001Motion for order for the special meeting of May 20, 2025. Let's go, please, let's go to the rules. Present. Present. Present. Present. Let's look at the screen for the land survey. The Bolder Valley School District resides on ancestral lands unjustly and illegally taken from the territory of the Ute, Puebloa, Arapajo, Chayat, Apache, Labajo and 48 other tribal nations historically associated with these lands who have called them home since time immemorial. We acknowledge the atrocities committed here, including the painful history of genocide, forced assimilation, and efforts to align indigenous inhabitants of their lands with the support of U.S. government policies . The Bolder Valley School District is aware of the many indigenous peoples, their nations, and worthy cultures that strongly care for the land. The district recognizes the stories of the Colorado land and the survival
002of the many nations that have brought their oral traditions to the present. It is the district's responsibility to educate us, our communities, and our students so that we can celebrate and respect the wisdom of Indigenous peoples and actively unite to address injustices. By offering this recognition of the land, we affirm and honor the history, wisdom, oral traditions, and resilience of Indigenous peoples and acknowledge our responsibility to care for and cherish this land together. I would like to remind everyone that the district's mission is to create challenging, meaningful, and engaging learning opportunities so that all children can thrive and be prepared for a life of success and civic engagement. Members can also participate remotely. I could take attendance. The motion is approved. This morning we are going to analyze the policies on the assistance areas and
003I am going to give the floor to one of the RS for the presentations. Good morning, President Wash. Members of the Dr. Anderson Council. Today we are going to continue the conversation we started in January and March about our 5- year review and Glen Robin Fernandez and all the people who have been discussing this topic. Uh, we made some changes last year. During this presentation we will present the changes that were made and also the corrections. We also have written material to facilitate the discussion of each school's capacity in the district. What is it and what is the 5-year projection? and also what the enrollment was this year. This will make interaction easier for us. Uh, if you have any questions, well, we have 65 pages in the presentation, so please, uh, feel free to
004interrupt us to answer your questions. Uh, this is the purpose we have regarding attendance limits. We will want to follow up on the discussion. These are the major issues. We have held 11 working sessions and have also studied open enrollment patterns, as the council member said, talking about how families make their decisions. Transportation is a very important factor. We conducted surveys and will continue to conduct surveys, and we have analyzed the data collected in the past. Uh, we reached a general agreement and it's a positive one regarding educational options and we want to honor this value. What are those options with equitable access? These are the issues we have taken up, and we are interested in preserving neighborhood cohesion all the way up to the high schools. This ensures that these students are with their
005peers throughout their education. On March 11th we presented, therefore, always covering the council's policies . We also analyzed data from the long-term planning council. We have today's agenda. Let's go and see the 65 slides I mentioned. We will review the meeting of March 11 in more detail. We're going to look at Brun's area and it gets very complicated with the assistance limit in the secondary area. We want to talk more about high school attendance. We also have a summary that we present in one of the slides. As a reminder, I would like to mention that this year we have primaries that the council has designated, six of them have been designated as being under review in the participation phase and seven of these primaries are bold. This is very important, as the instructions [Music] gradually
006decrease. And with this information, I'm going to pass the floor to Robin, who will continue with the topic. Hello, everyone. Analyzing the downward-moving inscription is a key piece in the conversation. How do these registrations have an impact? The experience that students have in their schools. That has to do with socio-emotional support, learning opportunities, and to present the historical part, traditionally our primary schools had three groups, three classes in each grade. an average size and most of our schools have about 75 students in each grade and a little more in the upper grades. Based on the number of schools we have in the school district and our population, most schools have three groups. This structure has been established to be our standard. We have experienced a decrease or slowdown in some schools. So, the average per
007grade, the average number of students per grade, has decreased. You can also see that in schools traditionally with three groups, we have established support systems that establish these structures. Everything has to comply with the agreements, with the unions. For example, 90 students per grade in three classes. That said, we have three full-time teachers and we also have full-time specialists, and this is a very important topic in this conversation, especially in physical education and music. When you have a full-time music teacher, a full-time physical education teacher , then the master schedule has to be the kind of schedule that best supports each student. Now that we see that enrollment is decreasing, then the master's schedule has to be based on how many specialist teachers have to move from one school to another because they are no
008longer full-time at each school. The structure of our schools allows for three full-time teachers per grade. And this is essential for the professional learning of our teachers and also for the instructional conversation we have, which has an impact on the learning experience of our students . For example, first year instrumental music is an elective, it is an optional subject, but as we move forward on this slide, sometimes schools can decide, for example, the music teacher, for string and wind instruments, can change it in their schedule. This is ideal for programs. Schools that have three groups have a full-time counselor . Schools with 150-350 students may have access to a full-time counselor. Other schools only have access during limited hours. We want to support the social-emotional needs of our students, even though we have a part-time
