovation in being able to go to where our parents live, whether they're apartment complexes, whether it's YOLO housing, whether it's dressing. DISPROPORTIONATE POPULATIONS THAT WE DON'T GET TO, THAT ARE VERY HARD TO HEAR FROM, TO REALLY MAKE A SUBSTANTIAL EFFORT TO NOT JUST HAVE THEM COME TO US, BUT TO GO TO THESE POPULATIONS. THANK YOU VERY MUCH, TRUSTEE RODRIGUEZ. ANYONE ELSE WITH COMMENTS OR QUESTIONS IN REGARDS TO MY TWO COMMENTS MADE? ALL RIGHT. GOING AROUND. SUPERINTENDENT, YOU'RE DOING GOOD. ALL RIGHT. TRUSTEE VILLAGRANA. Thank you. My first

078question is on slide nine. If we were to say we were not serving TK you know that wasn't the mandate and this board decided not to would the enrollment numbers have dropped at a sharper rate. Correct. So here where you see especially in the last 21 22 and 23 school years where you were hovering right around ninety five hundred. The reason you've had that is. Yeah, so you really the first time you dropped the 9500 and then after that you had your first two years where TK expanded and so in total by 2324, which was of course a full school year ago, but you already had roughly 100 more TK students than what you had as sort of your baseline average, maybe a little less than 100, but call it 100. And so without those

079TK students, then you're really looking at something in the 9,300 range. And so yes, you would have already been seeing more of that bottom line difference. So what TK does is... more of the kids that you were already anticipating that you would get for kindergarten, you also get to have them for a little bit the year before. But it doesn't change anything with that whole replacement dynamic. It's just more kids you get to have at the same time because you're stretching out the start of school to capture some even younger kids than who you traditionally had. Thank you for the last part of that. That was the point I was getting at with your answer. with if you agree with I guess with my question and the answer you provided that again our numbers are.

080drastically going down and again even though our total number is higher it's only because of these additional students that they would have came in kinder anyways like they're not really increasing right we're just adding them earlier so it looks like we have more but but we actually don't and then the next it's a comment if you could start digging towards the end of your next part of the presentation. If you could foreshadow for us at that point what you know from your experience what what is the ideal kind of direction from a board looks like for you right based on your experience of successfully making these changes in the community similar to to Woodland so not now but you know think about it as as we continue understood and then my next comment is just

081that I agree with Trustee Rodriguez about going out to the community and getting input and again if the board agrees then the superintendent can figure out how best to to make that happen and again in addition to doing outreach or presentations at the school sites and this space also going out to the community and reaching families that normally we wouldn't but who will be impacted and we don't want them finding out when they're trying to enroll when they could find out hopefully earlier and provide or at least be aware right of that so That's all for me for now. Thank you. Thank you, Trustee Villagrana. Any comments on his questions or comments? All right, I do. I have to tell you, having gone down on the ground for ballot proposals this last election, and knocked

082on doors, there's a lot of people that don't open their doors for a variety of reasons. So the reason I'm sharing that is even if we wanted to do home visits to try and get input and gather data, sometimes that isn't very effective. So we have to kind of think outside the box. How do we reach these people in a public setting where we can capture them without necessarily having to go to their door? So I'm thinking like suggesting, you know, grocery stores, you know, like kind of like when you see, you know, Girl Scout cookies selling outside. So grocery stores, faith centers, even like, you know, the county fairgrounds, you know, when our during our county fair, when we have our district. tabling space, handing out resources and information, letting them know that we're

083undergoing this process. So this fair time, this fair season might be a critical opportunity for us to capture these families. I also think of gathering spaces like parks and community centers. I think of the Woodland Soccer Club. I think of Little League. I think of girls fast pitch, softball, all of those sporting activities, even adult sporting activities because when adults and parents go, they bring their kids and we can capture them. So I just wanted to share that. I know a lot of this has already been discussed a little bit in our committee, but I also want the board and the community to know that some of this thought process has already kind of gone into it. But thank you trustee Villagrana for your points Anybody else want to say anything trustee Brubaker before? When

084I respond just to clarify the trustee Rodriguez mentioned knocking on doors. I didn't I don't remember hearing that No, I just mentioned it as an example. Okay. No, just to clarify because I didn't mention actually said community and all the examples You said about the community. That's what I'm talking about. So yeah, never in any way. Absolutely not I I just mentioned it that if it's something that we are thinking about not that either of you had mentioned that Sometimes that's very challenging. Oh, absolutely don't necessarily open their doors. I would never gave my example You know when when doing this outreach it was really challenging So that may not be the most effective way just to put it out there, right? Not to say that any of you mentioned that. trustee Brubaker I wanted

085to add a suggestion as well, which is One of the places we know that our families are gonna be is at school sites. So maybe Having clipboards with people at school pick up and drop off where they're already work thinking about does this work taking my kid here? Or is it you know, I have to cross a busy street or something like that would be another potential idea. That's it Thank you very much anyone else Trustee Garcia. Yes, so I didn't put my comments at the beginning because I think we're gonna start talking for the first part So yes, I have a lot of ideas from my perspective so for me some of the ideas I I got what you all say about how can get in. Trustee Garcia. Do you have any questions on

086the items that Trustee Villagrana said? Yes, it's about giving more. Okay, perfect, perfect. Just to make sure that we're having a discussion on his questions and comments related to what he made, okay? Okay. And then you'll still have your turn. Yes, but I want to... Say something about the ideas you have perfect. Yes. So for me is I agree with all the ideas We're telling for me. I would like to see a Service service to the old committees. We have it for sure I would like to the service be available in all the languages park in our district. Absolutely and I I thinking if when when When the school year start the middle school and high school parents need to do a process to get the classes. I would like we can implement the survey

087as one of the other steps. and we can get the input there. And I would like also put some computers, laptop, maybe in the district or high schools, elementary, to be accessible for them to go and take the service when they come to pick up the kids or wherever. And absolutely, I would like to... THE MEMBERS FOR THE COMMUNITIES TO MAKE SURE THEY TAKE THE SURVEY. BECAUSE THEY ARE MORE OF THE COMMUNITY PARENTS ARE LEADERS AND THEY CAN GET INFORMATION FROM DIFFERENT PARENTS AND THOSE ARE MY IDEAS. THANK YOU VERY MUCH. SO HER POINTS WERE IN TERMS OF HOW IT RELATES TO THE INFORMATION GATHERING AND THE COMMUNITY INPUT. PERFECT. TRUSTEE RODRIGUEZ MOJICA. Thank you. So I had a clarifying question first. I think Trustee Rodriguez had asked about the difference in the populations, right?

088We see, and I just want to confirm, is what you answered that Prairie and Tafoya are the only ones that do not have a declining population based on the data you presented? And yeah, that's helpful to clarify because what we have looked at... And the information that I was putting together was ultimately projections of enrollment that is based on the continuation of a lot of the things that you see in this table happening. So once we are really slicing and dicing potential boundaries. Like I said, that's where there's a lot of careful work, but we increasingly shift our focus to look at residents in a particular area at that point to make sure that we're putting the boundary right, while the first report that I did was more concerned with what, if everything just carried

089on as it is right now, what would the enrollments look like at all these sites. So it is that Prairie and Tafoya those areas do not have declining enrollment right based on what you just said. Okay. Yes But yeah so just making sure that we're doing out that kind of that distinction between the enrollments and then where the kids are that might be coming from which could not be entirely the same thing but yeah, right Yes, right on that with terms of where yes the pocket where you are seeing some growth With the I'll give myself the slide out that I haven't looked at every detail of this necessarily right before this meeting. So some answers, if I realize that I was mistaken in any response that I give, I'll make sure I communicate that

090back out to you. UNDERSTOOD. THANK YOU. MY SECOND QUESTION IS ABOUT CAPACITY QUESTION. I KNOW OUR SUPERINTENDENT'S VOICE ISN'T WHERE WE WOULD LIKE IT TO BE. I DON'T WANT YOU TO STRAIN YOUR VOICE. I DON'T KNOW IF MAYBE SOMEBODY FROM THE CABINET COULD HELP. I'M WONDERING IN ADDITION TO SPRING LAKE, ARE THERE ANY OTHER SCHOOLS THAT ARE AT CAPACITY? UNDERSTANDING THAT DIFFERENT GRADE LEVELS ARE AT CAPACITY, BUT AS AN OVERALL SENSE, DO WE HAVE ANY OTHER SCHOOL SITES THAT ARE AT CAPACITY? Thank you, Christina. At this time, Douglas is also at capacity. That's the only one right now? That's the only one at this moment, yes. Okay. So that's Douglas and Spring Lake. So Spring Lake does have some open seats. Oh, okay. So it's not at capacity. In terms of if by capacity you

091mean whether there's classroom spaces available, there are some classroom spaces available at Spring Lake. Okay. Got it. Thank you. Thank you very much, Trustee Rodriguez-Molchica. Comments, Trustee Rodriguez? Just a reminder that I did ask in general for that information for them to bring back what the capacity was of each site. Thank you very much, Trustee Rodriguez, for making that clarification. Any comments or discussion? All right, continuing to move on to Trustee Richardson-Fowler. None. All right, Trustee Garcia. Yes, so I just wanna, I have a question for clarification. Did you mention about if, based on the decline enrollment, maybe? We don't need more facilities. You mentioned, I don't know if I understand correctly, so the facilities we already have, that will be enough for the next years? Across the district, yes. Because you have, and that's

