May 20, 2025 Regular Meeting

001[Music] I would like to call to order the special meeting of the Boulder Valley School District Board of Education for Tuesday, May 20th, 2025. Board members may attend and participate in our meetings remotely in accordance with BME BBSE policy, BMEA and state law. Laura, can you please call the role? Chavez here. Medler here. Nisnik here. Quinnland Aida here. Rajpaul here. Sergeant Anger barely here. Thank you. We could all turn our attention to the screen for a land acknowledgement this morning. [Music] The Boulder Valley School District resides and operates on land that is the ancestral homeland and unjustly and illegally taken territory of the Ude, Pueblin, Arapjo, Cheyenne, Apache, Navajo, and 48 other tribal nations historically tied to this land who have called this land home since time and memorial. [Music] We acknowledge the atrocities committed

002here, including the painful history of genocide, forced assimilation, and efforts to alienate the indigenous inhabitants from their homeland supported by the policies of the United States government. [Music] BBSD is aware of the many indigenous peoples, past and present, and their dignified nations and cultures, who care for this land with strength and resilience. BBD recognizes the histories of the land in Colorado and the survival of many nations that carried their oral traditions into the present. [Music] It is BBSD's responsibility to educate ourselves, our community, and our students so that we can embrace the wisdom and knowledge of indigenous peoples and actively stand together to address [Music] injustices. In offering this land acknowledgement, we affirm and honor the history, wisdom, oral traditions, and resilience of indigenous people, and recognize the responsibility to care for and appreciate this

003land together. I would like to remind everybody that the mission of the Boulder Valley School District is to create challenging, meaningful, and engaging learning opportunities so that all children thrive and are prepared for successful civically engaged lives. Good morning everyone. Thank you for joining us here today. We're glad to have you observe and participate in our meetings. At this time, is there a motion to approve this morning's agenda? Moved by Jorge, seconded by Beth. Laura, can you please call the role on the motion? Chavez, yes. Medler, yes. Nisnik, yes. Quinn Linua, yes. Raj Paul, yes. Sergeant Anger, yes. Motion passes. This morning we are taking a deep dive into BBSC school attendance policies in accordance with policy or attendance areas in accordance with policy JC. and I will turn it over [Music] to one of

004the Robs to do introductions. Good good morning, President Rajball, members of the board, and Dr. Anderson. Uh today's to this morning's work session really just continues to build on the January and the March work sessions on attendance boundaries. This is all part of our five-year review. I think you know everyone uh that is participating today, but Glenn Screw, senior planner, Robin Fernandez, assistant superintendent of schools, and then Kathleen Sullivan, legal. Um, so today uh just want to point out a couple minor things. So we late last night, we were making some changes uh to the presentation. Uh we will upload those. They're very minor. We will point those out as we go. But just a few date corrections, a couple other things. other uh also you have two handouts sitting in front of you. This

005will just help guide our conversation. Um really just shows the capacity of every school in the district um what this year's enrollment was and then what the 5-year projection is for those individual schools. So I thought that might help guide us as we're moving along. Uh as a reminder, this is interactive. Um if you have questions, please stop us. We have a lot of slides to get through. Uh 65. Um just to note so uh bear with us as we go but feel free to stop us at any point. Um with that uh not going to read through these you saw this slide in March but this is the purpose we have attendance boundaries. Um just want to make sure we carry that slide forward as the community continues to follow us in this discussion.

006Um just as a refresher, these were the major themes that we took away from the March 11th uh work session. And one of those themes we heard was around school choice and its influence on our open enrollment patterns. Um there was a question raised uh I believe from board member Medler. Does the location of choice schools impact the decisions make um families make through open enrollment? And I'd say we acknowledge that location does play a major factor. Um, however, without additional surveying, um, that's what we really know at this point. I would look back through some past surveys, but we would have to do some additional surveying to really capture why families make the cho the decisions they do. Um I think more importantly out of that work session there was strong agreement across the

007board um that it's a positive thing that PBSD offers uh families a range of educational options throughout the district and we want to honor that value uh while also exploring how to balance those choices um with equitable access and efficient planning as we're moving forward. So those are items that we've talked about. We also heard there was clear interest in preserving community connections as students transition from elementary to middle to high school. There was a desire to help those students stay with their peers through each level. Um and then we also uh heard some interest in taking a deeper dive into those proposed Boulder elementary attendance boundaries that we presented on March 11th and then bringing back um the other regions that we hadn't got to on the March 11th. So I just open it

008up. Does that feel like we captured ultimately where we were at? Okay. Thank you. So agenda for today as we're working through uh the 65 slides that I mentioned. Um we're going to review the considerations from the March 11th meeting in more detail. Uh then we're going to get into the elementary areas for Lewisville Superior, Lafayette, Erie, and Broomfield. And then we're going to get into the middle school attendance areas. And I will say uh the middle school attendance areas becomes very complicated. Uh so we'll probably get up point at the screen a little bit try to explain it in much detail. If you don't understand again please stop us and then we'll talk a little bit about the high school attendance areas and then we have a summary slide on everything we've talked about

009to date on how best to move forward from there. So just as a reminder um this year we have eight elementary schools in the advisory phase, one in the engagement phase. So of those nine schools, six of those are in Boulder. Um when we're looking out all the way to 2029, we have 11 schools in the advisory engage advisory and engagement phase of which seven schools are in Boulder. Um, this is particularly important as enrollment in a school declines. It makes it harder to create that thriving educational experience uh that we are shooting for. And with that, I want to turn it over to Robin just to talk a little bit about the programmatic impacts of a small school. Good morning, everyone. So, as we think about declining enrollment, a really critical and central piece

010of the conversation is how does declining enrollment impact the experience that students have at their schools? And this is inclusive both of the learning environment and their learning experiences and social emotional supports and social emotional learning opportunities that they have. And so just to provide a historical piece, traditionally the vast majority of our elementary schools were three rounds. And when I say three rounds, that means three classes at each grade level with, you know, an average size in in the majority of our schools of, you know, 75 students more or less in lower grades and approximately 90 students in the upper grades across three classes. And so since based on the number of schools that we have in BBSD and our student population, the majority of our schools traditionally were three rounds, our structures have

011been set up to serve what was our norm. Now, as we have experienced decreasing and possibly accelerating in some cases declining enrollment, the average number of rounds per school has declined. And so I'm going to talk through that a little bit. As you see on the slide, when you see that traditionally our schools were three rounds and when I say our structures have been set up to support that context, that includes the way in which we have uh created our FTE allocation structures, our language that we find in our BBEA negotiated agreement. And so three rounds, like I said, an average of more or less 75 to around 90 students per grade level across three classes. What that means is we have full-time teachers, three full-time teachers in in a three- round school. We also,

012for the most part, have full-time specialists. And this is a really important part of of this conversation. Specialists being art, music, and PE. And that is because when you have a full-time art teacher, a full-time music teacher, and a full-time PE teacher in a school, then the master schedule in that school can be driven by student learning needs and the types of time aotment that are best to support student learning. as opposed to what we see in declining enrollment when we no longer have full-time specialists in our elementary schools. The master schedule generally is driven by when our art, music, and PE teachers can be in one or more schools, two or more schools where they are traveling because they are no longer full-time. Um, in addition, our current ABC, our specials structure, allows for

013the three teachers across a grade level to have a common plan time. And we know that that is essential both for the professional learning of our teachers, but also for the instructional conversations and planning that they need to have in order to provide the greatest uh impact of learning experiences for students. Uh we also know that in a three- round school, fifth grade instrumental music is a choice between wind uh instruments and string instruments. But as we move across the continuum, as we will see uh on this slide, is sometimes schools make a choice uh between wood and and string or wind and string or uh instruments because there aren't enough students to fill classes in each content area. So in other words, uh it's ideal for uh instructional programming. In addition, schools that are

014three rounds have a full-time counselor. We know that schools with 350 students or above are allotted a full-time counselor. Schools with 349 or fewer students have a half-time counselor. We know that students social emotional needs do not occur only during the scheduled time that a counselor is in a school. So therefore there can be increased impact on students social emotional needs when there is only a part-time counselor. This is also true uh for our special educators. Most often in a three- round school, we will see a full-time or more uh special education teacher, sometimes a full-time speech language pathologist, sometimes a full-time uh psychologist. However, with declining enrollment, those types of professionals also travel between and among buildings causing the scheduling and supports for students to be not available to them at all times during

015the school day. And as we move from a three round to a two round, we see what I just mentioned is that even though we have full-time classroom teachers, the scheduling of itinerant teachers, so special education counselors, uh specialists, art, music, and PE becomes the driver for the development of the master schedule. that we also see that there can sometimes be programming limitations both in what I was speaking about in terms of uh academic interventions but social emotional interventions sometimes even extracurricular activities sometimes the uh community schools offerings of before or after school clubs things like that aren't able to be fulfilled including very often an example that I that I hear about is not able to create a destination imagination team because there aren't enough students uh in any certain environment in order to

016make that happen. And as we move across the information that you see on this slide, two rounds to one round, often what will happen is as we decrease the enrollment, we also decrease the predictability and the consistency that we have in our learning environment. So instead of knowing that we will most likely have three classes in every grade level in a three- round school every year, enrollment fluctuates. And as the suggested class size limits fluctuate and as the enrollment fluctuates, the number of rounds at each grade level becomes uh increasingly varying over the years. For example, we will see in many of our schools now that there may be two rounds at kindergarten, one round at first grade, one round at second grade, two rounds at third grade, uh sometimes two or three rounds at