009counselor. We have a special education teacher, we also sometimes have a full-time speech and language therapist and a school psychologist. However, with enrollment declining, the schedules of these specialists are often not available throughout the school day for our students. and we move on to schools where they have two classes. Uh, the schedule for itinerant teachers, especially counselors, specialists, music and physical education. It becomes essential for developing the master schedule. This presents some limitations in terms of academic interventions, socio-emotional interventions, and also extracurricular activities. Sometimes community schools offer after- school clubs that will no longer be possible. Now, we don't have a team for, say , Destination Imagination because we do n't have enough students. And now we move on to this information that you can see on your screen; we are in a group, a
010round. What happens is that when we have fewer students enrolled, that also lowers the predictability and consistency we have in our learning environment. We have three classes in each grade, and often the enrollment varies, fluctuates, and the number of groups in each grade also varies over the years. For example, in many of our schools now there may be two kindergarten groups, one first grade group, two third grade groups, two or three fourth and fifth grade groups, because as we are entering our smaller kindergarten classes, we have larger groups that are going to graduate and we still offer this in our schools. Students could have a small group experience in kindergarten under this suggested limit and could perhaps have one very large group in first grade and then two small classes in second grade. Then this
011situation becomes more unpredictable. And adults also see what they value most when making a decision, this schoolchild. Creating the master schedule is less predictable when we switch from two groups to a single group. When we think about the needs of our students and the importance of teacher selection and how to group students, we consider whether one group is better than two groups. for some families. The fact that what I hear is that they don't want to, for example, separate students who are twins. I'm very interested in enrolling at Rommel, but I have twins and I really don't want them to be separated into two different classes. But well, that will depend on the number of students who enroll in our school. the amount of how to predict. Well, that's going down. In our schools we
012no longer have entire groups in the same grade. This results in having children of various ages in the same group. This results in greater complexity in planning classes and lessons. And in addition to general instruction, they have to plan for each age group and also increase socio-emotional support and the need for itinerant specialist teachers also increases. Furthermore, when we have two groups or less, the way specialist teachers have to manage their schedule, uh, limits their schedule, it becomes very limited because they have to travel from one school to another, they also have to be more involved in data-driven teaching. They also have to consider the ability to collaborate and plan, and they have less time to do so. So it's a bigger impact, and one that can be anticipated. Robin, I would like to say
013thank you very much for bringing this slide back because we talked and discussed this slide a lot and the RC made these recommendations. We like to analyze in detail. We 've had many times informing the public about this, these changes and the impact that as the registration conditions change, we have, well, we have to present this message to the public as well and thank you for reminding us of this. Very good, well said, Nico. I wanted to mention the same thing, and as the parent of an elementary school child, we've had this conversation with community members about how this is going to impact each child. We're going to have to find out what's going to happen to the teachers. We're a little nervous. During this presentation, you highlighted the importance of teachers collaborating and not
014being isolated, and the benefit to students and staff that all teachers can offer the best service to all students in our district. We have complicated factors to consider, and the lower our enrollment, the better and more robust the teaching we can offer our students. And as Nicol said, conditions are changing. We have to take into account the context and well, we are not yet in three groups already in the structure of three groups per school. And well, I want to reiterate what Nicole and Bed have mentioned and I appreciate the excellent instruction from the teachers. I think one of the things that could help us in the future is translating this data because we receive emails and have conversations with the public and we say, "Well, what's going on?" For example, how can we differentiate
015who our advisor is? Is it not acceptable that we don't have a music teacher or a counselor? Then these are the consequences of having only two groups per grade; we can communicate more and more each time . So, these are the problems that parents are facing . So, what conscious decision are we making by keeping these elementary schools operating ? Well, these are decisions we have to make in the district. Thank you. Therefore, as we move forward with the presentation, we need to understand how attendance limits work. When we add the secondary level, it's the yellow lines, the high schools, and as Robin was saying, when we came to the conclusion that the assistance areas have to cover the needs of each community and also take into consideration the schools that send students to the
016schools of the next higher grade. It seems there is some confusion. For example, we have 2500 vacancies and, that is, the underutilization of some schools and for each different area of assistance. As staff, we're still looking for the area, right? North of Bolderis and south of Bolderis. We've done this and we're looking at the numbers, the number of schools in the area, and maybe we could divide the pie differently for better understanding. Do you have any questions about this slide? Very good. Now, ah, with you, Glen. Yes, thanks. that follow-up to our discussions that we have had on the different scenarios for the areas of school assistance. This is the summary that we brought this up, we presented it in March, areas and where we could make changes to the boundaries. The first one is
017in Gun Barrel, in that area. As you can see, we've added more details than the first time. The triangle goes along the road, the area is dewooded to the east of the triangle. The number of students attending their neighborhood school has dropped by 32%, and this represents about 67% who attend. A large part of this area is Garan, and the other part is that rural area. not part of Gber. We also have a division by groups from kindergarten to fifth grade, and the first number that appears there is the number of residents and students who live there. And we see how many of these students are attending their neighborhood school. For Kindergarten it's 90 and the older ones and others go to Cresville and the composition of, for example, lunch at a reduced price or