092what you don't have right now is the school's closest. To you know only the school you know everyone's immediate closest school Might not all have enough for everyone to go for example to their absolute closest most convenient school But in terms of do you have classrooms across the district? That can make sure that every student that you have enrolled will have a seat. Yes Thank you very much. Any questions or comments on trustee Garcia's points? Okay, moving on to trustee Brubaker Have another question that might be better for staff. So I apologize for our excellent presenter. I Know that not all of our schools have TK capacity like not all of them have that do we know whether there are students who are who families who have students who would Want to go to TK

093but because it's not available at their home school say they have an older child that already goes there But they don't want to drive to take their kid to another school Do we know if there's we have numbers on how many that have expressed interest that that don't follow through on doing TK because of that? Just because you know, we're looking at potential expansion of students and if we have the ability to for example at Freeman I know there's not a TK classroom add one That's numbers. We should take into account if there's desire in that community for that I'm not actually sure if we have TK age students in the Freeman boundary that would attend TK if it was there that are not at another site. If I can just add something. So TK

094slowly rolled in. There's a certain age and we had to roll it in to get to that age and next year will be our last Next year there will be a TK at Freeman Elementary also at where else are we adding Freeman? We're adding a classroom at Gibson. So every school in And Prairie. And Prairie, Plainfield too right? Every school in the district elementary school will have a TK. Some will have two. At the beginning we only had three and then we just been rolling them in and so they're not site-based but we prioritize students from the area. And then and also TK is not required for parents to it's kind of kindergarten They're not required to attend TK but we definitely offer and we've been monitoring this very closely and based on the the

095needs That's how we've been adding and prioritizing The number of classes that we offer so we work from the beginning of we're looking at birth rates and then projecting about okay this is a birth rates and they're gonna be for by You know this time how many classes do we need each year? to meet the requirement of the state so that we can offer it to all four-year-olds. We do and just to add to that we do work with families who if there isn't a spot at their home school TK or like at Freeman where there isn't one currently we work with families to find a spot that works for them whether it's close to work or close to transportation so we do try to make sure that everyone has a has a spot that

096works. And if I can just add when we do that it requires us shifting rooms. Right moving teachers moving programs. So sometimes we have to move a program in order to accommodate a TK at a school. And so you'll be getting a little report at the next update about a shift that we're doing that involves partially of that. We also look at where can we put TK where we have bathrooms available for little ones to limit the cost of the implementation of this program. I hope you can understand me. That's all really excellent news. And also we will have the data next year to think about all of this bigger project. So that's fantastic. Thank you. Thank you very much. Trustee Brubaker, any questions, comments on her points? Okay. Moving on. Trustee Rodriguez. I just

097wanted to bring up a point which Trustee Richardson-Fowler reminded me of earlier, which is that it also asked for. information about where the low income families would be located within the district in terms of population wise and then in terms of schools themselves. The same for ethnicity, if possible, if we can get that information, that would be great. Yes, and just we'll reiterate just here in this setting that to the extent that we have that information we can overlay that across everything else we're looking at If that information for example is coming from census sources you know census geography is Interesting and that sometimes you might have seen this when you were doing your trustee areas a few years ago But you might have very large areas that you really wish they would have split

098up so that you knew more precisely where those things fell and then you have Just other areas where you have a just every city block, you know what that information looks like But yeah to the extent that we have it we can integrate that into what we're looking at. Absolutely Thank you very much. Any questions or comments on the points made by trustee Rodriguez? All right. Some of my comments have already been discussed, so I won't repeat them in order to keep us moving along, but I will go down my list. Transportation and logistics will definitely be a huge factor to take into consideration in this process, specifically in issues like bus routes, transportation costs, and student travel times. I'll give you an example, one personal example. The line that cuts across and divides the

099two high schools in Woodland, Pioneer and Woodland High, is College Street. So I live right at the cusp of College Street. Woodland High is closer for my 10th grader than Pioneer High School, but my daughter is zoned to Pioneer High School. It takes us about 12 to 14 minutes to get to Pioneer High School from my house, and it does cost money to transport her back and forth. However, she could walk .45 miles to Woodland High and is much closer versus to the five-mile ride. to Pioneer High School. So I can't see a lot of input about longer distances depending on how the lines are split. Academic and program access is another point on my list. How will students continue to have access to the same academic and extracurricular opportunities under the new boundary lines?

100We've already talked about this in prior conversations. An example of elementary schools. Certain elementary schools have certain programs for after-school programs. Spring Lake has YMCA. Other schools have the tutors. are district paid tutors who implement after school program, very different programs. So how do we continue to offer the same academic after school programs as an example, right? Should there be any changes? So I'm gonna leave that as my second comment. I don't know if you guys have any comments or questions according to what I've just stated. Trustee Rodriguez. I do have one comment maybe around the transportation issue. It might be helpful, at least for me, to kind of revisit how it is that we calculate, you know, who gets transportation, who gets bus transportation, what are those factors that would be helpful in just

101the overall context of looking at this issue and how it's decided, et cetera. Thank you. Thank you. Anyone else on those points? All right. Superintendent and you you doing okay? Yeah All right, just making sure he wanted to speak. All right trustee Villagrana Thank you slide 18 Perfect. So at the bottom there's this total non-residents attending. If you can define what non-residents means for public police. Yeah. Thank you. You know that that's a good one to clarify because sometimes we use a word in different contexts in different places. And so on these matrices we are talking about residents of the particular school boundary. So when you see under pioneer they're just going down our. Let's see I think I even have a. pointer on here, if I knew how to use it. But just going

102down the first column there of Pioneer with the 1,634 total residents of the boundary, but then you're looking at 1,566 who were attending. The residents attending is that bolded one of the 1,375 who both reside in the boundary and enrolled at the school. then the non-residents attending is the combination of the 191 is that 169 plus 22 across the top of all the students who are enrolled at Pioneer who are don't reside in the Pioneer boundary whether that's in this case the one other high school boundary or entirely outside of the district we're just looking at and that's what I was explaining earlier that in and out migration This is just sort of the looking under the hood how we compile the numbers that just help us do easier math to just so we just

103want the percent of you know for in migration that twelve point two percent at Pioneer is because of all of the non residents from the perspective of their school boundary who are coming in. While other times when we talk about. For the whole district non-resident could just mean who you have coming to you on inter-district transfers in But in this case, but when we're talking about it on these particular tables Non-resident from any one schools perspective is everyone who's coming in from outside of that one school boundary And the number of students who are coming from outside the district of those 191 is not so significant that we should split them apart so that we can see the difference between the I call non boundary now versus non residents outside of the district. Yeah and

104to be clear that 191 that most of that is if you look across that top row at Pioneer now it's the 169 who are coming from the Woodland High School boundary and then the 22 coming from outside the district. is what makes the 191 in total so it's only 22 of those are coming completely from outside the district thank you yeah that's helpful thank you yeah that's it thank you trustee viagra any questions or comments for the for trustee all right seeing none we are at 6 30 this is about the halfway mark of our evening would anyone like to ask for a break All right, everyone doing good? No break necessary? All right, let's continue to move forward. If anyone needs to use the facilities, please go ahead and excuse yourself individually. All right,

105Trustee Rodriguez-Molica? Nothing. Trustee Richardson-Fowler? Yes, ma'am. So on slide 30 it talks about how there should be at least one opportunity Ideally more for public input since we know we can't make everybody happy. How many do you? typically see districts do to get public input and then is this something that they Public participation matches the public outcry Does that make sense? Okay, yes, there's some very good questions there, and I'll just clarify if we were kind of doing a second phase where I go through those slides before we want to do questions on them, but I can certainly do some high-level approaches, and there's really a lot of variety that you see for district outreach, but for... a sort of wholesale and kind of long overdue boundary process where you're probably just going to, you

106know, it's not just a, you know, this one boundary is getting too full, let's just make a targeted adjustment. We really do want, I think I heard the comment earlier. We have not done this as well as we should have if anyone tries to show up for school the year the boundaries go into effect and that's the first time they're hearing about it. So we do want to get out there. However, going to the other extreme. you absolutely hit a point of diminishing returns where you might get a few new people but you're not really hearing anything substantially different from what the first people have already told you and you can absolutely spin your wheels and not ever actually get anything accomplished by always saying, well, there's one more rock we haven't looked under, but

107maybe that's the most important thing. And at some point you just have to commit to a, and that's going to be my overarching advice when we get there, commit to an implementation date, which we have not done coming directly from the full board to this point, which is why tonight is so important. to a timetable and then really pull back your key milestone dates so that you know it's more within this say three to four month window where we want to focus on a lot of community outreach before we develop maps. What are we trying to find out? What does that look like? What do we need to do so that we can go to bed with a clean conscience that we've basically done what we could expect to hear from everybody? And then I

108would just say So that doesn't sound like I'm giving a very definitive answer. I'm not because part of that is direction from you lovely people. But the other part is where I will speak from my experience. And this applies to school boundaries. This also applies to the trustee maps. And you because I keep bringing that up because I know you've been through that relatively recently. Is that. When you're talking kind of abstract, we're going to change some boundaries, what do you think about what might happen? People don't always know what to say. Once you can show them a specific option, then they can let you know exactly why they hate it and what's wrong with it, and then you can start fixing that. So I find that to be the part where you definitely do

109want to do some outreach at the beginning of the process, but you... And that's more like what are the things that are just non-starters that are just going to just clearly not work and that maybe me not being someone who grew up in this community is aware of but that the community will definitely tell me about so that I can even avoid an option that just immediately gets scrapped because everyone hates it that much. So definitely want to do some of that. But most of our time that we have with people would be where we're looking at specific options and fine-tuning them. And I would say, just again, I'm spooling off of a, you know, because you gave me a big launching pad to get into some topics, but an example of, I think, the