017fourth grade and fifth grade because as we are entering our our smallest kindergarten classes, we are often moving through larger classes and graduating our fifth grade class, which is often in many of our schools still our largest class. And so a student may experience a smaller class just for example in kindergarten under the suggested limit. However, because of enrollment fluctuations, they may experience one very large class at first grade and then possibly a much larger class at second grade or even two smaller classes at second grade. And so that becomes a less predictable choice for parents as and guardians as they are making uh decisions for the learning experiences that they value in their families for their children's. Um and then of course as as I said the the creation of the master schedule becomes

018even less predictable as we move from two rounds to sometimes one round. And we know that as we think about students needs and the importance of teacher selection, the importance of student groupings, we know that once we get to a school with one round, there is no elbow room. And so for some families, the fact that there is not the ability to what I often hear about is separate twins. For example, uh I often receive phone calls from parents who will say, "Hey, I'm very interested in open enrolling to a school, but I have second grade twins and I really do not want them to be in the same class. Is there the possibility that we will have two classes next year?" And sometimes I can say, "No, I don't anticipate that." It depends on

019on the way in which our enrollment numbers um flesh out. And so as we move to the right on this on this slide, it the amount of predictability and consistency decreases until we get to the point where as we see currently in many of our schools, we no longer have full rounds at grade levels, which then results in multi-aging. And we know that there are many possible wonderful impacts of multi-aging. It's also increasingly complex for teachers in terms of planning for standards instruction, planning for developmentally appropriate instruction and intervention for students who may need extra help in addition to the the universal instruction. And so we know that this is also true in the realm of social emotional learning and like I said before with the increasing itinerant needs of teachers in special education counseling

020etc. as we move to the right and in additionally when we have two rounds or fewer the way specialists therefore need to be scheduled because they travel between and among buildings that also eliminates the possibility in many cases for common plan for teachers. So teachers ability to engage in datadriven instruction conversations uh there it limits their ability to have discussions around the implementation of new curricular materials and the ability to collaborate which we know is not only a necessity but highly valued among our teachers uh decreases and becomes much more difficult. So there is a substantial and identifiable impact on the student experience and with that Robin I just wanted to pause and say thank you for bringing this slide back. This is a slide we saw a lot we and talk a content we

021talked about a lot leading when we very first started having these conversations on declining enrollment and sort of leading into the recommendations from LRACK. Since the LRC recommendations came out, we've focused more on capacity and numbers and costs of keeping buildings open and we've kind of not spent as much time reminding the public about what we said when this all started was that as schools continue to decline, conditions will change. And I think it's just really important to elevate this again because we are as conditions are changing, we as a board are receiving regular and consistent messages about the challenges of exactly what we laid out a couple years ago. So, thank you for bringing this back. Really well said, Nicole. I wanted to say something similar. Thank you for bringing this slide back. I

022think about this all the time and as a parent of a kid who's in elementary school, this is actually the crux of a lot of the conversation I have with community members who have elementary age kids. You know, as as we get to April or so, parents are starting to say, "Do you think we're going to have two or three teachers next year? What's going to happen?" And people are nervous, right? And I think a lot about our teachers, the impacts on our staff. um you highlighted this in your presentation, but the importance of the opportunity to collaborate and to not be an island. We talk about social emotional well-being for our students, but I think also for our staff. I mean, the opportunity to learn from each other and um really deliver the best

023services for our students across the board. And you know, a big focus for me is often around the the programming elements that we offer students because I think we have really complicated complex student needs. And I think that the more we're in declining enrollment, the less robust and uh substantial education we can offer our students. And it's just I just am really I really appreciate the work and thought you all are putting into this. And Nicole's absolutely right like conditions are are changing. I appreciated that you brought up the historical context. Our system is designed to be efficient at three rounds. We're not at three rounds anymore. So that's all. So, thank you. Yeah, I just want to first reiterate what Nicole and Beth said. I'm in complete agreement and I really appreciate anchoring the

024discussion uh in both what we're trying to achieve and your explanation. Um I I think one of the things that's going to help us moving forward is to sort of translate that into the sorts of things that we get our emails from the board or our conversations with the public. So when they say, "Hey, what's the deal with accelerating math in elementary school?" We can tie right into it. And they say, "Hey, what's the deal with X? We're disappointed in class size. We're differentiated or we're disappointed in the lack of differentiation. We're really bummed to lose our counselor. We're really it's it's totally unacceptable to not have the music again." It's like all these are explicit consequences of having two rounds or less than two rounds. And so I think we need to be communicating

025like you will experience more and more of this problem. So if we can get to the problem that is what is parent facing when we talk about this I think it'll help a lot to get people anchored and like no no no this is a conscious decision we're making to keep a lot of elementary schools running with lower than two courses or two rounds and that that's a decision we've made as a district that we can unmake. Robin, thank you for that. So, uh, as we're moving forward in the presentation, extremely important that you understand the way boundaries work. So, everything in the dark blue, those are elementary school attendance boundaries. When we add on middle level, that's the colors that we're adding on. And then high school are the yellow line. So this will

026become extremely important as we start getting into the middle level feeders and the high school feeders that we all understand this um as Robin was talking about I think what we have came to the conclusion of um with attendance boundaries we're really trying to balance that resident student population right so doing nothing um is something that we've decided that we can't do but attendance boundaries uh and adjusting the uh resident students is something we can do with attendance boundaries Um you saw this slide last time other that was or last time it was north Boulder South Boulder there seemed to be some confusion around that so we brought this back just as Boulder um and you'll see there we have about 2500 open seats in Boulder alone and then you can see the resident students

027the enrolled students the utilization um we also added the projected utilization you'll see that in 2029 for each different attendance area. Um, as a staff, we are still looking at this as north Boulder and South Boulder. It's it's easy. You could have went east, west, north, south. Um, we have done that and it's start looking at the number of schools in each area. It helps us divide it. Um, slice the pie a little bit differently. Uh, utilize or uh analyze those areas just to better understand them. So, any questions on this slide? Okay, with that I will turn it over to Glenn. Thank you. Um, okay. So, this is a followup to the uh March discussion uh that we had when we brought up a few um boundary scenarios uh for review uh in the

028north and south Boulder areas. And so, here is let me get the right slide here. Here's a summary of all of the considerations that we brought before the board in March. Um, and uh, and areas where we could possibly do some some changes to the boundaries uh, and fix a few issues and uh, help balance enrollment in some situations as well. Uh, the first one is in the gun barrel area. Um, and we uh, as you can see, we've added a lot more detail uh, from what we brought to you the first time. Uh so that triangle in A you can see the diagonal highway coming from Longmont is the red line. Um and uh that purple area is Heatherwood to the east of the triangle. Um so the triangle itself has 52 students in

029it. Of those uh 32 or 62% are attending their uh neighborhood school which now currently is Crest View. So that's about 62%. District average for elementary is about 67%. Uh so actually they're a lot of the students are attending their neighborhood school crest view at this time. Uh although quite a big chunk of that area is actually in gun barrel itself. A lot of the other area surrounding it is um is rural land. Um um not necessarily part of gun barrel. Uh we also have a breakout for the grade levels. How many are by K through 5th. Um and we also have that with that the first number there is the resident number. So those are the total number of students living there and we can see what level uh how many of those students

030are attending their neighborhood school which again is is Crest View in this situation. So for kindergartener there's nine students in that triangle. Three of them are attending Crest View and so forth. Uh the demographic makeup uh we did add free and reduced lunch and English language learners. uh the district average for those uh factors uh free and reduced lunch is 25% for the district. So we can see that triangle is about 1%. So they're significantly lower uh in free and reduced lunch uh in that area. With English language learners, uh they're at 10% which is a little closer to the district average of 8%. Uh transportation considerations, uh transportation said there's essentially one bus serving that area. now and it's just really a matter of where that bus goes. Uh so it's a net no

031net change in transportation. Uh probably a little bit shorter ride uh if we went to Heather with them. Uh in terms of the feeder, uh the big standout there would be uh that middle school is different. So currently those students uh feed into Centennial. Uh if we wanted to maintain a consistent feeder pattern, uh then we would also have to process a um a middle school boundary change as well and and move those students to Plat uh to be consistent with uh Heatherwood. Uh the negative consideration here is uh keeping Gun Barrel intact, keeping it together. Uh I can say on the eastern part of that triangle is the neighborhood uh that is in um actually in gun barrel. That's the focus. To the south and to the west are more rural lands. And I

032think something not just with this but with all of the boundary changes. You know, these are proposals we're given the areas, but there always is a lot of room for movement within that triangle about which areas how tightly we want to keep just gun barrel together. Uh if we want to keep some of the um some of the rural lands as well in that triangle, this is a nice convenient one with the big major roads with the diagonal highway uh defining everything. But we do have ways we do have um ways to vary that on the final product if we do proceed with it. in terms of the resident students. So, how many students live there? Um, so it would add to Heatherwood's current lower population. So, those 52 students in in terms of resident