018free. These factors are taken into consideration . Free lunch is 25% and the lowest is significantly lower. The percentage of students learning English is at 8%, very close to the district average. Transportation is the service offered in that area. So, no change in transportation, maybe closer than to Fedw. As for the school that sends students there, well, that's different in high schools. They send hundreds if they want to maintain a consistent pattern, uh we would have to change the attendance limits of the secondary schools. Uh, what you consider neighborhood is keeping Gunbel all connected. Yes, I can say that the neighborhood is in the western part of that triangle. which is in Conbell, which is the focus and to the south and west are the more rural lands, but this is fair with all the
019boundary changes. There are many proposals for movement areas, the triangle, if we want to keep Gunber together or if we want to keep the rural lands too, that's convenient because it goes in line with the main roads, this, the diagnostic highway, if we need to continue with this. In terms of students, residents, and how many students are there? Yes, I would add to the current population, which is very low at Heatherwell, a percentage of those students would go to Heatherwood. It would be beneficial for Heatherwood, and it would have a relatively small impact on the Cresview neighborhood, which currently has 700 students enrolled. But we have to take into consideration that half of the students who attend Cresview are within that neighborhood's enrollment, and we would have to see the impact. This is an issue
020we're going to see several times this morning, where we have schools with very large populations, but not all the children are attending, so we're taking children out of school. It does not affect the resident population, but in some situations it may impact their school enrollment. It's not a very clear answer as to whether we should do something or not based on that, but I think it depends on each case and we should closely observe what the impact will be on that school that is referring the students. And the final thing is that this would give us to take into account the different types of housing, ah, single-family homes, sorry, and how many students they are generating and the number of schools, the number of students we expect to see in that area, if we apply
021the average per unit, per generation. They can hear me better in this one. Okay. Excellent. In this case, this area where the triangle is located has half the number of students we expect to see. This is not unusual, but it is the average of the areas where we are taking the average. There will always be places where they are below, above. The average was reached in this situation. Gun Barrel has been declining in this area, and that area is no different from that. That's all for point A. Do you have any further questions? In what we think about the system of linked schools, then 52 students. If we extend this to the secondary level, there would be 52 students who might be better off going to instead of rye. I want to make sure I
022understand correctly. So we changed it. Let's talk about secondary levels a little more. Without, perhaps I shouldn't have gone ahead. Yes, the numbers change because there are six different levels in elementary school. Ah, okay, I see what you're saying. I'm just trying to find out what's going on with the linked schools. And I think that makes sense because it's a priority that we mentioned last time and said we were going to talk about it. I agree. Keeping those two in mind will be important in the transition from elementary to middle school and even high school. Perhaps one level will change or require or lead to a change to another level, but we'll wait until the end. Something I did want to mention briefly is that we keep talking about how we have no control over
023open enrollment and clan points. If we make a change to the limits for me based on the resident population, balancing the resident population, it's something we can control, and I think we're going to have to look at it because it's difficult to predict the outcome of open enrollment because families have the option, but we don't have control over what families get to do. within this conversation about the limits of assistance. Yes. And this helps us a lot and helps us think more about this. According to the options, they might slightly ruin what we want to do, but this doesn't necessarily tell us where to go, but we do know the patterns of where it's going, who is going, and we know that if we continue struggling with this in the next 5 or 10 years,
024it would help us a lot if we had a better sense of it. What is motivating parents' decisions? This, perhaps a focus group or a survey after open enrollment has taken place, because they chose to go to that school, because they were called or attracted to that school, because they are doing so, whether it's because of transportation, or because of their parents' jobs, we can change the boundaries, but if the schools are still less addictive in A and more addictive in B, and the parents want what B does and not what A does, again, we're going to struggle with that. So we want to know the motivation and not be guessing so much and saying, "Ah, it's going to be such and such an option, we have no control." Yes, we are doing, creating what
025they are choosing. And I would say that if we decide to go down this path of surveys and not say that we already have many surveys, maybe the public won't remember that we already did this study on those surveys, and sorry, I said Jason from Space Lineal. This slide, I have a question about this slide and the changes and how they are connected to Robin's presentation . We have an understanding that if those 32 students are potentially going to CRview and not Heatherwood, this changes the number of rounds per grade, because hypothetically these types of changes impact the rounds. Ah, I don't know exactly how in Heatherw it would be one round for one grade or two for another. So, I know it's difficult to answer, but I'd like to know how these changes impact
026that previous topic discussed with Robin. And it's complicated to the point that we don't know what's happening; it will happen when we change the attendance limits, because we haven't done it before, but we do know that families have 100% of the decision to choose which school they will go to . And yes, we know that most families choose their neighborhood school, and given that, the rounds would not be impacted. I believe that over time we would have more students at Heatherware to balance out rounds one and two. And to Alex's point, what do you do first? You start talking about the options or you create attendance limits based on populations, what the program is, or what the reason is that 50% of the students in the neighborhood are going to Crestw. We have so many