110kind of outreach that's effective at the beginning is especially for your middle school and high school where you really, it's going to be at the end of the day, a line and you're on one side of the line or the other is, you know. We can kind of invite people to just what are some clear areas where you think that makes sense. Another high level one is right now you have the same boundary for your middle schools and your high schools. But as you can see. looking at your middle school boundary. You know, you have a middle school that isn't even actually inside of the boundary that it serves. So do we still want to have the same boundary for both middle school and high school, or do we just make totally different boundaries? Again,

111there's, in every single one of these questions, there's pros and cons, but maybe your community falls more on one side of it or the other, and that's why we want to hear from them, so that I don't spend time making options that... had we listened to that we would have known ahead of time, people just weren't really that interested in seeing. So I think to your high level, how much to do? Enough would be the best answer I can give. But what that looks like is some... deliberate and kind of conscientious outreach of some key questions that we can get people to wrap their heads around before there are specific maps and then leaving ourselves plenty of time to let people engage with some options that we're actually considering and that doesn't and just like

112a lot of these other kinds of options the first you know ideally i'm not i'm trying to come out with probably no more than three initial map options for each elementary middle and high school because We're going to you know, it's kind of gonna fractalize there's going to be you know Every option might split into four or five sub options as we start hearing feedback and making specific tweaks So we don't want to initially get overwhelming. We want to see where we have the most engagement Is there one that people just are mostly just not excited about there's ones that people think that's that's great except and then we make some tweaks and Keep moving the process forward Wow, and I'm gonna echo a point that we heard from your superintendent earlier knowing that Some

113people are going to be all on board with this until the map Specifically doesn't do what they for themselves would like to see it do in which case suddenly the whole idea was very bad all along and we never should have done it and just kind of persevering through this and that's why that high-level process of The timeline tonight is most crucial because depending on the decision tonight, vastly, if we're aiming for fall of 2026 adoption versus fall of 2027, enormously different options that we have for this kind of community outreach and time to interact with the maps that we've been talking about. And really I would say if we aim for fall of 2026, my job at that point becomes telling you how we can make that work and there aren't that many choices

114to make schedule wise. If we go fall of 2027, that's where we can have some room to engage and discuss what. Are the community outreach milestones that we want to set? When do we want to roll maps out? How long do we want to sit with the initial options to make sure that we're hearing from everybody about them? That's the part to maybe your question that I think is the key moment of when we pull out all the stops and make sure that everyone possible is engaged at that point, not necessarily at the beginning of the process, even though there is important things we can learn. then, but when we have those initial maps, are you aware that we're doing this? Here's what we have so far. Tell us what you think about it. Tell

115us what your concerns are. How can we make these better? Especially if there's something that we haven't thought of yet that you think of when you see what the boundaries might look like in the school year starting year after next. So that's that's the the again I just don't ever ask me for a short answer and you won't be disappointed But there hopefully that spoke to some of what you were wondering about it did and so last question Is it reasonable to think that we can come to a and I'm not trying to set this as a timeline I'm just trying to wrap my mind around how long this process might last. So please no shots fired. Is it feasible to come up with a final plan and. Decide on what our boundaries are going

116to be through the process of community engagement as deciding what we like as our top three another round of community engagement selecting and then going forward by late fall. Mm hmm. So I will maybe ask for clarification of late fall as the cut off because I just to have a plan before we come back from winter recess 26. OK. But I certainly think my kind of default timeline that I would recommend is not too far off from that. Because, yes, I would definitely like to kind of in line with the back to school, with the kind of fall sports, with the fair opportunities, that early part of back to school being some of that initial high level outreach and then having maps to show people. during the fall. But then that's, I would say, maybe

117pivot a little bit from that and have that space even kind of extending through the holidays when a lot of people are busy to just keep receiving that initial input on the first maps and then come back in the spring with the sort of back and forth revisions and ideally by, you know, around this time next year would be seriously considering a specific map. to adopt and then having some space to fall back if you really wind up with a, you know, just some details that you want to make sure you're getting exactly, exactly right before you commit to them. But again, that's just where what I would recommend at the end of the day, what you decide my job is to make sure that that's effective. I'm just thinking as a parent, I would

118really like to know where my kid is going to be gearing up and going. before spring break and on that point we are looking and that's why we are looking at this would not go into effect if we adopt my recommendation which I haven't quite presented yet right of the schedule is that we're it we will be starting the 2526 school year and then you would have the whole 2627 school year after you've made the decision and then they go into effect all of 27 and that's a big part is there's so much behind the scenes work on the staff, on the teachers, on everyone that, no, and that's exactly why with the just sort of general goal when we very, you know, over a year ago when I first started doing some work on

119the first steps of this process, there was an identification that it would be great if we could get something in place by fall of 26. That really means making a decision in the next few months. And so this is now giving us time to breathe. By the time a decision is made. Even if it's sort of what I'm recommending that it might be around a year from now with a final decision made, everyone knows, oh, that's not for the school year coming up. That's for the next year after that. So, you know, and we will, you know, we're kind of jumping ahead to stuff that hasn't been up on the slideshow yet. But the important things about who is going to, you know, this, I don't think I have ever seen. A boundary change like

120this where people literally, yeah, you are a fourth grader and you're going into fifth grade when the boundaries take effect. Say bye-bye to all your friends. You're going to a different school. We really don't want to do that. We ideally are going to let as many people as possible who are already enrolled in a school finish out their time at that school. This would be for brand new enrollments and people making that big jump from elementary to middle school, middle school to high school when you would have. the new boundaries taking effect. So we, that, but that's another way of point is communicating once we decide for sure that aspect of it so that when people hear boundary changes are happening, it's also, and this is just me. Being very honest about it a lot

121of people as soon as they find out that they're they and their kid are not going to be affected don't get nearly as fired up and angry about it. So we do want to make sure that we get on the same page about what that looks like and what that implementation is and that it becomes effective again for new enrollments for any time that you would naturally be moving yo. Pass the grade served by the school you're at and going to a different school. That's when it begins to apply to you. Okay. Thank you. Yes also add We've been talking a lot about what that means to the for parents and families But it impacts our staff too when you shift the numbers that also means switching adjusting staffing custodial time Teachers may have to

122move So that's why we need a whole year to work with our bargaining units about what those shifts will mean, how and when. You know so yes, it's gonna impact everyone at one point and some people may not think that it will impact them and then when they see the maps and they realize what the reality is then that's when we're gonna start hearing we're gonna have a whole room full right now it's kind of quiet tonight but as we get closer and closer to that it'll be more controversial and you'll do more more layers even even like where how we distribute lunches right even the driver the our drivers who take lunches to schools it's gonna shift those bus routes many things that have implications Thank you very much. Any other questions or comments

123on trustee Richardson Fowler's questions? All right, trustee Garcia No questions trustee Brubaker. No questions trustee Rodriguez none. All right. I do have two other comments So these are more directed towards my colleague my colleagues, but also, you know, I I appreciate that you are here and I know that you're taking notes I'm one two things that come to mind for me is the fiscal accountability and responsibility as we implement You know going into this study Obviously there's a cost implications for the study but also once we have the results come back there's going to be additional costs to cover transportation needs, you know, do schools need adjustments or expansions, do facilities need to be, I don't want to say, do our facilities have certain needs that we need to spend on, right? in order to

124increase the capacity of students and then elodia just touched on it staffing adjustments is that going to be an added cost and i'm only bringing this up because when the research finding comes and we have options in front of us it's going to be important for us to see what the options cost right so that's something that i would like for us to keep in mind as we get closer to a vote having the data of cost is going to be really really important superintendent And then the other point that I wanted to make is, this is my last one, post-implementation support. What does that look like to support, to be in place for our students, families, and staff to have to adjust to this new school assignment? So what supports are gonna be necessary

125for this adjustment and change? And then how will we as a school district measure the effect of... I'm sorry, let me say this again. How will we as a school district measure the effectiveness of the boundary changes and make the necessary adjustments necessary? So how, we just to start thinking about it and jogging our brain, you know, once, if and when we select an option and we proceed with it, do we want to take action in a way where... We as a district board say, hey, we want to come back in two, three, four, five, six years and measure the effectiveness of the boundary changes. Did we make the right decision? Are we actually meeting the goal that we really wanted? So that's just something to keep in mind. Those are my two points. Any

126comments or questions on that before I pass it on? Superintendent, you're good? All right. Trustee Villagrana. No questions or comments on the slides that haven't covered so far. All right. None. Anyone else going down? No. All right. Trustee Rodriguez. Sorry, I didn't want to jump to you real quick. Go ahead. If we have any additional questions after this, some comes to us, do we go through you to contact? Yes. In terms of additional questions. Yeah. I think I'm still going to go over some kind of additional material that will probably spark some new questions. But yes if after if you go if you're going to bed tonight and you suddenly bolt up right in bed because you thought of the perfect question that you should have asked me while I was here in front of

127you tonight then yes just get that out through your superintendent associate superintendent and I'll do the best I can as always. All right. I think this is a good spot for you to take us to the next one. Perfect. Okay. So I think these next two are a little shorter. So we're going to start with a summary of that boundary committee that we've been talking about. So. From February of 2024, so a little over a year ago, through October of 2024, that boundaries committee met four times. And you can just see here, kind of have it grouped into two of your trustees who are still up here. in the room with us tonight you had some key district staff with m o and facilities teaching and learning and fiscal services business services in the room

128and then a combination of elementary, middle, and high school principals. And I think that was the magic ingredient in this committee for sure in terms of getting some input that was unique and I would say probably at the kind of for the early timeframe of what this committee was looking at, invaluable to have that kind of representation that isn't always there at that stage of the process. And so, and here's where we're just gonna sit on this slide for a minute, but some of the things that we talked about a lot, again, I spent one meeting just basically going over a lot of this information from the early part of the meeting, i.e. the let's just set everyone at ease about what we know we know, what we know that we don't know, and the