033population would move over. Uh, and then there would be a percentage of those students that would actually go to Heatherwood. So, it would definitely be benefit Heatherwood. Uh, it would be a relatively small uh impact on Crest View, who's uh currently at 700 for their uh enrollment. Um but the one consideration with with Crest View is about half of those students attend our neighborhood uh attendance area. So that while there's 700 kids there, those students are are feeding into other schools and other programs. Um and we'd have to look at that impact of that as well. And this is a theme we'll see uh I think this morning several times where we have schools, they have large populations uh but not all of the kids are attending there. So then you're taking kids away from

034the school. It doesn't affect their resident population. It can in some situations impact their um uh their actual enrollment in the school. So uh that's something that doesn't have a a clean answer to um you know whether we do or not do something based on that. Um but I think it's on a case- by case basis something we want to look at closely and see what the impact is to that donating school. Uh and the final thing too is we'd like to do a a count of tops in each area and the different housing types. Uh the single families detached obviously generate the most students and then there's more denser housing types uh in Heatherwood. And the average yield on the bottom is the number of schools we number of students rather we'd expect to

035see in that area uh if we applied the average per unit generation. better one here. So in in this case, is that better? Okay, thanks. Uh in this case, uh uh this triangle area is actually um has about half the number of students we would expect to see, which is not unusual. You know, averages are averages. They're taking wide areas uh of of uh the of the district and averaging it together. you're always going to have places that are below and above that mean. Um, and in this situation, gun barrel has been declining. Um, and uh, uh, and this area um is is no different. So that's it for a I don't know if there's any questions. to proceed with that. Should we as we think about um the feeder system here, 52 students then

036would if we extended this to middle level. There'd be 52 students then that would be slated to go to plat instead of Centennial. I just want to make sure I'm understanding it correctly. If we change that, uh, we we'll talk about the middle level one a little bit later. I should not look toward that. Yeah, it would be a little different number because there's there's six grade levels at elementary. There's only three middle school. Okay, I see what you're saying. So then it's Okay. Okay. I'm just trying to figure out what happens to our feeders. Yeah. Thank you. Mhm. I think that makes sense because that was a priority that we discussed last time and that is we will talk about that and I I agree like keeping those two in mind I think are

037going to be important as we move between elementary to middle to high school like you know one change in one level might require or lead to a change in another level but just holding holding on to that till towards the end. One thing I wanted to comment on a little bit is I think we keep going around and around about how we have zero control over open enrollment and and to Glenn's point, we make a boundary change to me based on resident population and balancing out the resident population because that's what we can control and we'll have to see. It's unpredictable what will happen as a result of open enrollment. can't the choice is we have choice. Families can, you know, act on that choice, but that's not really within our control with this conversation

038around attendance boundaries. Yeah, I think it's some I think well this is really helpful and it's um moves us forward to think about it and I agree with the that the choice sort of messes up like we're pushing with a soft wet noodle things we want to move around and they won't necessarily go where we want to go. But I do feel like um and we know the patterns of who goes where from where. So like that we know. I really just think as we continue to wrestle with this over the next, you know, five ten years, it would be really helpful if we had a better sense of what's what is motivating the parent choices. And whether that's focus groups or a post open enrollment survey, something that's really targeted, says why did you

039go there? What brought you there? Were you leaving a school you were uninterested in for some reason? If so, why? Are you attracted to this instead? If so, why? Are you make doing this because of logistics and family commutes or other kids? I mean, I just think it would be if we're trying like we can change the boundaries, but if the schools are still less attractive at A and more attractive at B and parents want what B does and not what A does, then we're sort of again making our noodle really soft. And if we knew, you know, the motivation without speculating about it, I think we'd be in much better spot rather than just coming in and thinking, oh, they're going to make choice. We don't have any control. It's like, well, we do

040build the thing they're choosing. So, and I would say I mean, if we end up going down the survey road, not being redundant of the Mellan survey data we already have, we have some information on that, but being additive. So I just our public may not recall that we we did a bit of a dive on that and I saw Jason sorry and then yeah I have a question um kind of for this slide and all the ones that follow on the changes and then tying to the Robin's presentation earlier. Do we have a sense you know these 32 kids potentially that go to Crestview that may or may not go to Heatherwood and then we have the breakdown by grades. Does that change the number of rounds? I mean, just looking at hypothetically, would

041that would these kind of changes impact rounds if we're looking at I don't know what exactly Heather is what is now, but if it's a one or two round per grade, do any of these push that to solid twos or even into the three categories for this? And then I guess you know some of the um that's probably hard question to answer right away, but I' I'd like to know that how these changes impact that earlier u topic we talked about. I think it's complicated. um to the extent that we don't know what happens when we change attendance boundaries because we haven't done that. We do know that uh 100% of families don't choice to some other place that actually the majority of families do go to their home school with their neighborhood once it's

042zoned that way. I do think with this move uh given that I don't know how it would impact the rounds. I think over time you would have um more students at Heatherwood to to balance out, you know, the one to two rounds that I think that they're in now. Um and and to Alex's point, I mean, it's, you know, what do you do first? Do you start talking about choices or do you get your attendance boundaries based on, you know, you balance your populations and then you start to think about what is, you know, what is it? What's the program that's making or what's the reason 50% of kids at Crestview aren't going to Cresview? And that's 700 kids. We have so many kids in Coline. If they all showed up, we wouldn't know what

043to do. So, it is a uh the these patterns have happened over time. And as we start to unravel the system, um, you know, I do think that this does potentially over time to Heatherwood, uh, give them more students. I don't know that it's immediate. Uh, it just kind of depends on how folks react. It may be everybody in the neighborhood says, "Okay, we're all going to go to Heatherwood." And we do that. Or folks say, "We're going to stay where we're at and we're going to use open enrollment to do that." And because of declining enrollment, you know, there was a point in time where there was big weight list for H for BCSIS and High Peaks, which is the big choice or Uni Hill. Those are the three big choices out of that

044area. Um, but there's not big weight lists for those schools anymore, right? Because there's more room. So, uh, so, so we're entering in some new and different trends as well. Um again you know with with shorter transportation balancing out populations you know again I think that as we talked about policy JC every 5 years we go through this exercise to see what's happening but the problem after this will then be to Alex's point okay let's think about the choice what does that you know you know what does that look like um with with the idea that you know define your neighborhood schools then define how choices are driving population. I want to put a plug in for well, first I want to acknowledge that we did do that dive into why people are choosing what

045they're choosing, but it seems like and correct me if I'm wrong because I have not I don't think I've ever done open enrollment for my kids. Um, but if you have if you accept a seat somewhere, you have to go into the computer system and accept it, right? You go in there. So, couldn't we easily put something in there about you have to answer these five questions when you're accepting? Why are you choosing this? What what were whatever your thoughts were? Could you do something that simple that to accept the seat then we understand why they chose the seat? And then we don't have to put out another Mellin survey. No, I do think that uh you know, we'd want to run that through legal to make sure we're not violating anyone's rights to access

046open enrollment. Uh, however, uh, as long as we weren't, we could certainly do something along those lines. I, yeah, I would add, I mean, I think a follow-up survey after the open enrollment process and then then you'd actually be able to survey not just the people who make the choice, but the people who didn't get in when something's over, you know, and anyway, I think you could do that while still honoring uh, the choices and protect it from the whole process. And then if we can if we can track it by what their motivation was, then we'd have a lot more data that might influence how we could influence them by providing what they want. And then by the way, they'd get what they want. So that's a great thing. Couple quick things. I do

047believe we're capturing some OE information, why parents choose to OE. So we need to do a better job of getting that information to you. Um, a couple things on this slide. The grade breakout, that's this year's grade breakout. So if we were to move forward with a boundary change, it would not be for the 2526. It'd be for the 26 27 school year. The fifth grade class would already be moved on. The fourth grade class would be fifth grade. They wouldn't be impacted. So we're really talking about K through three and then any new incoming preschool students etc. Is that correct? Yeah, that's correct. And also from my experience with doing boundary changes, there is an evolutionary time where a lot of those kids or certain numbers of kids especially in the higher grades, third,

048fourth, fifth, will just OE back, right? Um so you're kind of in that way, it's a little bit longer term look at it. You're kind of looking at the kindergarteners more and the first graders coming up and establishing in that school uh more so than the schools necess the kid the students necessarily there right now. So all suggestions that we're looking at these kind of cleanup suggestions are 2627 as long as we can approve attendance boundaries before OE begins next October. So, it really is I I mean, if we if we take if we take the make the process take longer, we would then skip an entire year because we would have to get this outboard members prior to any open enrollment conversation so we can clearly communicate any changes to families in advance so

049they know what their options are. So, timeline is in part dictated by us and in part fairness to the community to have anything in advance of decisions people make in October in the showcase that occurs in October. Uh next change here is the uh non-ontiguous area in the middle of Creekide. Uh currently only with uh six students. Uh only two of those are actually attending Creekide. Um um and uh but I I think there is a likelihood of additional future students. I did drive through the area and look at CU's website and they are doing some major changes in the area. Um I'm not sure what kind of housing they're ultimately going to come back with, but they're putting they're adding some housing and they're tearing down some buildings and doing some rebuilds. So right