027children in Columbine and if they all ended up going to that school we wouldn't know what to do. So, if we look at those patterns and what happens over time and start to unravel this system, I think that potentially over time we're going to give Heatherwood more students. I don't know if it would be an immediate change; it depends on the people and how they react to this change. Because maybe some people are going to say, "We're going to stay where we are because we have the option of open enrollment." And because of the decline in enrollment, we're at a point where they're also on waitlists at BCSIS, Highpaks, and UniLill. So we're starting to discover different, new trends, with less transportation, balancing the populations, and I think we talked about the JC policy. Every
028five years we go through this exercise to see what's happening. But the problem with this, to Alex's point , okay, we're going to think about the options, what this is going to look like, with the idea in mind that defining neighborhood schools and how making these decisions is going to control the population. And I just wanted to mention, well, I want to acknowledge that we did go into that study of why people are choosing what they're choosing. And correct me if I'm wrong, but I do n't think I've ever done open enrollment for my kids, but if you accept a spot somewhere, you have to go into the computer system and accept what's right. So, we can't add anything there. You have to answer these five questions when you're accepting why you're choosing this school,
029or what your ideas or thoughts are. It would be simple to accept that place so we can understand, and that way we don't have to do another Magellen survey. We would like to make sure with the legal department that we're not violating anyone's rights, but if it works, we can do something like that . And I would like to add a survey after they've finished the open enrollment process so people can see. Well, I think we can still do that while honoring the families' decisions throughout the process. And if we can monitor what their motivation was, we would have a lot more data that might influence how we can provide them with what they want. That's a good thing. A couple of quick things. I think we're capturing information from open enrollment. Why are parents
030opting? I think we need to do a better job of giving them that information. On this slide, there's a highlight of grade and boundary changes. 2026-2027, uh, the fifth-grade class has already continued, and the fourth- and fifth-grade classes, and how they would be impacted, and so on. Yes, that's correct. In my experience making last-minute changes, there is a timeframe for when many, or a certain number of, third, fourth, and fifth-grade students choose to enroll in open enrollment again. So, if we're looking right now at kindergarteners and first graders, and settling into that school rather than the schools where the children are currently enrolled, then all the suggestions we're looking at right now are for 2026-2027. Yes, while we can approve the attendance limits before open enrollment begins next October. So, if we extend the process,
031we would have to skip another year because board members must mention and communicate any changes to families before open enrollment opens. So, the timeline is dictated by us to be fair to the community, so they can make decisions in advance in October. Uh, also when... He's doing this presentation in October about the different schools. The next change here is the area that's no longer continuous with Creekside and Wier. We have six students here, only two of them are attending Creekside, but I think there's a chance that students in the future might switch here, and if they're making big changes in the area, I'm not sure what kind of housing they're going to introduce. I think they're going to add housing and demolish some buildings. Right now, with six, it might increase a little in the
032future, but where we look at before all this construction that happened, there were 25 students, and if we look at the bottom right corner, it's roughly at 25-28 students. In the long term, we can see that, but not many students right now, only some are part of the free and reduced-price lunches or are students who are learning English, but the percentages are high when you look at these small numbers. And here's the breakdown by grade; that's a little hard to read, but with transportation, they're thinking that it wouldn't do... We would have a gain or loss per student. Rapall, and there's a barrier for students because they have to cross that street. Basically, they already have transportation to South Arapajo and would pick up those students there. If not, then it would be the considerations
033of the linked or liaison schools. The impact on residents is very, very slight, similar to Wier and Crickside. That might help Wier in the long run if there's a change in housing. And as I mentioned earlier, we're way below what we're hoping for in that area, but it's probably going to change over time. Glen, what kind of housing is there right now? Well, it's single- family homes, and you also mentioned earlier that it's mainly apartments, single- family homes, condominiums, there are developments where they're building housing. Right now they have undergraduate and faculty housing. And I think those units qualify for multiple families for obvious reasons, and assuming they don't go ahead with these plans, I really can't say if there are going to be more units built. Any other questions? This last one We're looking
034at a section of Creekside to the west, that's west of Broadway. And moving this area to Flat Irons and re-establishing Broadway as the CCKSide boundary. More students in this area. There are 48 currently, but more than half are attending Cakeside. So, we're not looking at very high attendance rates at that neighborhood school. There's more open enrollment outside of that location. Um, well, here's the breakdown by grade. It varies. You can see the variation by grade. It's a little bit higher in third, fourth, and fifth grade in terms of numbers. And the FRL demographic is very low and close to the LL for the district. You ca n't walk to Flat Irons, they're close, but I think transportation can be created to cross over because there are some parts where they can cross safely. Generally speaking,
035if it 's a small area, it's outside that 1.5, then they would do the whole neighborhood. We would probably have to create a new transportation route to get them from that area to the Flat Irons area. Irons. They are currently being served by buses that are already serving the neighborhood, but going up to Flood Irence East, we will have to join with the south. That would probably require a new route. Some of the considerations for the linked schools, this isn't a big problem right now. Yes, it reinforces the Broadway boundary as the boundary, and I think intuitively, if we look at the boundaries there, they are more this part of Flat than Creekside across Broadway and in a different part of town. The residents of Flat East are under 200. This would help this school.