129best that we can say about what it all means, and is this the thing that we even need to be doing? The committee didn't really... get off the path of we need to pursue some boundary adjustments because what we have set up right now is just increasingly going to work less and less well with the changes that we have demographically, enrollment-wise, development-wise, lots going on, and we need to do something that will serve the students better in the future. So we've heard some things about how do we assess. boundary option. And when we're developing boundary options, what do we want to have in mind to incorporate? Because again, if I'm doing this on the easiest possible setting, I'm just treating it like a jigsaw puzzle where I'm just matching up. This school has this much

130capacity and there's this many kids living in the boundary, so I'll make a boundary that has that school in it, that has that many kids in it. Make sure that the projections, you know, accounting for development, don't put too many kids in the boundary, and all done. But... We want this to be holistic. We want this to include a lot of other things. The way I have phrased this in other places where I've done this is we want, while we're doing this anyway, for the reasons that we went over in the early part of this meeting, what else can we accomplish with the boundary adjustments that can make some other things happen or be at least... be aware of other things and avoid an outcome that might happen if you were only looking at it

131in that very, very basic level. Which again, to be clear, that basic level has to be part of it. Again, I have not done my job if five years after we do this you have people moving into a home in Wheatland thinking that they know what school they're going to and there's not room for them anymore. That's the fundamental, that's the part that has to happen. But on top of that, in addition to that, what are some other things that should be in my head when I'm coming up with what some options could look like and that most importantly will then be presented alongside any of those map options? So again, the student resident totals and those projections going forward compared to the site capacities. That is there's you know that you don't get to

132tell me not to do that one that one has to happen but everything else these are some things that the boundaries committee kind of collectively identified and That point of district equity, you know, you heard your statement at the beginning of the meeting tonight I mean, I think what this is really talking about is Making sure that we're considering all of these schools and students regardless of necessarily who we're hearing from, but just making sure that the most obvious pressure points aren't the only things that are in our focus as we're doing this Certainly the transportation and walking safety. I think you'll you will naturally hear that from the community particularly at the elementary level Those if you having we heard from your board president about having a high school student and walking considerations so

133it certainly comes up across the board, but You have more of the elementary schools that are closer to more people's houses, and that's why you tend to hear a lot about Ideally, we'd like to walk to school, but if we have to cross this street, that's out, you know, absolutely no way. We would never do that. So that tends to come up a lot, and that's the kind of thing I expect to, and that's the sort of, to that earlier question, the kind of useful feedback that we can sometimes hear in that beginning of the process, just what are some constraints that you would really not like to see in terms of where you live versus what school you're assigned to. Then we've had the question about student demographics. We can do that just with

134students. We can do that with the whole population. But just overlaying basically any information you have that I can put on a map, we can incorporate that into and then summarize. Currently, your boundaries have this percent breakdown by ethnicity, this percent breakdown by... income level and under the new boundary that school or under this map option that boundary would have these numbers instead. So I think that what's been brought up so far of kind of race, ethnicity, and family income levels are some of the ones, you know, I've had all sorts of things that boards have decided that they wanted to see. I'm a data guy. I'm always happy to provide it. I find that at some point, again, as I said with the community outreach, you get to a point where people are hoping

135for a magic data point that helps them make the decision easy when it's always going to be. on some level a pretty hard decision. There's not usually a magic bullet that suddenly makes two very good but not perfect options suddenly have one of them immediately be way, way better than the other. But anything that people want to see, especially early on in the process. I will happily show. But to the extent that we can identify things before I even start making the maps, that's when I can have all that rolling out from the beginning. And so those are some criteria identified by the committee that I think are probably fairly likely to come into the process as we hear from the community in general terms, as we bring some maps out, as we then refine

136those maps. But what else should be on my mind? And again, you don't have to make a final decision tonight. But if you, to the extent that you do, excuse me, have some ideas, would love to hear them. Because then it's one more thing that when we're out of the community, we can say we are already thinking of this. So, you know, we don't need to hear it from you to be concerned about this. But what else will we get from the community on top of that? And then that all feeds into making the maps. All these other considerations, these are just more things that's just important to get out there, or kind of the, we want you to know that we know that this is going to be something that comes up. The top

137bullet, I should have made that, you know, bold, underlined, hundred-point font, but the extent to which we can confirm and tell people going into the process. Uh, you know, and again, that's why I'm still saying F because I don't want someone to pull up this footage. A year from now and think that this is me making a promise. That's the case. This decision ultimately comes through the board. But to the extent that it is feasible, if you can say that if you're already enrolled at a school, you get to finish your time at that school. If you have a younger sibling who this is more for elementary school, particularly comes up, who would be assigned the different boundary. but you had your older sibling is still grandfathered in at that school. The sibling gets to

138go there too because families have a hard enough time with one school drop off and pick up. So to the extent that, and part of our job is to show you the extent to which it is feasible, but in a way you're. Since you're already living in a situation where to some extent some of your boundaries are, have just completely lost basis with, as I mentioned at the middle school, from what we heard, one of your middle schools is at capacity and we already saw that you have at your middle school boundaries from that chart, more people assigned to the smaller, you know, to the smaller schools. So that's the kind of thing that you're kind of already there. So if you can live with it for it'll get better as soon as you these

139new boundaries go into effect at least even with just the new enrollments Shifting it you'll start seeing things moving in the right direction So if you can afford the time that it takes you know with the middle school that would be three years to clear every existing student out and have them replaced by students coming in from the new boundaries and Then you're right sized if so if you can make that work and tell everyone who's there right now that this isn't going to directly, immediately affect them, it helps. It's the single most effective thing you can do to just kind of lower the temperature in the process. Not again. You've heard the warnings and yes, we're going to have some full rooms and definitely some strong opinions and some emotions over the course of

140this process. But it really helps if people can understand that. Whatever they thought they were signing up for when their kids started at the school that they're in right now That's what they still get to have and then just all the other things and this is just that almost really belongs in its own category because it's that's kind of something that we do want to confirm but Have officially be a decision of the board everything else. These are just the things that we mentioned we need that full year to Get set up for this to start happening Just because you have all these other points of teacher assignment staffing levels. I was brought up in the committee that you know at the high schools Potentially depending on how the new boundaries also affect the enrollments

141there could be all kinds of athletics Implications which I would not recommend ever be a primary consideration for the boundaries, but to the extent that I'm told it is crucially important we can find a threshold where we want to keep something at to avoid triggering some kind of automatic change if a site's enrollment changes too much. Certainly, we've already heard this point tonight, just making... a lot of the opportunities at your district schools more consistent so that there is less perception of there being a big difference between which school that you're assigned to in terms of what that means for your opportunities and then particularly. The one part where, again, some of the outreach that we're doing at school sites may not hit people, but inevitably, yes, there will be some people who moved into

142where they're living with the understanding of a school boundary they're in because they were about to start a family or had a two-year-old who isn't going to hit school yet. And then they hear what we're doing. They don't have any kind of grandfathering in place, and they're going to be disappointed, potentially. And that's just more of a... just be aware of it, but the reason that we're doing this is at the end of the day to align. the boundaries with the reality of what your schools should be able to accommodate. And the line you're going to hear me say a lot, especially when we have the community in the room, is the outcome of this is to provide certainty. Because if we keep the boundary where it is to avoid making someone upset, but it

143leads to a place where they still are in some kind of lottery to see if they get to go to that school or not. I would probably rather just know for sure where the new line is and if I'm in it or not, and at least just know for sure when it's time to start school that if I want to go to where I've been assigned, there will be space for it. That's the big point there. So again, I'm just saying some of these things out loud right now, but those are some, again, to the extent that just the board tonight just has some comments on some other considerations that, again, may not be something that we do anything with right now, but just that we start thinking about because we know we're going to

144hear some concerns about it. It's helpful just to have out there. So here, I think, yes, is the... the last of my informational slides before I get to my final slide, which is then really seeking some specific direction from you. But we've kind of covered some of this already. The original plan when we just sort of took a let's form a committee and start talking about this was... boundaries that would go into effect fall of 2026 because that was the soonest that we could do it at the time but there was a lot of information to digest and process considerations to bring and if we were to still go for that we again would ideally want to have a final map within the next few months and I don't recommend that And again, that second

145book, I think we've covered that. There's just so many other things that have to be done practically once you have a new boundary to make it ready to implement the following year. Community outreach, again, thankfully we've already gotten the chance to kind of start talking about this, but we've certainly heard a lot of ideas tonight. I think a lot of the very good ideas that I've been hearing from you as a group becoming... infeasible to borderline impossible to implement if we're sticking to trying to have boundaries ready for fall of 2026 and become very doable and something I would enjoy doing. alongside all of you if we have the opportunity to adjust the schedule back one more year. My initial philosophy, and I've already shared this one too, look at that, it's almost like I

146knew what I was going to be talking about later and already spoke to it, but is couple maybe three initial options because once the community actually sees those initial options and has a chance to give us feedback. The problem is not not having enough options. You're going to have so many variations and fine-tunings that it really will be... I'll be helping kind of guide you towards eliminating some options while we simultaneously develop new ones so that we never are just buried under kind of a decision paralysis of there just being a hundred different maps and we don't even know which one we're talking about anymore. But so let's just modestly come out with some options that capture some of those high-level things That's for example just some things that I know I've already heard of