050now it's six, but I think it could be uh a little higher uh in the future. Um if we looked at where it was before all of this construction happened, there were about 25 students. Uh and if we look at the bottom uh uh right hand corner of the slide with the rooftops, the average yield is right around that 25 28 students. So uh in the long term we might see that. Um but otherwise this area not very many students right now. Um um you know only a few FRL and English language learning students although these are CUS connected. So uh the languages with that are are kind of all over the place. Um the but the percentages are actually pretty high when you look at these small numbers. Um uh and the grade breakout

051for this one and there's so few students. Um that one's a little hard to read. But with the the transportation um they're thinking transportation is thinking no real net uh gain or loss of students in that area. Um the um um Arapjo along there is already a barrier for elementary students uh to cross. So basically they would just be they already have uh busing south of Arapjo and they would just pick those students up as well. Um it'll otherwise it'll remain in the same feeder. So we don't have a lot of concern there. Uh I think it's neighborhood wise it's it's fairly obvious it's going with its neighbors. Um the resident impact, you know, there's really only a slight impact both to um to Whittier and uh Creekide at this time. Um of course that

052could actually help Whittier in the long run though if that housing does turn around as we expect. Um and I said right now they're they're way below their what our student yield would expect for this area. But um that probably will change over time. You said you drove by it, Glenn. What kind of housing is over there? Is that single family homes? And you also mentioned CU. What um might be coming to that part of uh town? So, right now you can see the breakdown on the rooftops that it's mostly apartments, condos, a trickle of single family detached and so forth. Um there's a few of the parking lots back there that they're actually building some housing. I think the assumption is right now it's it's graduate. It's actually kind of a mix of of

053graduate housing and some faculty housing and I think a lot of these units qualify for multiple reasons and even undergraduate kind of non-traditional undergraduate housing as well. Um and assuming they go forward with those plans and it's they don't really say that um then then there'll probably be some additional units built as well. Any more questions with this one? Okay, let's get the right one here. This last one is looking at a section of Creek Side in on the west side. So, this is west of Broadway, uh, and moving that area into Flat Irons, uh, which and and kind of reestablishing the Broadway as the barrier between, uh, for Creekide in that area. uh more students uh in that area. There's 48 right now. Uh but really less than half of those are are attending

054Creekide already. Um so we're not seeing very high rates of of neighborhood attendance for that area compared to the district average. Um but only three are attending Flat Iron. So there's high open enrollment out from that area. Uh we have the breakdowns there. Um it kind of really varies across the board. You can really see the variation in the in the difference per grade. Uh but a little bit higher on the third, fourth, and fifth in terms of numbers. Um the demographic makeup, uh FRL is pretty low, about half the district average. Uh but but close to the ELLL, uh that we have for the district average. Um for this one, uh they would not be walkable to flat irons. Uh they're close, but um I think transportation thinks that baseline could be made to

055cross cuz there are several safe crossings and lighted crossings across it. However, they wouldn't be able to get all of that area in the 1.5. So, generally speaking, if they have even a small area that's outside that 1.5 with a big barrier like baseline, they'll just do the whole neighborhood. So likely we would have to create a new um uh bus route to get them from um from that area to Flat Irons. Currently uh they're being served by uh buses that are already serving Creekide and they're able to kind of sweep through there, but going up to Flat Irons, they don't have anything coming from the south to kind of join in on. So that one would probably need require a new route. Um some of the feeder considerations. Uh, so we've got the same

056middle and high school with feeders. So that's not really a big issue at this time. Um, you know, it does reinforce Broadway as as the boundary for neighborhood reasons. Um, I think, you know, I think intuitively looking at it, it looks like if you didn't know there were boundaries there, it looks like it's more part of, I would say, the Flat Iron area than Creekide, which is across Broadway in in a different part of town. Um, the resident and student in Flax. So, you know, it would add to Flat Iron's low resident population, which is only is under 200 right now. Uh, so that would definitely help that school. Uh, but it would take from Creekide. Um, and Creekide does have a fairly substantial population, but this is similar situation to Crest View. Uh, that,

057uh, you know, they have high OE out as well. So, there is, um, a balancing act involved in in pulling from Creekide in this situation as well. Um, and then lastly, if we look at the rooftops and the housing counts, they're they're pretty close to the to what we would expect for that area. Could you tell me what we think the cost is of adding one bus route? So, what we need to the average cost of adding a whole bus route is about $80,000 a year. However, we're talking routes and runs. There's a number of runs that make up a route. So, I would imagine that we could create a run on top of another one to serve this. So, it wouldn't be that full $80,000. Does that make sense? Yep. There would be a

058cost, but probably not the full Not the full 80, but a portion of that. Maybe half. Maybe maybe half. Okay. Okay, moving on. This one uh proposes essentially eliminating the Creek Side uh Bear Creek dual enrollment area uh which historically has been had very low utilization to Creekide uh anyways. Um, and wrapping that into Bear Creek as a whole, it's it it is 37 students. Um, with uh 23 of those attending Bear Creek already, that's 62% and seven attending Creekide. Uh, and histo that's actually quite high. Historically, it's usually been ones and twos. Um, until we got the new school. Um, and we have the breakout there. Um, no real standout information. demographic makeup pretty low both in in free and reduced lunch in that area and English language learners. Um the transportation it does

059actually eliminate a bus stop. So we do actually bus from this area to Creekide. Um some students voluntarily cross Broadway. There are some crossings there. Um but that's on their own on their own prerogative because actually if you get to the east side of this Creek Side area, it's actually pretty close to to Creekide. So, some students cross, but there is busing and and we don't expect them to cross uh Broadway. Um it is within walking distance of BC of Bear Creek, which um but it is a little bit. It's it looks like it's right there, but it's actually a little bit of a detached community with only like two connections that kind of go south. So, but it does it does qualify for it within the one and a half um miles walking area.

060Um we do have the same middle and high school. So the feeder considerations are will be consistent with that. Uh the neighborhood again reinforces that Broadway as a boundary uh and overall you know physically more connected to Bear Creek area and within the walking distance. um the resident impact, you know, Bear Creek will get will get um already is getting most of the students from this area anyways and is only a small number of students that would affect Creekide. So, um so the resident impact is is pretty small in both schools in terms of things really changing. Um and uh and then ultimately too we do see the rooftops the number of kids there are a little bit low uh compared to what we would expect um for that kind of housing in the area

061which is predominantly single family detached. Any questions with this one? Okay. Can we go back a slide? Sure. So, so if we uh took the creek side to flats, this one. Yeah. Um I guess I was just looking at flatns numbers in general and I see that they're always just at one round. If we leave things as is, the projections are that they're one round. It seems to me that maybe in some ways, even though we say we would add to Flaturn's low resident population, would we be creating by adding maybe half of these potential students because we know many of them OE out? Um, aren't we just potentially creating what we heard from fireside just like one bigger class? We're not going to get to two rounds with this, right? I I mean that

062I'm just reading it that way. I may be wrong, but it just seems to me like then maybe we will be making one bigger round. Yeah. I mean, I think and this gets back to an earlier question. I don't know that we pursued these as a fix for the the problems at these schools. I think it's we're it's part of the toolkit. Uh and we're looking for opportunities where we can add to resident populations and balance things uh um a little bit better. Uh and this is one of those opportunities. But you're right, and not all of these are are fixes by any stretch of the imagination. And I hesitate to do something that would make bigger classes bigger single classes and add cost to the district. So just my two cents on C. I'm

063not loving C. Well, and I would say like cost is a if we some of these options were eliminating multiple multiple stops or routes. And so what cost you might incur somewhere but then save elsewhere. So cost is also like as a system system savings. I would just put that plug in because the next two considerations actually eliminate bus stops. And so it's like that overall and balancing all the considerations. So I I hear you. And then there's like the other considerations around keeping communities intact and not having these big barriers. Like for me the entire the entire looking at it from that 300 way above and seeing like how it all plays out as a whole is another approach. But I I hear you on the the adding the one bus stop Jorge. Yeah,

064thank you for raising that point because I'm trying to wrap my head around how to think about this and I and I feel like these are we have to think more long term as opposed to immediate impact, right? It's two years out. Fourth, fifth grade is moving on. It's about the potential um yield from the houses that are there and thinking about strategically about the boundaries, the barriers, and what that might look like three or four, five years out um in the long term, right? At least that's kind of how I'm thinking about it. Um so, so I to that question, I'm kind of torn, but yeah, I think in more long term, what will the impact be as opposed to immediately will this have an impact on the classroom right now? um and be

065strategic about trying to balance these out. But that's kind of how I'm thinking about it or I think I'm thinking about it. Yeah. And I think that's one reason why we added the average yield section at the bottom. It's kind of a counterpoint to seeing where the students are now and not just solely working from that. And this last one is very similar to the Bear Creek creek side, although this area just goes to um to Creek Side uh currently, but it is on the west side of Broadway. Uh there's only four students there, although there there's not a nominal number of housing. It's about 200 units or so. Um breakdown again, very few students currently. actually a few more high school students, but elementary it's not many. Um, no real standouts of demographic makeup.