036But it would take some from Creekside, and Creekside has a substantial population, that's similar to Creekside, which also has a high number of open enrollment schools. It's a balancing act that is similar to Creekside. And lastly, if we look at the number of housing units, it's high, which I think is typical of what we expect to see in that area. Could you give me the cost of adding another transportation route? The average cost to add a new transportation route is about $80,000, but we're talking about routes and runs. I imagine we can give one trip to serve another. So, it wouldn't be the full $80,000. It would be a cost, but probably not the full $ 80,000, maybe a portion, maybe half. Okay, continuing, this proposal potentially eliminates double enrollment at Beck Crickside, which historically
037has had very, very low utilization. Yes, there are 37 students with 23 of them attending Bear CCK, which is 62%, and 7 attending Crickside, which is historically high because it's almost always been one or two until the new school came out. And we have here, the breakdown is under the free and reduced lunches. Students who are learning English. Transportation does eliminate a bus stop. Yes, let's try transportation to Crickside. Some students do cross Broadway, but that's at their own risk, because if they get to the east side of Creekside is near Creekside, and we do n't often expect them to be crossing Broadway Road. It's within Bear Creek's walkable boundary. It's a somewhat separate community with two connections going south, but it does qualify as being within the walkable boundaries, and we have the same
038middle and high school . The considerations for linked schools are consistent, and the neighborhood is reinforced by the Bartway Road boundary. As I mentioned, it's connected to the Bear Creek area and within walking distance. The impact on residents is minimal. As you know, most students are already attending that neighborhood school, so the effect on residents would be very small. And ultimately, if we look at the number of housing units, it is a bit low for the number of families living in that area. Any questions about this? Can we go back one slide, please? So, if we take the "cred fl" scenario, I wonder why I was looking at the numbers for flat irons in general, and I see they're always around one round. If we leave things as they are, the projections say it's going
039to There's going to be one round. It seems to me that maybe in some ways, even though we say we'd be adding to the low population of Flats, we'd be creating, by adding maybe half of those potential students, because many of them opt for open enrollment outside of here. No, we're potentially creating what we hear about as a larger class. We're not going to have two rounds with this, are we? I mean, that's just how I'm reading it. Maybe I'm wrong, but it seems to me we're going to be doing one larger round . Yes. And this goes back to another question that was asked earlier. I think we're trying to fix the problems in these schools. It's part of the toolbox where we're looking for opportunities to give more to the residents and better
040balance things and improve them a little bit. But of course, all of that is just opportunities to fix things using our imagination. And I don't necessarily want to do things that would make a larger class and add an additional cost to the district. That's just my point of view on C. I don't really like C. And I would say that the costs, some of these options, we're eliminating Many, many stops and routes. So the cost, maybe we do add costs in some places, but we're saving in others. So, as system savings, this was mentioned because the next two considerations eliminate truck stops. In general, if we're balancing, we have to consider that. And another consideration is eliminating these big barriers. For me, looking at this through a general lens and seeing how everything is connected,
041I think that's another point of view, but I understand what you 're saying, and thank you for making that point. I'm trying to see how I can think about this. I think we need to think about the changes or the long- term effect. In two years, fourth and fifth grade students will continue this, and the potential housing production... ah, it can strategically change the limits and barriers in three, five years, in the long run. And yes, we have to think about what the long-term impact would be, as opposed to the immediate impact, and how we can have an impact on classes right now— a more strategic way of thinking about things. And I think that's one reason why we added the average production in the section below—it's to see Where are the students right now,
042and not just working based on that. And this last one is very similar to Bear Creek Creekside, although this area only goes to Creekside currently, but it is on the west side of Broadway. Only four students there. It's not a large number of housing units, like 200 units or so, very few students. Currently there are more students in high school, but not many in elementary school. It does n't stand out in the demographic makeup, and similar to Bear Creek, it's bus-free, they're within walking distance, and if we fit it into the double area graphically it makes more sense, there aren't many questions, they can walk to the schools and they can definitely walk to Bear Creek. And the others can walk to Maa. There were some corners that were very close to the boundary where
043we couldn't say during our first review, but they can definitely walk to Bear Creek, they'll be connected to the same middle and high schools and reinforce that boundary with Broadway and Creeks. There's really no problem with this. So go ahead. There was a request for a break. So we have 15 of The 60 slides. So we promise we'll let you speak a little faster, but if we can, let's take a break. Thank you. Welcome, thank you for the pause. We're going to continue with Luis Py Superior. So, Luis Py Superior, this is the area we're focusing on. Let me see if I have it right. There it is. The overall area is declining. We've lost 500 residents and students . That's a 4% loss, twice the amount the district lost over the last five years,