147You know same boundaries for the middle and high schools. Maybe we have an option with an option that doesn't Adding a boundary around Spring Lake to just give it a defined boundary instead of being an opt-in school, elementary boundaries with and without, depending on what we hear from the community early on, of course. And then once we see which ones are getting traction, then we go deeper into variations around that theme, as it were. And then, again, that last bullet and the one that generated the conversation we kind of already had earlier is... Ideally, many, many more than one. And this was really just with the, if we had to stick to plan A that we put out there as a sort of general goal when we didn't know a lot of the specifics that

148we know now, but we just were absolutely going to stick to having new boundaries come in and follow 2026, we still, we have to make sure that we are giving the community a chance to have input. But ideally, I really should have put many, many more than... one opportunity and that is where we come to the input that I'm seeking from you tonight and that number one again imagine that bold underlined and in million point font is really uh I think the the one question that absolutely we do have to have formal decision on tonight is what is our schedule my recommendation is to adjust so that new boundaries go into effect fall of 2027 that gives us time I would say I would reorder those now after our discussion we've had tonight of the

149community input and that discussion of the boundary options really has time to breathe that it's sort of a more of an added bonus of That gives me some time to take, at the very least, your 24-25 data and kind of incorporate that into what we've seen. Just make sure nothing has changed that would change anything. But I think particularly for those couple of boundary areas that we know are on more of a growth trend, getting a really good handle on what that looks like, and that's the latest, having more information and more recent information helps us do that better. But the community outreach is probably the biggest gain that we have in making that adjustment. But again, that is my recommendation that it's your decision. And then again, that criteria, I'm just repeating that list

150that I had earlier of things that came up in the committee. I would recommend this as a very solid starting point of things that I will probably be speaking to with every map option that I initially present, or that I eventually, excuse me, present you. But anything else that you know of right now that you say, Rob, don't you dare even make a single map that doesn't tell us how it handles this topic as well. And then... Again, I think I've already gotten some good input on this, but what type and how much community outreach should be conducted, I will just say in general, talking with the Boundaries Committee, we hit on some of the things that you as a board have discussed tonight, but one other aspect is probably having a dedicated part on

151your webpage and a dedicated email address so that for people who are more comfortable engaging that way. they can submit some input. Certainly in addition to a lot of the in-person meetings that we want, having at least one virtual meeting probably on Zoom, which again not everyone uses, but some people whose biggest constraint is just having the time to physically go somewhere or having the child care to physically go somewhere for a meeting, but might be able to do it in a virtual meeting setting that we have that. But then certainly, yes, the kind of beating heart of a lot of this is getting out and talking to people in person where it's a little easier to have some individual conversations. And so the extent of how much of that, where are we doing it,

152and what are we trying to find out before the maps are made so that then we can really come at it. With a whole lot more once we have some maps to show them. So again, I have some thoughts on that but And I can certainly elaborate on those if asked but I'm actually getting to the point where I am having trouble talking which is saying something so why don't I take a break and this seems like a Great time to go back to you all having the floor for a little bit Thank you very much who would like to go first trustee Villagrana Thank you. Yeah perfect slide. I agree 100 percent. Based on everything you said of adjusting the schedule to fall 2027 the criteria again as well. I agree with that also

153and. Number three again, you said that you've got some input from the committee and the board on that You know would want you ought to work with staff to come back with the recommendation of what that looks like for the board to Give feedback instead of us kind of hashing it out for you all to put them together for us to do that and then as far as the additional considerations Definitely, I agree with not just moving a student from a school, allowing them to exit that school and then doing those natural transitions as they move from one school to another. And those are the main ones that stood out to me. Not that I don't agree with any of the other ones, additional considerations, but I just want to mention those for sure as

154important to me. So thank you. Thank you very much. Trustee Villagrana, anybody else would like to comment or have any questions for him? Discussion? Okay. Trustee Rodriguez-Mojica. No, just adding my agreement to the points that Trustee Villagrana made, I think the grandfathering is really going to be key, especially with the consideration of siblings. So I appreciate that you already had that on your slides already. So thank you. Not my first rodeo. Yep. Thank you very much. Trustee Richardson Fowler. I would like to see as many focus groups as possible not to be belaboring a point but I think two in the beginning two after we come up with our three we can get their input. It would be also lovely if with the two or three that are presented to us if we could have

155one edit. We've had in the past we've made suggestions and the same thing has come back to us. So when I say one edit of the two or three when we give you feedback on what we would like to see if you can kind of mush it all together and then bring that back to the board that would be fantastic. Challenge accepted. Thank you. Thank you very much trustee Richardson Fowler any comments or questions on her points. Okay trustee Garcia Yes, I definitely support to extend to the follow the 2027 so I just wanna make my question to the superintendent before the meeting because I was that kind of confused so to end on the school year 20 27 28 the those kids will be using this Boundaries is that right? Yeah kids who are

156brand new to the district or would be for example moving up from elementary to middle school for the first time would use the new middle school boundary. Okay, so my question is on the criteria I'm kind of confused on there When you say two to three boundaries option will be development for each level school. Can you please explain? two or three for Elementary and for middle and that's exactly so it's kind of confused Okay, if I as a parent in my mind right now if you go to Douglas you automatically go to the Pioneer and vice versa with Lee and Goodland high so for me This is kind of confused and I would like to hear from you. Okay. Yeah, and I think on that point That's what I got into to the extent. Maybe

157I'm the only one who's really hung up on this but having your middle schools based on where they're located with the exact same boundaries as your high schools and the fact that the capacity differences aren't exactly consistent between the two, does it make sense to keep them with the same boundary? I think that's why that might be a two, show you what it looks like with, here is an option of... new boundaries that would have the same boundary for middle and high school. And then here is another option with a just unique middle school boundary and a unique high school boundary. And every single decision that we make is a trade-off, pro and con. So the trade-off there might be... more precise boundaries that work the best for each individual middle and high school, but

158maybe you don't like at the end of the day it's too much of a trade-off and it's so much more clean when once you know what middle school you're in, you also know what high school you're in, and that's the whole story. There's a lot of value to that. So part of that might just be looking at what both sides of that look like with an option that speaks to each one so that you can make that decision of we actually, yep, now that I see it, I really don't think it's, we don't gain enough from the other option to give up having the perfect feeder between the middle schools and the high schools. So let's not explore that one anymore. But that's why, and if I'm off base and everyone says, Rob, quit talking

159about this, none of us want to see anything that isn't a perfect feeder from middle school to high school, then you'll never even see another option. That's why it's important to have these conversations before I even start making maps. But even then, if we are only looking at maps that are a perfect feeder, there could still be two or three different... ways to draw that line that give you the right population balance and have different trade-offs of You know this one really emphasizes the best walkability this one really emphasizes the best balancing of demographics this one Kind of splits the difference and which one do we think is the best one to go with but all of them? Have the same boundary from middle school to high school I can be sure I can it's

160kind of hard for me to see night. I waiting for the mats and actually I would say that's a great example of Why I caution against front-loading the community engagement too much because it's much easier to talk about when you have maps to look at Yeah, I got what you say about yeah, yeah Trusty Garcia anything else? No any questions or comments? Darcy Villagrana Regarding the Middle school in high school mm-hmm to me by default it is one map because if all the middle schools feed into that Oh school, right? It just it is one map. It's not right two different maps So, you know, I mean I see forward I want to stay that to me it makes sense just to have one map for secondary and then the different maps for the primary

161schools, right because they're all okay spread out so far, but for middle school and high school, just how it is now, not the maps obviously, but the concept. For me, again, that just... Yeah, and I would still probably give you at least two options even doing that, so it'll be the same map for middle school and high school, but you still... My job is to definitely give you at least two good options so that you could probably draw that line in 100 different places, but I'll find what I think are the best couple to show you this would be your middle school and high school boundary. But again, same thing. You're going to, with multiple criteria, there's going to be a map that probably hits one of them better and a different map that hits

162the other one better. But if what I wind up hearing through the early community engagement is... that very strongly everyone just wants there to be a single boundary map that applies to the middle schools and the high schools, then that's what I'll give you. But there'll still be, like you said, I mean, once you get down to the just every single, you know, down the street or through people's, you know, kind of between the backyards of people's houses, there are so many places that you could put the line that it would work. And we'll work on finding the one that seems to... do the best across the board at everything that we've decided is important. Again, I'm here to ideally not bring you anything that just isn't a very good option. So that's why that

163kind of input is very helpful. And again, to the extent that I get direction from the board on that point, then that's what we'll do. Thank you for saying that. And that was my comment. Assuming three of the trustees agree with my idea. So thank you. And that's why my comment about that, because for me, I think for our district and our community, it will be best to have one map for each, the same, middle school and high school on the same map. Yeah. Yeah, no, that's very helpful. That's something that we can clear up. And I would like to hear from my college if you're there. Trustee Brubaker, you have something to say on this point? Go for it. So forgive me because my kids are still in elementary school. Is there... reason that

164the middle school has to be a feeder to the high school because right now we're seeing pretty severe well our only school that's at capacity is a middle school and that's maybe part of that is because it's a feeder I don't know so I guess I would love to hear if there is a specific reason that we have always done it that way and why we would continue to do it that way. Middle school students Christina can you come help with that please? So the question is why Lee students are directed to Woodland and Douglas students are directed to Pioneer? Is there a benefit to our district overall having our middle schools be theater schools to our high schools and so therefore that's the reason we should direct our map drawing with that in mind?