066Uh, this one similarly to uh the the Bear Creek creek side would eliminate a stop. Um, and but the walking distances they so if we wrapped it into the dual area, which I think graphically would make the most sense, um, there's a little question whether they can walk to both schools or not. Uh, they can definitely walk to Bear Creek. Uh and most of the area can walk to to Mesa as well, but there's just a few little holdouts up in the corner that are right on the cusp uh that were a little too close for us to call uh at our first review. But um but we definitely can walk to Bear Creek and we know that um they'll stay in the same feeders for Middle and High. Uh and again, we're reinforcing that

067boundary with Broadway as well uh with Creekide. Uh and and really there's only a slight impact to Creekide. So there's no real issue uh with with that. So Oh, go ahead. I was there was a request for a comfort break. I know we're only 15 out of 60 some odd slides in. So we promise we will help allow you to move a little bit for faster moving up, but maybe a a five minute comfort break. Okay. Thank you. Okay. See, I actually get the right one. There we go. Overall, the area we can see has been declining last few years. About 500 down both resident and um attending in the school. Um nearly 4% loss, about twice uh the loss rate the district has seen the last five years. um but projected to slow down

068a little bit. Births have bottomed out a little bit as of late. So, we're not expecting it to keep the pace it's had the last few years. Uh but still in decline. Uh probably dropping from about a current 67% utilization of the of the facilities to about 61 and by 2029. Uh this area is pretty heavily impacted by open enrollment. It's in the middle of the district. So we get kids moving from Lewisville Superior to Boulder. Uh not moving literally, but I mean through open enrollment. Uh but then so while they have large net open enrollment out of the area, they also get quite a few from further east from Lafayette, Erie, and a little bit from Broomfield as well. So a lot of movement in this area. Um so we can see actually from

069the numbers coming in and coming out actually a slight neck loss of about 55 students. um and about 25% o open enrollment out of those schools which a little bit less than district average and uh trends have also for participating in open enrollment have been increasing in the last five years as well. uh looking at the base areas for uh the students uh the base resident populations for for the schools uh we have that 300 line mark which marks around a two round school in general. So if we compare that line to their resident populations uh we see um uh Elorado and Monarch are below that mark. Fireside is close to it in terms of their base populations. uh with the other schools uh being above that a little bit more. Uh and when we

070look at actual enrollment uh with this chart uh the the yellow area is uh within district open enrollment. The orange is the out of district uh and the blue is are this the resident students attending those schools. A little different situation. fireside base population is low, but it's getting quite a bit of open enrollment, especially from the eastern part of the district. Um, but we do see Elorado and Monarch still below that 300 mark. Um, and that's um and and then we can also see the um uh the little triangles there where we expect those those schools to be. So, while Fireside is uh up around 400 right now, uh their population is on on a pretty steep decline compared to other areas in the area in in Lewisville as Lewisville Superior as well. Yeah,

071I know. I'm trying to get caught up. Uh so when we look at this area that one of the challenges is are the the two lowest at least in terms of resident population or creek side on the extreme north and uh Elorado or Cole Creek sorry Cole Creek on the far north and uh Elorado on the far south. Uh but unfortunately those areas are also hard to find a lot of configurations where they can take from their neighbors especially Elorado. Uh you can see that little There we go. It's not showing up. Well, here I'll point to it. Got it part. Here we go. Got it. This section right here is mostly multi multifamily housing in south part of Monarch. Uh, you know, that's one of the likely areas that you could conceivably join, but

072Monarch needs those students. It's about 100 students currently. Uh so looking through that and the difficulties of of meeting those challenges, there weren't any real clean ways that we could should could populate especially those schools uh through boundary changes. The one thing we did come up with is we have an in dash line F. Uh something further down the road uh when Campus Drive connects um to the uh east um from Monarch. Uh it does bring up that that area called Via Vera Via Vera area. That's the main road that goes through the middle of it. It's actually Broomfield subdivision. Uh but it's very isolated, surrounded by open space predominantly uh and very high density. Uh, and we did look at that because it would be so close to Monarch um that um that in

073some situations uh there's a proposal for an overpass to even walk to it and it would be within the walk zone of it. So, we did want to explore looking at that. Uh, one of the the drawbacks to it is it does take students away from Aspen Creek. And while Aspen Creek is uh does attract a lot of out of district, it does have a fairly smaller um residential population. Alex, um, following up on our great meeting with the Boulder City Council, like what kind of influence do we have over Broomfield for something like an overpass like that? Like if we said, "Hey, we're going to be able to get more kids to walk to school." Would they prioritize it or we have to persuade them? That overpass is in the current plans from that

074area over was that C470. So that is in the current plans for the Red Tail Ridge development just to be clear. And Glenn, I know we'll see this again when we get further east, but Aspen Creek is on the far eastern border. How many miles? What's the distance differential between that F and Monarch and F and Aspen Creek? I don't have that in front of me, but bus transportation said it was about almost a 15-minute bus ride uh to get out to Aspen Creek uh where for Monarch, they'd be right there. just so we're really not proposing any changes for the elementary level within Lewisville and Spear. And I'm just going to go back just to reinforce there's really nowhere to take when we're looking at base resident students to increase enrollment at those schools

075just to be clear as we're moving forward. Okay. Lafayette, Erie looking this is very different situation than what we discussed in all of the other areas. Uh we can see that utilization is actually expected to increase over the next five years uh predominantly from the new developments in those areas. Uh so while actually the area has has slid a little bit in enrollment the last five years uh with everything from COVID and some of the major developments winding down uh we have new developments now constructing pretty aggressively. So we do expect some modest growth over the next 5 years uh in this area and I think this is one of the charts that needed to be corrected. The the utilization in the bottom bullet I think on yours was some incorrect numbers. So, we updated

076those. Um, the out of uh the open enrollment profile um we do still see more students open roll out of their neighborhood attendance areas um currently uh with a net loss of about 168 students. So, there's a lot of students in this area, but a lot of them oe out uh going to Lewisville schools and uh in some occasions Broomfield and and even Boulder as well. Um, and we've also seen quite a bit of uh open enrollment, increased activity in open enrollment too from the last five years that the the bottom chart shows from about 41% oweing out in the past to to 43% currently. And when we look at the actual resident populations, oops, sorry, wrong. There we go. When we look at resident populations, uh, you know, we're we're up on the 600

077mark on almost all of the schools. Um, but we do see that utilization, uh, particularly at at at Sanchez and a little bit so at Ryan as well is is also quite a bit lower, uh, than other places. I think Sanchez is in about 40%. Um, of course they have um other programs in the area which the next slide shows with with um the enrollment part of it. So those students are also feeding into peakto peak and pioneer programs as well um as well as opening enrolling to other parts of the district. We do start seeing some uh out of district um in this area as well. Acceptance especially at at Pioneer and and Peakto Peak um as opposed to Boulder and Lewisville are a little bit lower. Glenn on this slide with the protected

078meal enrollment for 2029. Is that assuming that park the development in Parkdale gets in Can you talk to a little bit about that? Is it just within their current boundaries, not including the new development that's occurring out there? Yeah. So, that's actually So, Parkdale is in Sanchez's attendance area currently. Uh, so it doesn't assume that. Uh, really what we're seeing there is a a big kind of shadow baby boom from their new development. So the people moved in with kids and those kids have been in the system, but a lot of people moved in with young children or were planning on having children and the the the births have really shot up. So we're expecting a pretty good increase in coming years just from those births alone. I'm going to jump in here real quick,

079take this opportunity to talk about Parkdale a little bit. So uh we're starting to get a few questions about that. Um we've always were very transparent. Parkdale was planned to be one of the last projects in the bond program. Uh town of Erie final plat is coming up here in the next few weeks. We currently don't own that property. So the final plan has to be approved and then we would be able to take ownership of that. Then there's some oil and gas that has to be sealed, oil and gas wells that have to be sealed also before we would start any design or anything else. One of the concerns with Parkdale is right now the number of uh students that we're seeing out there about half of what we had originally planned. So we

080continue just to watch that development. It currently feeds into Alicia Sanchez um as Glenn mentioned. So we're just watching monitoring that and we'll continue to provide the board updates as we move forward. Thank you for that. So follow-up question that would put meark at 132% capacity. Do they have I mean it's a K8 school. These are just the numbers for the elementary component. That's correct. I'm just kind of wondering. So what we haven't done is updated the capacity to reflect the two modulars that were placed at model art for the short term. So we need to update that on this. So okay. Okay. Moving on. Next slide. uh considerations. Nothing really right now at this time. We've got the Parkdale site that we're we're monitoring and looking forward to, but there's no definitely no low

081uh balancing that we need to be doing for for the Lafayette Erie area. Broomfield. Moving on. Uh again, continuing to slide looking at the utilization for the area. Uh currently 74 expecting to slide a little bit further from that. Uh looking on the long term had did was losing uh students a little bit higher rate in the last five years but but given births and stuff the projections are are are slower again slower losses than we've been seeing in recent years. uh impact of choice. I think that obviously the the choice impact in this part of the district is u out of district proportion which is is pretty large. Uh currently Aspen Creek especially uh but ultimately I think in terms of when I'm looking at that first bullet point the net loss of 101

082students that's just dealing with the students that are from BBSD between BVSD schools. Uh so uh when we look at those kind of comparison there's actually a little bit of a net loss to surrounding areas but it is more than overcompensated by the out of district proportion. And looking at the populations, we see a lot of the schools are still their base neighborhood populations around that two round mark. Uh and a few are below birch and coal. Uh closer to 250 with coal as we can see. Uh but Aspen Creek and Emerald uh at least getting above that to around 300 uh elementary student mark at the resident level. But when again when we look at it at the uh enrollment composition level uh we see the orange dominating here especially at Aspen Creek uh