044and that's projected to slow down . So, we're not expecting to have the same rate, but it 's still declining. We have 67% facility utilization, and it's going to be 61% in 2029. This area is impacted by open enrollment; it's in the center of the district. So, a lot of kids are transferring from Luis Superior to Boulder, right? Because of open enrollment, and we have a large number leaving that area, and some are going to Fayet or IR and Broomfield as well. So, there's a lot of movement in this area. We're noticing students coming in and going out. So, a loss of approximately 55 students, a 25% drop in enrollment, open enrollment outside of those schools, and the trend for participating in open enrollment has been up or increased over the last 5 years. Also,
045considering the base areas for students, the resident population, we have that 300 line that marks the number of students required for two rounds overall for each school year. So, we notice that El Dorado and Monark are below that. Fireside is close in terms of its base population, and the other schools are a little above this line. When we look at the current enrollment with this chart, the yellow area is within the district's open enrollment, and orange is open enrollment from outside the district. So, Fireside's base population is a little low, but it receives a lot of open enrollment from the eastern part of the district, but what we notice is that El Dorado and Monark are still below this 300 point. And we can also see the triangles where we expect the Kids are going
046to be, or we're thinking they're going to be, in the schools. It's roughly at 400 Fireside right now, but its population is declining much more compared to other areas in Louis and above. I know, I'm trying to catch up. So, when we consider this area, one of the challenges is the two schools with the smallest resident populations: Creekide at one end and Col Creek way up north, and Durango to the south. Unfortunately, these areas are difficult to find configurations for, particularly for Durango. You can see. There it is. I don't know. See, I'll point it out. Yes. This section here is multi-family housing in the southern part of the Monark area. That's one of the areas that can possibly be merged because Monark needs approximately 100 students currently. Going back to that and the difficulties
047of meeting those challenges, there's no clean way we can populate these particular schools by changing the boundaries. One thing we've thought about at dotted line F is something for the future. When Campus Drive connects east from Monark, it allows that area of Via Berra is a subdivision of Broomfield. It's very isolated, mostly surrounded by open space , but it has a high density. We're considering that because it's so close to Monark. In some situations, there's a proposal for a pedestrian overpass, but one of the downsides is that it would take students away from Aspen Creek, and Aspen Creek does attract many students from outside the district, even though it has a smaller resident population. Following up on the meeting we had with the Boulder City Council, how can we influence Broomfield? Listen, Broomfield, the kids
048can walk to school, are they going to prioritize that? We can change their minds. That overpass is currently planned for the Retel Bridge development. We'll look at it again when we 're further east, but Aspen Creek is on the eastern border. How many miles is the difference between Berra and Aspen Creek and Berra and Monark? I don't have that partly offhand , but it's a 15-minute bus ride to get to Aspen Creek, and Monark would be right there. So we're not proposing any changes at the district level. Elementary school within Louis Billy Superior, and I'm going to go back and reinforce that we can't make changes to increase enrollment in those schools. I want to make that clear as we move forward. Laet and Iri. That's a very different situation. Utilization is expected to increase
049over the next 5 years, mainly from new housing developments. And currently, enrollment has decreased slightly over the last 5 years, since COVID, and major construction has been completed , but now there's new construction. This is one of the tables that needs correcting regarding utilization. The last point had incorrect numbers, so we've updated them. In the open enrollment profile, we still notice that more students are leaving through open enrollment. It's a loss of 168 students. There are many students in that area who are open enrolling in Louisville and sometimes in Broomfield or even Boulder. We've noticed more open enrollment activity in the last 5 years. 41% are open enrolling in another school. And currently it's 40%, in the past it was 41%, currently it's 43%. As for the resident population, when we look at Among the
050residents, we're at 600 in almost all schools, but utilization in particular in Sanchez and a little bit in Ryan is also much lower than in other places. I think Sánchez is 40%. They obviously have other programs in the area, which are shown in the next slide with the registration section. Those students also go to P to P and Pioneer programs and also do open enrollment in other parts of the district as well. Then we noticed this thing of students from outside the district using Pioneer and also P. Glen, on this slide with protected inscription on Medalc for 2029, this, that 's the Parktail development. This is within its limits, not including new construction. Parkdale is currently in the Sanchez area, but what we're noticing here is more births within that new development, more people with
051children, or families who are planning to have more children. So, the birth rate is rising in the coming years. I'm also going to talk, I'm going to take the opportunity to talk about Parktaile. We're receiving questions about that. Parkta was planned to be one of the last projects in the bond program. Iri will do her planning in the next few weeks, and once they've approved her plan, we can own this. So, there are also some oil wells that need to be sealed before we can start working. The number of students is about half of what we had planned, but we are monitoring the situation. He is currently in the Sanchez area, as Glenn mentioned. We are monitoring the situation and will continue to update you. A follow-up question. Medalar will be at 132% of its
052capacity. They are a school from kindergarten to eighth grade, and those are the numbers only for elementary school. So I'm asking, what we haven't done is update the capacity to reflect the two modular units that were placed in Medalarc in the short term. So we need that. Moving on, next slide. Considerations. There is nothing at this time . We are monitoring what is happening with Parkta, but we cannot make a balance at this time for the FADE area. Bromfield. We are considering using that area 74. This discount is in effect. We think that it will decrease slightly from that number in the long term. It was losing students at a higher rate in the last 5 years, but given the births this year, projections are that they will lose at a slow rate. impact of