165I'm actually not sure if I can answer that question. If there's a benefit. I can say from the parent perspective, the student perspective, the benefit is the social, especially middle school and high school. Teenagers, your kids aren't teenagers yet, but wait until they get to teenagers. That is like the most important thing in their lives is their social and their friends. And so that would be the biggest benefit. And also for parents. Parents kind of already know, my student's going to go here and they're going to be with their friends. It's a reassurance for parents knowing that. There's a continuation for that. And they look forward to middle schools that's only two years, very short time, where they, you know, the teachers are barely getting to know them. And the students are developing new friends

166from other elementary schools. And so that would, to me, that would be the benefit. I think part of it is we've always, I don't know why we've always done it that way, but we have. I would have to probably dig in, you know, do a little historical whatever but it's just always been that way since i've been here um and i can just say from an educator and from a parent perspective those are the benefits thank you very much trustee villagran i'm sorry coming down this way go ahead trust you rodriguez Go for it go for it. So trustee Brubaker and then we'll keep going this way around on this same topic. Sorry about that I'm curious from your professional standpoint if there is a pro or con to deciding tonight officially whether we will

167grandfather students in and can give families that reassurance or whether we should wait for some more data on that I Certainly, I mean the benefit of deciding that tonight is there just being zero confusion or uncertainty around that to the extent that having this conversation in this space tonight sort of takes the seal off some people in the community kind of becoming aware of the process. And if that decision is formally in place, that certainly prevents some people from even beginning to worry about some of the mights and maybes. And yeah, I mean, again, there is stopping for a beat to get the information to make sure. And that's why I was saying to the extent that you're a district where you kind of are already dealing with a little bit of the effects of

168your boundaries not being in line and they probably haven't been for a while and you've been making it work. I would not think there is. much harm given that beginning in fall of 2027 just the uh you know not the coming up or the year after but after that which is we'll be here before we know it uh start seeing then relief and things shifting the right way i would be inclined to say that you have staff that are accustomed to making it work with the boundaries you have now and you could probably make that call tonight without uh really worrying about really too many particularly negative consequences that you aren't already living with. So I think that's what I can say to that. If there is specific information that you would want to see,

169then of course we can kind of bring that back. But I think you have a pretty clear path to make that call tonight if that's what you'd like to do. Thank you. Thank you very much. Any questions or comments on Trustee Brubaker's points? This one and the one prior. On Trustee Garcia, not Trustee Brubaker. Okay. Yeah, it's still going. Because we're making comments on Trustee Garcia's comments, right? Okay, hold on a second. Let me clarify. So trustee Brubaker you had comments on trustee Garcia's and then you took your one question Okay, so you still have a question. So we'll come back to you order then because I still had comments on I know I know Garcia Let me finish. Thank you very much. So we'll still come back to you trustee Brubaker, but we're gonna

170continue with trustee Garcia's Points and the discussion pertaining to that they will come back to you trustee Rodriguez. Thank you for letting me explain sir Just kind of continuing down that I think Trustee Garcia, were your comments based on Trustee Villagranas' comments? No, I start with that. You started. I start the conversation about the two, three, four middle school and high school, and then Villagranas continued my point. Okay. Yes, and I have more to say about. Okay, so I can, my comment was actually on Trustee Villagranas' lesson, but I can wait till we get back to my turn, and then I can. Okay, so nothing connected to Trustee Garcia's points? A little bit, but not really. Okay, no problem. I just went too much. All right, so we're still on Trustee Garcia's points. Trustee Villagrana?

171I don't remember now what it was. Hold on. Yeah, I have to come back. Okay, can I go? Going down the line, Trustee... No, I think I didn't finish. I know, but we're still going around. Go ahead. Okay. Go ahead. Take your turn. Take your turn. I don't think they have anything to say. Go ahead. Yes, I would like to give a example to trustee Burbick about you say about the Difference so I want to give you example if you I have any students a white head because why heady is one of the Hassan day on the center of the city so if you have a student to go to white head and then He needs to go Lee middle school with my one map and then for Pioneer needs to go to the Pioneer

172Sorry, in the secondary, go to the high school, go to Pioneer. That family has more than one kid. It's like going around all the city for this. That's why for me it's kind of confusing. So give it one month for middle school and another for high school. And for me, it's going to be if it's going to leave and then to Goodland to close. That's my point. I don't know if you understand my point with this example. Do you remember your point? OK, thank you. So how to do it again? Another benefit in addition to the benefit we're set about having the single map for the two is and staff can correct me if I'm wrong but increases higher predictability for section allocation in the sense that there's predictability as to what students are going

173to go to the high school. And so when they're developing their master schedule they have that in mind already and it's not like kind of we'll see what happens where they're going to go. And again it's just add another element of uncertainty if there's not. The same amount for both so that's just want to make that comment about the single map for both. All right Thank you very much trust you Brubaker I'm gonna come back to you. I'm gonna make some points on this topic. I understood that you would provide two to three boundary options for each of the Different plans that you need to develop. So my understanding is that we would continue to draft them as they are in place right now where our middle schools and high schools are connected as feeders.

174So I believe that's the same. You guys are advocating for the same as we have right now to continue, correct? Right? Yes, so my point, and I think Trustee Villagran, I agree, is to have... Options for middle school and high school on the same map just like we have right now. Okay. Yes I don't have any objections with that. But what I want to see is More than one option. Yes. Yes. So just like it says right there two to three boundary options. Yes You can do what we're doing right now. Yeah. All right. That's what I understood that we're on the same page trustee Brubaker I Apologize I think I caused some chaos. No, no don't need to apologize But I'm glad that we were able to clear that up. No disrespect to anyone,

175but this is a great conversation and I'm hoping that we can continue the discussion. Trustee Brubaker. So my only other question, I guess, at this point is, if we adjust the schedule to aim for fall 2027, when do you expect to come back? For a direction from us and what would that potentially look like once we give you time to do your job effectively? So the you know with the I think yeah The only decision that absolutely has to happen the night is that scheduling and if we are adjusting the schedule to adopt in fall of 27 then Yeah, that's there's a number of ways we can go but I think we laid out kind of a high-level roadmap Which is probably spending the next couple of months Confirming some details of what community outreach

176at the start of the upcoming fall 2025 school year could look like make sure that everyone is aware of the boundary process and continue discussing You know settling issues like the grandfathering of students, like confirming that I won't even bother making any separate middle school and high school options, that we will just have a single secondary school's boundary that applies to both levels, questions like that that can be firmed up if they're not tonight. And then particularly before we break for the summer, as far as your families are concerned, knowing what some of those public outreach opportunities are going to look like in the fall, not that we want to continue to publicize them and come up with more potentially once we get to that point, but I think that's what we do leading up

177to the summer break, and we have minimal activity really over the summer. But the other thing I found with working on these is that families and community don't particularly like, you know, they think of schools even though you are going to have meetings. over the summer that if the kids aren't in school, it's kind of not quite fair play to be working on things that they were kind of not focused on you during that time. Same thing with some of the winter holiday periods. So kind of having some big milestones kind of coming into and then coming out of those break periods. And so, yeah, tonight, at least aside the schedule, some of the questions that we have come up that it seemed I'm sensing some momentum on, but, you know, certainly coming back and

178firming up, we've certainly had some requests to see some data that, you know, could certainly bring back to you to show you, you know. Think the capacities is a good example of what I'm seeing in terms of the space each school has how I came up with that number make sure that Kind of that verifying of we all agree on at least what some of these key data points are so that when we're talking about maps we've settled some of those questions already, but Try to make a short version of this which as you know is not always my forte, but I would say it amounts to settling some high-level questions that we can do so that we are more focused with some of what we're doing for the community outreach when that picks up

179in the fall, identifying some of those specific community outreach opportunities so that we have a good runway laid for us when we get school back in session. And to the extent that there are some specific data points that you would like me to come back and show you. you know letting me know what those are tonight so that I can put that together and come back and Bring anything that I am not able to speak to in detail tonight Any questions or comments on her question? All right trustee Rodriguez your turn So I just want to say that I think I am in favor of taking your recommendation and adopting new boundaries for fall of 227 and I just want to I'm not sure I want to ask trustee Villagrana because I want to understand

180what what he was saying you were advocating for only having one boundary option for Can you explain to me what you're advocating for? So same thing trustee Garcia was saying and what trustee what's about I was saying about keeping the same model right now that there's one map for both the middle schools and high schools But we would have three options to consider as to what to approve instead of having three maps for the elementary schools Three maps for the middle schools and three maps for the high schools Sorry say one more time. No worries. So only having one set of maps for the secondary schools and one set of maps for the primary schools That's it. Oh, yeah. Okay. Okay. Thank you very much any other questions or comments on that point All right,

181I am supportive of this recommendation. Thank you very much for all your hard work. I do want to acknowledge that I made, I'm going to restate what I said during our briefing, is that there's a lot to take into account as we go through this process. And I think the more time that we devote to this, the better product that we're going to have in the end. But also keeping in mind that this is another project in the list. and workload that our staff is undertaking. So I do want to acknowledge that our district superintendent and respective staff members that are a part of this process, this is a huge undertaking. So allowing for more time allows for a greater process, but also consideration of the overlapping projects and deadlines that we are undergoing. With

182that said I already asked and made some points prior when I took my turn so I kind of front-loaded it all I'm I don't have any further questions on this so I'm gonna go ahead and pass it on to trustee Villagrana and go around Just at some point it'd be good to this probably for my colleagues and I'll ask you that question So you're ready for that to answer the question. I'm gonna ask you, you know What what do you have clear direction on from the board at this time? So you can repeat that back to us so we're all on the same page. I think so far I've heard fall 2027 one set of maps for the primary schools and one set of maps for the secondary schools and the grandfather and of students

183at their current school sites. That's all I remember. But again at the end if you can recite that back to us so then you can work with staff to implement the board's direction at that point. Thank you. DIRECTOR HARRIS KINZER OK. Any points on that. Trustee Rodriguez-Mojica, Trustee Richardson-Fowler, Garcia, Brubaker. So from my understanding, if we do the extension, you will come back with three options that you will get community input from and then bring them to us. Is that correct? No, good clarification there. I think ideally we'll do some initial high-level community engagement, and then when I develop the option, kind of the launch party for that is me presenting them to you as a board, and then following up on that, we do kind of a roadshow, making sure that your community has

184a good chance to see those maps, but you are the debut. of those yeah so yeah yeah we're not showing that anyone else before we bring them up in front of this body okay the reason i ask is i would love to as trustee batista suggested try to figure out a way to utilize our county fair in april to try to get feedback in whatever might be available to get feedback on or whether it's even if it's just like hey what do you think about all this um i don't know whether that works within your schedule in any way though okay so you just mean literally in a few weeks no april august august did i say april yeah I apologize. That would have been a very big ask. Yeah, and so I think at

185that time frame... I would caution that's probably premature to have had the maps drawn up. That is a great chance, though, to, again, just make sure people are aware of what we're doing to the extent that we have some decisions made of some of the points that have come up across the board from this group tonight to get that information out there. For example, if we were able at that point to tell people, yes, we're going to change boundaries, yes, they're going to go into effect in Fall 27, but if you have a kid who's already out of school, then they get to finish at that school. If you have siblings who would be coming in to the same school where they have an older sibling already enrolled, then that also gets to go through.