083also helping emerald quite a bit as well u but much smaller portions for birch and coal which still remain below that two round mark in that area and similar to uh Lafayette Erie Well, and superior there's not a lot of good solutions to this using boundaries uh the way they're configured in these areas. Um so we really the only thing we had out have out of it is that portion of uh F which is the same thing we saw with Lewisville Superior except now you see the full map and um uh and Aspen Creek and where it's located. So before we move on to middle school, are there any questions with those? Kitty, Kitty, you're muted. Sorry, I Yes, I do have a question. Um, and I am not suggesting this as a solution. However,

084um, if we wanted to make all of our elementaryaries three rounds, what would how many schools would we have to close? I don't have the answer to that kitty right now, but we'll get back to you with that. Okay. Thank you. Okay. Moving on to the moving on to the middle school section. A little bit different. We don't have uh we looked at the boundaries differently with this one. It's been more about the feeders uh than balancing the populations at the elementary level. Uh so we talk we'll break into this one just go into Boulder uh and uh well we see the different middle level configurations there. Boulder dropping from 70 to 65% um uh in the next 5 years expected to uh with similarly Lafayette area really being the only area of growth that

085we see uh even at the middle level and looking at uh the Boulders area. So this is you know including all of the attendance area. So it does go up into the mountains and out east a little bit as well. And looking at the neighborhood populations, uh we don't, you can see the dotted line down the middle, we put it at about 450. Uh you we, you know, the 300 mark 2 rounds was an actual criteria that we developed with LRAK. Uh we don't have anything like that with uh middle school level. So we added that 450 is a is a a comfortable level that an elementary or a middle school should be at to operate and be fully staffed. uh but it doesn't have quite the the same weight I think as the the

086300 level that we had at the elementary. So it's just a point of comparison uh going forward and we would look at it that way in Boulder uh really it's funny is the smallest in terms of the resident population. That's not true with enrollment, however. Um, and also Southern Hills is also smaller and Casey is above that point, but when we move to showing the actual enrollment, uh, Casey is on the smaller side. Uh, plat uh, makes up that difference pretty handily with open enrollment, especially with the choice program being in that building. Um and we also on this slide add in the other programs Horizon Summit uh which are also being supported by those uh base students uh from Boulder. So any questions on on the Boulder numbers before we move on. I'd be

087interested um I know we got 60 slides, but I think it would be really helpful at some point to look back like five or seven years at all of these schools and show what what they look like. So we can see, you know, the major declining trends for these figures for some time period that captures like I mean I just think about Horizon. and they want to know what it was like when it was always a small K8, but how much smaller is it now? Um, so if we could have that historical thing in some visualization, I think it might help us understand the urgency uh of the projections for each school. Okay. Okay. Lewisville, these schools are all lumped together as the eastern part of the district. uh since there are far fewer schoolers

088schools in elementary. Um when we look at this, we see uh utilization at Superior falling from 74 to two 62%. So a lot of the small cohorts in Superior are in and Lewisville are moving up. Uh so we see quite a bit of decline there. Um of course the growth in Lafayette and Erie and also that same slow slide that we see with Broomfield everywhere else. And looking at the schools themselves, using that same 450 mark, I I think the thing that really stands out with this slide is the Monarch or or not Monarch specifically, but all of the K8s uh at the middle school level are uh running pretty small. Uh most of those schools are are smaller buildings for middle school uh to be fair compared to the other ones, but they're usually

089designed more around the 500 uh level uh of enrollment. Uh and we can see most of them or not all of them are are are below that currently in terms of their resident population. Just for clarification, Metallark was designed to be small. It's 200 plus. The rest of them were 400 plus. Correct. Yeah. Metallark is a single feeder. So it was uh the others are double feeder middle schools. So it is smaller a different programming model looking at the actual uh enrollment of the schools. Um, you know, we we you know, ASP or Anjivine and Lewisville Middle really are our biggest, which they also have big base populations, but still some of the same story with the K8s uh here as well with them running a bit smaller even with enrollment. Uh, you know, Monarch

090and Elorado actually their their resident populations are very similar. Um, and Monarch has quite a few students at OE out from that school. Uh, but we see that they really make it up with the open enrollment. Uh, where we're not seeing that same situation with Elorado. Uh, the other things to point out here, uh, you know, peakto peak, I think, is operating pretty much the size it wants to operate, you know, as a charter school. So, sometimes these measures don't quite work for all of the schools. Um but otherwise uh we see a lot of the the the um um uh Lewisville Middle in Anjivine and really Broomfield Heights is the only one that's closer to that 450 mark of the traditional uh middle schools. So after looking at this and looking at the feeders

091uh this gets a little complicated so bear with us because the solution to a feeder is to uh to correcting a feeder is that it's twopronged. It can be moving the elementary to match the middle or it can be moving the middle to match the elementary. Uh so that can be a little bit difficult to explain. So we've broken these out into individual slides and and to show that um and the first one we're looking at is moving the southern half of Whittier at the U middle school level. So if you look on this map on the left, you can see that southern half of of Whittier is in the lighter pink area, which is Manhattan currently. Uh, and we would propose here to extend um, uh, Casey to the north down into that area

092and make all of Whittier and Casey instead of it being split. Uh, in in conjunction with that, we can move that light pink, which is Manhattan, a little bit further north into that creek side area and uh, and capture those students. And then that so that makes all of Whittier in into Casey and it makes it reduces Creekide's split down to two from currently to three. And I will say we also considered on the southern part of Creekide in the Tan which is currently in Southern Hills. Uh but that's just too many students to take out of Southern Hills which we saw was one of the smallest resident populations and also a lot of those students are pretty close to Southern Hills as well. So, we did not uh follow through with that that proposal

093or consideration. Any questions with where this is at? The other one is just uh being consistent with what we proposed at the elementary level of moving part of Crest View into Heatherwood uh on the east side of the diagonal and this is the follow through at the middle school level. Um, so it that's it's currently 34 middle school students would be the change at that level, which is if you look at how few elementary kids, uh, you can see there's more high school and middle school kids in that neighborhood. Uh, which is probably one reason why the elementary is so low. Uh, this next one, we have a few of these. These are just map cleanups. Uh this actually doesn't involve any students, although there are a few houses in this area. I don't know

094why in the past they just left out this little chunk. Uh you can see in pink inside of Cole Creek uh at the middle and high school um or at the elementary and high school level. It follows what the elementary line shows there. Uh so we would propose moving um uh the u um uh LMS boundary out into Doug, not into Douglas, but into Platt uh in here in order to make those all three levels consistent. This is another one where there's no students uh affected by it, but again making it more consistent with Eisenhower being associated with um Manhattan area. Um so taking that you can but you can see Platt the school on uh on the left side of the screen the the pink school plat is right against some of the neighborhoods

095in Eisenhower and it wouldn't make sense to move those neighborhoods over. But the area south of that is open space no students. So in terms of making the map consistent and more readable and not and preventing some confusion we would just could just add that as well. Uh, another one with no students. This is the Bear Creek creek side area that we reviewed for again for some reason at the middle at the elementary level. What? Well, the ele elementary, middle, and high don't conform. There's one little block of open space that is left out of it for some reason. So we can move adjust the high school and middle school boundaries to be consistent with the elementary. So going through this, you know, there were options we looked at uh in order to make them

096consistent that we considered, but we didn't we wanted to make sure, you know, we looked at everything, but some of them just didn't make sense. Um you this is a great example in the uh Coline area uh and with Coline and Crest View and the split between Centennial and Casey. Uh you know we can see it's hard to move uh in the southern portion of Foothill because the location of Foothill. We can't really move elementary boundaries with that. Um, you know, we could take additional land out of Crest View, but I I think Crest View is already giving some students and and they can't really support additional students being lost there. Uh, and we have conflicts with the location of uh, Centennial as well with trying to do that. So, it's just really not a

097workable solution uh, in this part of of the city. So, moving on to high school. Actually, I'm gonna just pause you there and say I know the meters the middle school feeders were a priority of this board and so I appreciate you taking a deep dive into that and really cleaning up even if it's not moving students at least making those feeders clearer, cleaning up the map. So, thank you for looking at all those options at the will of the board. Uh since our K8s seem to be some of the most underenrolled, that's one of the questions I'd be really curious about if um when finding out from the open enrollment process and if generally the model of K8 and having a small middle school has become unattractive to our families. And so if they're

098like, okay, K8 uh is just too small for my middle schoolers to have the things they want or there's social pressures. But if my hypothesis would be that K8s don't look as popular for middle school as they were 10 years ago. So that's one I'd want to look at the change over time. And then if we had data that we could focus on and find out why are parents not um sending their kids to the middle school of K8. I think when you look at K12s across the state, you see the same thing in the charter sector. The K12s really struggle sometimes to keep high schools and the farther up they go, the more the social pressure to have normal high school and middle school things kick in. So moving moving on to high school

099and what we have there. Uh a lot of the same patterns in in terms of loss and growth throughout the district as the other levels. Um, looking at Boulder area by itself, uh, we can see, well, oh, let me go back to this one. Uh, we can see utilization is expected to drop uh, from 81 currently to about 77% uh, in the next 5 years. And similarly when we look on the eastern part of the district uh we see drops in Lewisville from 76 to 71 uh and Broomfield too on that that slow slide with of course uh Lafayette and Erie having some of the only growth. Um and when we look at all of the schools together and their resident populations uh you know Boulder really dominates in terms of sheer numbers. uh you