053open enrollment in that part of the district. The impact of open enrollment is quite significant outside the district, particularly in Aspen Creek, but ultimately the first point, the net loss of 101 students, those are students who are within the district and go to other schools within the district. So it's a loss to other areas, but it's offset by open enrollment from outside the district and looking at the population we notice that the students in the neighborhood can maintain both rounds. There are a few below that, Birch and Call, which are closer to 250, but at the resident level, when we [Applause] consider the level of orange inscription composition, here in particular in Aspen Creek, it helps Emerald quite a bit, but there are smaller portions for Birch and Cole and they're going to fall below
054that mark. To have two rounds similar to the FETRI, and also superior, there are no good solutions in terms of changing the limits, in terms of the configuration in those areas, so the only thing we have is that portion of F, which is the same as what we saw with Luis Billy Superior. Now you can see the full map with Aspen Creek and where it is located. Now, before we begin with the secondary ones, there are some questions. Kiri, Kiri has her microphone turned off . Sorry. Yes, I have a question, and I'm not suggesting this as a solution, but if we wanted to hold all primaries in three rounds, how many schools would we have to close? I do n't have the answer right now, but we can get back to you later. Thank
055you. Okay, continuing with the secondary section, it's a little different. We consider these limits differently. These are the primary schools that send students to secondary schools, and what we noticed in Bolder is that it drops from 70% to 65% in the following 5 years. We are waiting to see how La Fayet is an area of growth at the secondary level. Considering the Boulder area, that includes the entire support area, including the mountains and a little to the east. And by looking at the neighborhood populations, you can see the dotted line at approximately 450. This, at the primary level, 300 marks two rounds, but we don't have something equivalent at the secondary level. Then we added 450 as a comfortable level to operate and have its full staffing capacity. It's a point of comparison, and in
056Boulder, Plat is actually the smallest school in terms of resident population, but that's not true with enrollment. Southern Hills and Casey are also above this point, but when we look at actual enrollment, Casey is on the smaller side. This makes a difference with the open enrollment and also the other Horizon and Summit programs that support those Bolder students. Any questions regarding Bolder's numbers? Am I interested? I know we have 60 slides, but it would be useful at some point to look back 5-7 years to see how things look or how they were 5-7 years ago. So, to see the downward trends. So, I'd like to know how Horizon was when it was a small kindergarten through eighth grade school, and how much smaller it is now. I would like that to help us understand the
057projections for the future of each school. Louisville upper, those are grouped in the eastern part of the district because there are fewer schools than elementary schools. And the use in higher education drops from 74% to 62%. So, we have smaller classes going up to secondary school, so there's a decrease, there's growth in the Erie fault, but we have the same downward trend in Broomfield that we notice in other areas. And focusing on the schools themselves, using the same 450 mark, what stands out is Monar, not specifically, but all schools from kindergarten to eighth grade. So, all those schools are quite small in terms of high school. So, those schools are designed more for an enrollment of 500 students, but most, though not all, are currently below that. Regarding the resident population, to clarify, Medalarc was
058designed to be this small one, designed for 200 or more, and the others were 400. Metalar has only one school that sends students to high school. So it has a different programming model, noting the current enrollment of the schools and the Louwisville high school are the largest because they have a large population base, but it's the same story we have with the kindergarten-eighth grade schools, Monark and El Dorado, currently and their resident population are very similar and Monark has quite a few students who do open enrollment to other schools, but they can recover, but we don't see the same situation with El Dorado. P to P. I think this is operating at the right size as a charter school, but otherwise we notice a lot. Well, Luisville Angine High School and Brunfield Heights are the
059closest to the 450 mark. After looking at all of that and the schools that send students to the next level, this solution to correct this system could have two solutions. You can change the primary to fit the secondary, or you can change the secondary to fit the primary. And yes, we have divided it. The first thing we're looking at is moving the southern part of Wither to the high school level. If you look at the map on the left side you can see the southern part of Wither in pink, it's currently Manhattan and we propose expanding Casy north into that area, making all of Wither go to Casy High School and we can move that pink area which is Manhattan a little further north in Creekside and capture those students. That puts all of Willer
060in Ky's area and reduces Creckide's area split from 3 to two. And the brown color that Creekide is currently , we could change that, but it's too many students to take away from Southern Hills and many of those students are very close to Southern Hills, so we can't move forward with that proposal or consideration. Any questions? The other is to be consistent with the elementary school proposals, move part of Cresview to Heatherward, the east side of the diagonal, and that is a follow-up at the high school level. There are currently 34 high school students. If you look at how few elementary school students there are, there are more high school students in this neighborhood. This is probably one of the reasons why the elementary school has few students. Those are things that don't involve students.