186But what are some general thoughts that you would like to share with us? I think that's a great thing to do. And I would say that's a good exception for that general rule of let's not do too much over the summer break. But if that's when the... Yes, because why not have the fair in the hottest month of the year? It's always very hot. So, but yeah, but no, I'm not at all opposed to, again, kind of working over our next couple of opportunities to discuss specifically, you know, a little bit more specifically than what I've laid out. I think that's more of the functionality, what exactly are we doing and how and who's there and all that. But in terms of what we're trying to communicate, I think I have a pretty good idea

187of what that would be. And thank you, I had not occurred to me before this meeting, so that's good to know. If I could just add, from past experiences with the fair, it's really difficult because we have people from all over the county, not even from the area. And I can tell you from having to be on that booth, the majority of the people are not stopping that are from our district. It's mostly staff coming and saying hello. It just becomes a little social, a little gathering for staff and hi, you know, that type of thing. But I do want to remind everyone that Trustee Fowler brought up an idea that I'd like you to consider as well is to come back. with the proposal from staff on how to gather feedback for this process.

188And we heard a lot of great ideas today. And that'll give me some time to work with our consultant and staff to say this is what we're proposing for gathering feedback for the boundary studies. Yeah, so something for the board's consideration. Yeah, and always taught me when I start agreeing to something that you know reasons are to also say. And I'm sorry that you have to say them right now because I can appreciate that every word is... It's a hardship, but thank you for that also. So yeah, but I mean, just to the extent from my perspective, I would have no reason not to do it, but yeah, I would also lean on the collective experience of everyone who's going to be part of this. And well, yeah, I mean, you'll be hearing, I think

189a lot more in the near future on maybe some specific recommendations. Thank you. Trustee Brubaker, Trustee Rodriguez. It's just a long question on the lines of outreach because we're asking for a robust effort, right? And I think generally the issue has been is, you know, So are we going to use staff, our own staff, to do that? Because generally our own staff has enough to do as it is. Or are we going to be able to resource monies to be able to build staffing capabilities to go out and do the kind of outreach that I hear that we want done here tonight? I think we have internal systems already with our cafe specialists. with our school site councils, our PTAs, working with our principals just like we did with the facilities. We may need some,

190you know, there's time to discuss with the consultant if they have any people that can come and help guide some, facilitate the conversations. But there's no way that we get, they can not, there's no way that we cannot involve staff. I prefer not to do it at the start, like in August when we're trying to start school. You know, but September when things get rolling over. back to school nights. There's many opportunities that we have at the beginning of school. I like some of the ideas that were thrown out about inclusion in the registration information. Some of the ideas that were thrown out tonight. Having the laptops available, making sure our e-lax, our d-lax, our many communities that we have in Cottenham now and maybe even holding some focus groups either here. the school sites.

191And so there's just a lot of ideas that were thrown out tonight that I could easily come back with a proposal for you to look at and give us more feedback on what I think is most doable or we're going to get more pink for our buck, right? We're not going to get, in my opinion, we're not going to get that much of an outcome at the fair. And this is because of past experiences. You know, to put that effort and what we get back is not. It's not worth the time that staff is out there. So I rather look at different options And then come back like that trustee Fowler Suggested it. I'm not prepared to give you an outline right now But if the board wants me to come back with the proposal

192of how we can have a robust INPUT AND WITH YOUR EXPERTISE OF WHAT HAS WORKED IN OTHER DISTRICTS, WE ARE HAPPY TO DO THAT. I THINK ANOTHER WAY TO THINK ABOUT IT IS WE THINK ABOUT OUTREACH CONVENTIONALLY LIKE HOW MANY EVENTS WILL WE HAVE. BUT MAYBE WE COULD ALSO THINK ABOUT IT IN TERMS OF HOW MANY PEOPLE DO WE WANT TO REACH. So we could have 12 events, but if only 75 people are reached, I don't think that's what we want. So maybe we need to reach 1,000. I'm just pulling that number out of the air. But it's a number that reflects that we not just attempted to get people's input, but that we actually made it a priority to get it, to get it at least at a particular number. Thank you. Any points

193on this? Trustee Garcia, do you have a point on this? No, okay, so I have a point on go for it Definitely agree with trustee Rodriguez comment about having a target of individuals instead of a target of specific events Yeah, that's that's a much better outcome than saying we did a hundred events and we had like, you know Whatever number of people, you know, whatever number of events right takes to get to that if we not if since we're saying we want that little feedbacks Just want to say I agree 100% with that Recommendation. Thank you. All right. I'll take my turn First all I want to chime in on that and then I'll take my turn I do agree in In your in your view about you know, making sure that we target certain

194populations I think that that is that is a really really good idea In terms of me asking for something tonight It's that we also make sure that the plans, when they come back to present to us, that they have estimated costs. Obviously, we won't be able to put an exact price tag on it, but I think it would be very helpful if we could see an estimation of what this boundary change would cost us. I think that would be beneficial. I'm not asking for an exact number. Does anybody have any opposition to that so that he can add it to his list of asks? Okay, so it sounds like everyone's good with that one. And then the second one is for when the proposals come back to us. that we add on a post-implementation plan.

195So, for example, once we adopt the plan that we want to go to, we commit to revisiting the effectiveness of the boundary changes at a certain time, and then we also commit to making adjustments if necessary at that time. Any objection to them coming with a timeline for that? Let me go ahead and let trustee be a ground at first and then we'll go around go for it, sir Yeah, I do have concerns of potential disruption again create, you know, we may change this and again part of the goal I think use the word was to create Certainty, you know, what was the word you said? Yeah, certainly. Yeah. Yeah, and once we do this people know what the deal is And if we're telling people we're gonna do this but then evaluate whether it

196worked or not That's not creating certainties saying like yeah, we agreed to this but in Year to whatever it is. We're gonna evaluate again and then decide nope didn't work at all. We're gonna change it completely Yeah, that's I don't necessarily build it into it I'm not saying I'm opposed to doing it later, but I don't want to create that already Uncertainty to begin with so that's that's why I'm concerned with that. Thank you. Um my Go ahead trustee anybody trustee Brubaker. I Guess I am curious how you would measure the effectiveness of something like that I don't know whether you know, but I'm just, if you have an idea. And that's kind of like what I wanted. I don't know how to measure the effectiveness, right? This is why we hired an expert. So

197if we have, you know, certain hiccups where, for example, we drew the line a certain way and we realize, hey, we're having these specific issues with these students, you know, we have this gap right here. Having the policy in place of how would we revisit that I think is important. I can't say what the issue would be. I just thought that it's important for me as a board member advocate to be able to say, hey, if we have any issues in terms of effectiveness of the boundary changes that we implement and vote on, what would be the policy for us to make the necessary adjustments at what point? You know, I'm not saying that hey, this is how we're gonna measure it I have no idea, you know, all I can all I can trust

198is our superintendent being able to say We are two years in and we're seeing these issues or we're seeing no issues and it's going great. Yes, we have, you know some some Complaints but overall there is success and that would be great. But all I'm asking is that if you know part of the proposal could be Hey, we recommend coming back in six years to revisit the implemented boundary changes. And if there's necessary adjustments, then we do them at that time. But, you know, not saying that we're going to come back and survey or anything like that. Of course not. You know, we want to be able to adopt something that we trust and that we stand with. strongly but still you know being able to say in X amount of time you know our

199consultant recommended that we revisit it and then we just come back to the table and have that opportunity for discussion. If I can just add a suggestion. Only a caution for the board. There's going to be people that are not going to be happy with the decision that we make. So it might reopen up and give people hope that it's going to change. But I do think it's a good idea to give updates about how the implementation is going so that the board's aware of what is happening, what challenges they're having, but we're still moving forward, right? But to keep the board informed. So maybe I'd like to suggest a modification to that. Yeah, and then I would just speak to the point of the time frame. The six years that I think you happen

200to throw out would be the amount of time it would take. with total grandfathering of existing students before you would have everyone enrolled at an elementary school under the new boundaries. And so that's probably the minimum of when you would really be able to see for sure, kind of knowing that we built in a period where you might continue living with some of the issues that you're experiencing right now, knowing that you will be hitting the ultimate goals of it. But certainly seeing At that point does it look like we have kept within our stated, you know, probably the easiest check is just the 1A goal that the boundaries are still aligned on a fundamental level with how many people live in it versus What that the school is able to accommodate and then? It's