100know Fairview surprisingly one of the smallest in terms of resident population. Uh that's not true with enrollment. Uh but they don't have a big resident population. Um and then Monarch and Centurus being roughly equal and Broomfield actually having a pretty small resident population. Um which really feeds into what the enrollment actually looks like. Uh we see Broomfield actually I think is cracked 50% out of district uh just in the last year or two. um and Fair View and Boulder being about equal in terms of enrollment despite the discrepancies with in terms of their actual resident population. Uh and then the smaller programs too with high school, you have New Vista, Boulder Prep. Of course, there's no real threshold for them in terms of saying that we should have a 1500 person school or whatever. Uh

101there's a lot of variation at the high school level in terms of program size uh and and specialization with with uh some of those u um just as high peakto peak some of those programs as well. And with the senior feeders um we came up with two I think that we have them both are they both labeled L? Oh okay LM. So there's both L. Um the top L would be to just kind of bring up the high school boundary to include that area which is what we proposed at the middle level as well. Um and in getting all of Creek Side again into um Fairview instead of being split between Fairview and Boulder. The bottom L you see would be dependent on what uh you all choose to do at the elementary level. If

102you remember there was that section of Creek Side that we're proposing for flat irons. Uh if we go forward with that, that actually fixes the feeder problem because it's already in Boulder High. Uh if we decided not to pursue that, you may want to consider a boundary change at the high school level. Uh because currently that's a split feeder, that small neighborhood going to Boulder High when the rest of Craig Creekide uh attending um Fairview. So those are the only two real fixable ones that we saw at the high school level. So, so here's some more um more detailed maps of the of that description with uh L feeding into um Fair View and High School with the Creekide boundary splits. And M of course if we pursued that with Via Vera at the other

103grade levels uh we would have to consider whether we want to move that area out of Boulder or Broomfield High uh and into Monarch High. So summary of considerations. Uh so we had in in the Boulder Elementary Crest View east of the diagonal uh the non-ontiguous area in Creekide uh Creekide west of Broadway to Flat Irons in the dual Bear Creek creek side area in that small area just uh just next to that uh going to uh to the dual area as well. Um, Lewisville Superior. We just had the Via Vera. That's the broomfield area next to Monarch. Um, as a potential middle school feeder. We had uh the Whittier Deacy in Creekide to Manhattan area that we had Crest View joining Heatherwood in that triangle area in the north next to Gun Barrel. Uh,

104Cole Creek Plat and LMS cleanup changes that we had. um Eisenhower Manhattan Plat Cleanup. Uh again, no students and a dual Bear Creek, Creekide, Manhattan, and then Southern Hills map cleanup area as well, which also had no students. And in high school, those two areas we just saw involving uh Creekide to Flat Irons uh and and uh also Creekide area to to Fair View and also Via Vera to Monarch. So with that could open it up to more discussion. I appreciate all the effort that you guys did for this. It was a lot of looking at maps and considering bus routes and looking at where people live and the types of housing stock. And while these moves are on a micro scale, I I think when I look at these, they really do meet our

105initial considerations and desires that we set forth in policy JC. And so my wondering my I'd like to get board feedback. I think for me a next step would be could district staff contact the folks that are directly impacted see if there's considerations that might be impacting them directly that we haven't considered in between now and when we see this again in the fall under the assumption like this if if this is logical to staff you've put a lot of thought into it if it makes it does indeed meet our priority priority objectives reach out to these folks directly impacted bring that information back to us so we can really move forward on next steps with those folks in mind and knowing that again these are micro moves are not going to solve the bigger

106problems around declining enrollment and and where kids go but it the lines make sense with the priorities we set out we we set out with um but I would be curious to see how individuals might be impacted and then timeline I did say October is kind of a realistic change point if we're going to make this happen. Um would staff have enough time to get that feedback and come back to the board in August so we could continue to work through this in advance of any open enrollment windows. If the board is uh well, first of all, um I want to thank the team as well. This was a lot of work, a lot of really just trying to get our heads around what makes sense to do and not do. Uh, in 5 years,

107I wouldn't wouldn't expect, you know, 15 little or however many moves are here. These little moves, it might be just looking more trend and and we'd have some different information. Uh, staff can certainly uh reach out to the families affected. uh we can figure out a way to do that um with the understanding board members that as we do this initial set of boundary changes for families who are feeling like they want to stay where they are they don't agree with the change they do have the opportunity to open enroll to stay where they're at to go to where they used to be zoned there are some transportation implications albeit pretty small uh based on what we've done uh and we would we should be able to do that beginning of August, get something back

108to you all September would be the hope. Um I will say uh and Nicole, to your point, the directly impacted individuals would be where we'd focus. Now, lots of folks may have lots of opinions on some of these things. Um but I do think the right um path forward is the folks that are directly impacted because uh as we think about the attendance boundaries, we're talking about individuals who are impacted. that would be the right way to go about doing that. And so, uh, we can come up with a strategy, share that strategy with the board, engage those folks directly. If there's something we've missed, right, and sometimes, you know, even though the team has done an incredibly thorough job, something that they've missed, some path that we might assume kids can ride or bike

109to school that isn't viable or something along those lines, uh, you know, we we can certainly bring that back for reconsideration. Um but to make these moves where we would identify these for impact not for the 2526 but the 26 27 school year we would definitely want to do this before open enrollment. we would definitely want to reach out any considerations. Then another communication this, you know, if you do not participate in open enrollment, this is what will happen. And then if the board, as we think about open enrollment preferences as we were, as we're moving forward in the fall, if you want to make special consideration for individuals that were impacted by this, you could potentially think about that at that time. Uh there's a lot of stuff to do in not much time

110with a limited number of staff. Uh, you know, in in some places I've been, you'd have big community meetings and things of that nature. I don't know that any of these moves are large enough where it would um where where where you might want to do that um given the fact that everybody does have the opportunity to open and roll and and we have such a robust program and we have the showcase and we have really worked to make sure that we showcase our offerings and so folks can be informed. Yeah. Yeah. And I think that's the I mean the benefit of having a lot of space available right now is that the the actual impact to families will probably be not as as significant as as one might think just oh you're changing boundaries

111because we our schools do have capacity. And I think we hear time and time again the importance of timely communication. And so that again that's why the timeline of this so families really are aware with enough time to know that they have to they may want to think about open enrollment or not or how you know what that looks like. Some families might benefit from not having to open enroll. And so but the more the sooner we can get those communications out um and answer any questions ahead of the process, it'll really improve the situation after that window opens or closes. Katie, I see your hand up. Yes. So, I just want to give some feedback and then ask a question. I think these changes for the most part make sense, especially the that section

112of of gun barrel, putting at that into Heatherwood. Um, all the map cleanup for middle school also makes a lot of sense to me. And ordinarily I would be concerned about moving Broomfield students out of Broomfield, but considering how isolated that little um development is, you know, in that I think it was in F square and how much closer they are to Monarch, that move also makes a lot of sense to me. I particularly also like the um Broadway boundary um not having kids cross Broadway. I think is a good idea. And the question I have is I mean I'm sure we will make some changes. Whether we make them all or not, I don't know. But when we make changes, will families who want to remain in their existing school, would they have to

113open enroll or would they just continue on? Yeah, I would say that that that is what we would want to discuss in September, right? So, um we would take all of these moves, contact all of these families if there's families to be contacted, ask them, is there anything that we've missed? Right? We understand, you know, ask them to watch this presentation, to watch our discussion, is there anything that we've missed? Um and then based on that feedback when we come back in September, right, the board can um we'll have be have an opportunity to digest that feedback and then make a couple of decisions. Do we go forward with all the moves as a cleanup as our commitment to our community that once every 5 years we're going to go through this? Uh lots of

114impact, lots of places. Are there moves within the moves based on the feedback we've received where we feel like that we're deciding that where things are today are where they're supposed to be? Um, and how do we help our families transition out? Is the open enrollment process as it stands today, is that enough? Do we create a special preference, a temporary preference for folks impacted for a year, two years, three years? uh knowing and understanding that the more of those things that you do, the less of the numbers shifting, what we shared with you would actually happen. It would take longer to to to to happen over time with the understanding that these are, you know, we're changing these um these attendance boundaries not just for next year or the year after, but to really

115clean up the entire system. So, I do think that that would be a decision that the board would have in uh in come. Thank you. Did you have something else, Kitty? No, that was it. I just said thanks, Lenia, and then Beth. Uh, so I agree with my fellow board members that this is good stuff to clean up. These feel like small moves. Um, and I just am looking at my chart here, our capacity summary, and I see that 11 of 30, so about a third of our schools currently are less than two rounds. And then in two years, half of our schools will be less than two rounds essentially. Alex, tell me if I'm wrong on any of that. So, for me, I think I would be in favor of asking staff to look

116at more robust solutions, additional to these solutions, because I think it hearkens back to Kitty's question. If and to slide number six, which I appreciated Robin going over again. So if we go back to the slide, we see that two rounds there's already an impact and we already have a third of our schools in that impact. Um and then we go a couple years down the line, half of our schools are at two rounds. So I think maybe it merits a discussion. Are we trying to ever say that we're going to get back to three rounds? Maybe not. Are we are we settling on Okay, we've got everybody at two rounds and we're going to try to keep them there. I just I think we need to be looking at um this slide very carefully

117and thinking about are we as a community satisfied with these small changes where half of our schools are at two rounds and that means and I already looked at the number here 17 of 30 of our schools already at half a counselor. So I I mean we see why there are schools that are closed in along the front range because we're not offering what we want to offer which are the ABC specials rotation instrumental music ideal for programming three round schools. So I for one am willing to say I'm I think it's important to look at more robust solutions even though they may be painful for our community, I think they're in the best interest of our kiddos. So, well said. Um, so many of the points I jotted down are very similar. So, I

118mean, first and foremost, thank you for this presentation and for all the cleanups and, uh, suggestions you guys provided today. I know it's a lot of work, tedious, difficult work. Um, but to echo my fellow board members, it does feel like there are micro moves that are probably not going to get us to where we really, really need to be and want to be as a community. Um, I'm thinking about slide I just looked at it number six as well. And I, like I said, I think about that a lot. I'm thinking about the question that Kitty asked. How many schools would we need to close to get to three rounds? I mean, that's a big bold question um that we don't have the answers to right now, but I think it really does cut

119through some of the things that we hear from the community. We get emails frequently about the loss of a counselor, the loss of a librarian, uh instrumental music, um large class sizes, like we just heard from the fireside community about the the large class size they're experiencing next year. And this is becoming more and more and more common. I've been on the school board three years now and this it's increased even in my time here. And so I just don't I wonder that we're I wonder if we're doing enough. I worry that we're not doing enough. I agree with Elenia that we should go bigger. It's going to be painful. It's going to be hard. Um, but I really really genuinely believe that it's in our community's best interest um both for the the families,

120the staff and for the students. We we can't offer the kinds of things that I we want to offer here in BBSD. We can't differentiate to the same degree. We can't offer robust specials and after school programs. We can't offer the opportunity for staff to collaborate. They exist as islands. we can't offer um you know meaningful professional development in-house with your colleagues the same way you can in a school with multi-rounds and I just think it's really the best. So I think unfortunately we need to have it part of our conversation the trade-offs that we're making uh to continue to have you know one round or one and a half round schools. Um definitely the kind of district I want to be in as well as one that offers all those things we are really

121proud to offer here in BBSD. So, I would support and appreciate any uh solutions you guys might offer that might even be a little bit bigger. Alex and then Kitty. Yeah, I agree with everything that's been said and especially the appreciation of the staff work and the consideration that's gone into this and I think these are useful uh adjustments to what we're talking about. And I agree that I mean we think about uh an elementary school runs K through five so that's six years um and it'll take us a while even like we currently have an engagement process for the long range advisory step that can take you know seven or eight years to make a change. Someone who um has a three-year-old today uh if we wait seven or eight years they'll go through

122their entire elementary school with with these limited services. Um, so I think we sort of have an obligation to um, uh, yes, engage the community, yes, have them participate in this process, share ideas, get feedback, but I think doing that on a, to Nicole's point, on a more accelerated timeline for things is probably an interest to the parents, and and I would add in the open enrollment world, it's easy to add an enrollment preference for the people affected by the changes and and potentially by other changes that might be more profound. You can also do an enrollment preference that times out. So any kid who's born today gets to stay where they were but maybe you know kids in the future will be dealing with the new system. So I'd encourages us to think about

123bigger changes uh to think about the timeline that is both more accelerated but still engages. I was reading some of the research on like school closures and we're not proposing closures. We have lots of different things we could talk about but that'd be part of it. And uh other researchers and other districts would recommend, yes, you want to have an engagement process, but you don't want to have it stretched on too long because then you're just punting down and people aren't in this constant process and they burn out. I think we might have designed an engagement process that is too long and that sort of ties our hands for more bold change sooner. Um and it is more than the community wants seven years of engagement to talk about it. They want um specials. They

124want the counseling. They want the music classes. They uh want differentiation so that their dyslexic child can deal with an instructional coach. So, we haven't even gotten to what's the advantage of one, two, or three rounds for MTSS and DDI that we're trying to implement. Um what is the implement? Uh we care a lot about our disadvantaged students and more challenged students. Is there a scale there where the resources that we provide are more efficient in a smaller scale at which point we can't provide as much support as we want. So I I think we want to think about uh studentf facing implications of our timelines as well as family facing. So like what what is a student experiencing because we're taking a long time to figure this out. Kitty. Um I forgot what I

125was going to say. Oh yeah. I think that um when we look about look at boundary changes, we think about that in the context of we've decided to review them every year and we're not looking at them as you know the solution to our declining enrollment but just as little tweaks that make sense. Um, and I think we can engage LRAK in participating in perhaps changing the metrics we're using. And I don't think it has to take too long because to Alex's point, it makes it doesn't make any sense to draw this out even longer and to have the process take forever. But we have feedback from the community that we didn't have when we first engaged ELRACK. And what we're hearing is that people are not happy with the schools getting smaller and some

126of the classes getting bigger. So I think per not perhaps I think we should take a bolder move to creating the education um environment that all of our students deserve. And of course the community has to be involved in that. But I think we really could make that a more compact process because to Alex's point, if if it go if we engage for long periods of time, we've got a whole bunch of kids who are not getting the full experience that they could get. Thank you for all that feedback, board members. I agree. And I just want to clarify both for myself and for staff in the community. I'm hearing two different things. We have our commitment with JC to look at this every 5 years to make some calendar tweaks. We can move forward

127with that and take a look at another process that what we can still make those two weeks and look a little bit more boldly on moves that might address the educational experiences of our students and the working conditions of our staff by making bolder moves to address declining enrollment. Is that what I'm hearing? We have like the both things are on the table. Okay. Thank you staff. Any questions for us on that direct those two directives? Dr. Anderson. Well, first of all, I really appreciate um the board's engagement in a 60some slide presentation. Hopefully, if you're watching within the community, you're still with us. Uh these these situations get complicated and um and and I appreciate the board's engagement. And I also appreciate the discussion that's just been had uh here by the board as

128we think about what else can we do? How can we accelerate um potential options that maximize student um experience? Uh you know the the way that we've set this up is we've created something that's financially sustainable, right? But the experience students are seeing is changing and shifting. Whereas in a lot of districts, what will happen is uh they'll continue to pay for things as the students shrink and then not and then have a fiscal crisis, right? And so it's so so it's same problem, two different ways of looking at that. And so as we think about multi-age classrooms getting below two rounds, uh certainly below three, getting below two, um shifting and adjusting other supports and resources. uh you know what I'm hearing the board and and you know we're starting to hear from community

129is is there other things that we can do beyond the process that we have established through LRAC a process that may not you know it may include looking at um as as was suggested by board members in previous work sessions a cluster of schools or communities engaging them together in ways that this could potentially begin to really dial in on that student experience, one where kids have plenty of supports and lots of options for what it is um that we can offer them at the elementary school specifically. And just to clarify, we're talking elementary schools at this point. We're not talking about anything else. Okay. So, um so, so what I'm taking away from this, board members and staff, feel free to chime in, is move forward with the recommendations here on the summary of

130considerations. engage fa these families impacted directly. Are we missing something? bring that feedback back for consideration for the board members in the fall and between now and then begin to really think about you know with engagement um you know based from our partners in LRA potentially uh if we wanted to do something bolder not Boulder Colorado but BDR uh that um what could that look like and you'd like to see something like that in the fall If I can make one friendly amendment, um, while this is primarily elementary, I do believe the patterns in declining enrollment in our K8s are one of the issues. So, I'd include the K8s in that and then the middle school portions of those. Good catch. Okay, I agree. And sorry, Kitty, I saw your I forgot your hand was

131raised while Rob was talking. So, you want to go ahead? Oh, just quickly, I forgot to thank staff. I so appreciate all of the work that you've put into this as I appreciate all the work that you all do all the time. So, thank you so much. You've made this easier for us to understand. Staff, do you have any other further questions to clarify for the board? I and I believe we clarified this a couple different times. There's some of these moves we'd move forward with this summer. There's some that would be delayed via Vara, for example. That's off into the future. We'll reassess that in a year or two. Okay, thank you for that presentation. Um, one step further in this process. Seeing as there are no further questions, board members, we will now

132um move on to executive session. As indicated on the agenda this morning, we have items to discuss in executive session. Is there a motion? Lenia? I, Lenia Quinland Aea, make a motion pursuant to CRS section 246 4024E 1 to convene into executive session for purposes of determining positions relative to matters that may be subject to negotiations, developing strategy for negotiations, and instructing negotiators regarding new negotiated agreements with Boulder Valley classified employee association. on behalf of three new employee groups. And pursuant to CRS section 2464024E3 for purposes of developing the strategy of the school district for negotiations relating to collective bargaining with the BBCA on behalf of three new employee groups and pursuant to CRX CS section 246424B for legal advice regarding negotiations with BVC. CA on behalf of three new employee groups. I didn't even

133have to ask if there was a second. Seconded by Beth. Laura, can you please call the role? Chavez, yes. Medler, yes. Nisnik, yes. Quinnland Aea, yes. Raj Paul, yes. Sergeant, yes. Anger, yes. Motion passes. Four members, we will convene in the glacier room. And this concludes the public portion of today's meeting.