201a little bit early to even contemplate some of the other criteria until they're more fully developed but I would I think agree with your superintendent to the extent of not leaving anything like an opening to change the boundaries again if X, Y, or Z isn't met in a follow-up report while acknowledging your idea with the value of getting some kind of follow-up report just so that the board has a just sort of understanding of how well do we think that that went. Thank you. But yeah, but certainly giving it time to at least let the grandfathering work through and... Get one or two years where you only have the students who have enrolled under those boundaries great No, thank you very much. And I feel like as we were jogging through my my request I

202totally get and agree with you guys having updates Maybe would you guys be amenable to annual updates to the board during a board meeting of the implementation of the rebound ring? Trustee Trustee Richardson-Feller. I'm good with that. I get that you're coming from a quality assurance point of view making sure that we are doing things and if we make mistakes we don't recreate them. So yeah just the introspection I agree with. But while I have the floor I agree with the recommendations of the fall of 27 start and pretty much everything else especially the grandfather. Thank you very much. All right. I already had my turn. Anyone else. Okay. We're ready to entertain a motion. Oh, Tracy Garcia. Thank you. Yes, my final question or comment is about the comedy. My understanding is it will

203be a different comedy. Is that correct? Well, I mean, that is actually a question that we haven't really talked directly about, and also that would be a point of more direction is identifying if you feel that, Because once we get to the point where I'm coming to you regularly and when we have community outreach going on is there a need for a separate committee to also be independently doing things because my vision was that the community Kick-started the process got us up in front of you with some good points that have already been workshopped among people who are You know kind of a combination of district and site staff boots on the ground a couple of trustee members But once we get to this point that we don't necessarily have a separate committee because now

204I'm with all of you. That said, as always, if the board sees value in still maintaining the committee. Yes, definitely. Yeah. So I make this question in our previous meeting. Is that correct? For me, I think all my colleges are agreed to have more input for represent more includes students. includes parent who represent the diversity of our district, for me that means equity and diversity. So that was the question. If you will come in to share with us how the committee is look like or form or how we, I don't know, that's a question for my side. We need to decide now? I'd like to have some time to talk to staff and with the consultant whether what a committee would do when we're trying to get all kinds of input because I don't want

205the committee to undermine the work of the community input. I think the committee that we had before was more of giving direction on gathering the data and that's where we're at now and now it's coming to the board and then going to the now it's between us bringing it to the board because The board needs to decide based on what the input that we get from the community as we develop the boundary lines and then So I guess Mike Mike I would have any more time to discuss my concern is that the committee might Shift in a different direction that's a way from the community input in the way from the threshold from the board It was already given this direction on what you want us to focus on and so that would be my

206only concerns but I would like to have an opportunity to work with them and then if I'm Then come back and keep the board a recommendation whether we need to go to the committee or not. All right trustee Villagrana Regarding the suggestion, normally I would agree 100% that a committee is important. In this case, I agree with the superintendent that we had the committee that developed the criteria and we're going to get input from a broader, right? Normally we... put communities together because we're having a hard time getting input and we want to have representation like we're literally going to have and if we identify a specific number of individuals like we're literally going to have that type of input and it's going to be input you know as well from like within the schools

207and in our staff and I mean there's gonna be a ton of input on this already and for the reason I don't want to add a layer where again a smaller group says no this is more important and then we have we're going to have to say yeah and yeah we heard you but no we don't agree with you and then you know they'll get upset because we didn't agree with them because we already actually set right the parameters that if we decide on these things tonight so again normally yes but in this case I'm going to disagree yes and I it makes sense to me yeah I just want to clarify that question on my mind thank you Thank you very much. Anybody else? Trustee Brubaker. One of the things you said you wanted

208input on was the criteria. Do you feel like you have what you need? I would like to put my own two cents in for walking safety, but do you need more direction from us on that? No, and yeah, for the no need to put two cents in on walking safety, I think what's already on the list are things that I'm just my own personal best practices. and through the work of the committee that brought us to this point, it's pretty clear that we want to make sure to include. I don't think I need board direction on those points because that's one of the things that the early phase of community outreach, I think we will hear what is on your community's mind if there are things that they want you to be considering when you're

209deciding maps, we'll hear it from them. Okay, great. That's it. Thank you very much. I'm prepared to make a motion. Any other questions or comments before? Okay. Trustee Villagrana? Just if you can repeat back to... Absolutely. Yeah. All right, so I think what I have, and I've been trying to write things down, but what I have that I have heard, I would say, general consensus on from the board at this point is adopting a timeline where boundaries would be implemented in the fall of 2027, that 27-28 school year, that we want to be able to assure the community that students... who are already enrolled in a school will finish out their time at that school regardless of what their new boundary assignment might be i.e the boundaries would only apply to students new to the

210district or students who are naturally moving from one from elementary up to secondary school for example and that on that note we also are all map options will have the same boundary at the secondary level across the middle schools and the high schools, i.e. the Douglas Pioneer and the Lee Woodland will essentially have a shared boundary that spans grade 7 to 12, just at two different sites. So those are the three things that I have that I heard enough consensus that I put a little check mark to it my very very sophisticated System here and then I had some other I'm sorry go ahead the fourth one adding the estimated cost for each of the ops Yes, and then I have that yes because you did have that and there was no objection of working

211to that formally requesting having cost and then Maybe some consensus around having a targeted number of people to ensure that we have participated in an outreach event. And that's how I would probably gear it towards confirming who is coming to events. Sometimes, again, especially that early outreach, you might have people who are curious, who, again, don't have much to say because it's very abstract until you have a map. But knowing that we had X number of events that 1,000 people attended, even if not every single one of them said something, would be... something that we could capture and then similar to follow-up phases once we have the maps but again the number 1000 was put out that might be a little premature to peg a number right now but saying that the efficacy of our

212community outreach will be defined by how many individuals that we can demonstrate were engaged with But I didn't put a checkmark next to that one because I wasn't sure if that was one that we were fully on with tonight. So I have four things that seem to have a pretty clear consensus that I suspect if a motion were to be made could be entertained by the board tonight. I counted five, you said four? And then my fifth one was the point of the community engagement with a number, but if we don't know the precise number, that's why I'm not sure if that one... But you all would come back and tell us that number, you know, to talk to staff. The superintendent said she needed more time to plan outreach stuff, so I think that's

213why the number is nebulous right now. That's what I'm saying. We're not agreeing on a number, just the fact that we want a number. Yeah. All right. One more that you had mentioned was... Annual updates. Yes annual updates from the superintendent on the implementation of the boundary reboundaries and Then you didn't mention but also we felt like we agreed on the criteria. There was on the previous slide. Yes, I Yes, and I think to the buy I don't know that can you go back to this like that one? Yeah Yeah, so I don't know if that one certainly doesn't hurt to have a motion just to solidify that these things that the you know that we came into from the committee work will be official criteria so we can put that in as a potential

214board action tonight And then the last one I heard mentioned, but I want to make sure we put in here. It's related to the students staying in their schools. It was mentioned, but we haven't said it, siblings coming to the same school, right, as when another child's at that school, right? I thought that was important to the board, but it wasn't mentioned. Yes, so that would mean if there is a sixth grader who has a sibling. That doesn't enter kinder until that sixth grader is an LM in middle school then that Kindergartner wouldn't be able to go to that school right as long as they're at the school at the time correct so if The older sibling is in third grade Kindergartner is coming in then they're eligible But if the older sibling went to

215that school and is now gone somewhere else that younger sibling is no longer Eligible when entering if that older siblings not there anymore, I'm good with that Yeah, and I think that at a point the the real rationale for that is for the parents who again are I've lived this life I mean just getting If kids to a single school is enough of a challenge that but again same thing if you're at that point you're having to deal with a middle school in an elementary school anyway, but if you only have one at the elementary school, then yes, you're going to be If they're coming into elementary school for the first time under the new boundaries then they get the new boundary if they're the only student from that residence is that the The first

216bullet where's this implementation grandfathering students in current schools siblings? And yeah. Yeah. I think it's covered. Yep. And then yeah. And I think that's that's a very solid thing to be able to confirm if we can do that tonight. Just to be clear for me I mentioned the first three bullets as that we had agreed because we didn't really have a discussion on the additional considerations collectively. I know I felt like we did have on the criteria. So. So when I said I accepted all of the recommendations I was including the criteria for the budgets and everything in its entirety in this slide Yeah, but I don't know if those consensus for the entire slide that's what I'm asking Okay, so please raise your hand if you're okay with the criteria for boundary adjustments all

217of them So the criteria is on the top. The additional considerations is different. That's why I'm clarifying. Okay. Let me rephrase this. Please raise your hand if you are okay with the criteria for boundary adjustment slide from top to bottom. The criteria identified by the committee and the additional considerations identified a part of the conversation. Okay. Everyone's good. Okay. All right. So I'm going to make a motion that we adopt the recommendation set forward to this evening. to adopt, to take action to approve the school attendance boundary study update, revision of timeline to implementation to 2027, and that we take into consideration, was there five or six new additions? I think seven if we consider the sibling issue a separate issue from the grandfathering issue. All right. taking into account the seven agreements. I'm gonna

218call them agreements. And the criteria set forth on that slide. Second. All right, it's been motioned by Trustee Bautista Zavala, seconded by Trustee Garcia. Thank you. All those in favor, say aye. Aye. Aye. Any opposition? Any abstention? Motion passes. Thank you very much, sir. Thank you, Superintendent, and respective staff that was here this evening to help us out with this and all your hard work. Anything else? There's no sections for closing comments. So thank you very much, Superintendent. I know that you're not feeling well. I hope you can get home and get some rest. Thank you very much. I'm going to adjourn this meeting at 8.06 p.m.