061We're cleaning up the map. So, I don't know why it didn't happen in the past. That part was missing in the pink area; it's Col Creek at the middle and high school level, and at the elementary and high school level it follows the elementary school line. So, we're proposing to move the boundary of Louisville High School, right? This is in Douglas, but not towards dishes levels that are coherent or consistent. It's another area that affects us students, but we're going to make it more consistent with Eisenherr who then attend Man in the Manhattan area. You can see that Plat, the school on the left side of the screen in pink, is next to the neighborhoods, in the Eisenheruer area. It does n't make sense to move those neighborhoods, but the southern area is open space,
062there are no students. But to make the map coherent, easier to read, and avoid confusion, we're going to add that too. Another area without students is the BCK Creekside area that we have reviewed at the elementary level, as it is elementary, middle and high school. There is a portion of open space that was missing from the map. So we're going to adjust the high school and middle school limits to match the elementary school limits. Looking back, there were other options we considered to make them consistent, we wanted to consider everything, but they don't make sense. So, here's a good example, the Columbine area with Columbine and Crest and the division between Centennial. It is difficult to move the southern part of Food Hills because of Food Hills' location. We can't change the elementary school boundaries
063and we could take other land from the Cresfw area, but I think Cresfw is losing students and they can't afford to lose more students, additional students, and we have conflicts with a viable center in this part of town. And continuing with secondary school, high schools, but first I appreciate that we are analyzing the schools that are doing the reporting, and yes, thank you. Since schools up to the eighth grade have the fewest students, I realize in open meetings that they want to attract more families to our schools. So maybe the schools have fewer options for my student. So, what was the situation like 10 years ago? We have those we can approach. Families, how are they deciding to send their students to schools they want, are also finding it difficult to have students? Continuing with
064high schools, we'll get there. The only evidence that shows growth is compared to the other levels and the Bolder area itself. You can return to the next one, please. Well, utilization is going to decrease; utilization in the coming years will be at 71%. And if we look at the eastern area, the Lil [Music] has gone down, and on this slide, the FET is and we see the area that is going down, and also the population there, we also see numbers later, and it is one of the lowest in terms of the president's volume. It is a little higher and profit also this refers to students and well we see that 50% as on average of the distribution many of the programs more like Fairviewista, there is a lot of variation in terms of the programs
065that attract the high population these programs. As for the schools , the label is marked as L. In the L part above, it is within the level also all of the school and all also of and also lation of is a study program and is included for 10 years and the schools that exist of students are divided into the programs [Applause] two equos that can be solved. Here in more detail we see the maps of the description that is referring the students to and there is a division in the of course if we see that we want to consider moving that [Music] preparator uh considerations. It summarizes the primaries, continuing with the area in the west, the smaller area, and the old area, and I see them, and we have the Students area, we also
066have to go together with Gun and Plat and Lville, and we don't have students. Manhattan dual program and also considering the high school in those two areas we've seen, and also the Fairview area and Via Barra to Monar, and with that we are open to discussing the topic further. I appreciate all the effort you have put in , including a lot of map analysis, transportation, and research on where people live. This is movement, this is a micro-scale, but they really cover our initial considerations regarding JCC policy. I would like to get your opinions, and a next step would be to contact those directly impacted people whom we have not taken into consideration. This makes sense. Um, a lot of staff are highly involved and we have our goals, but we need to talk to these
067most impacted people, taking them into consideration. But well, micro-decisions often won't solve the low registrations, but I'm curious how individuals will be impacted in terms of breeding, well, October should be something realistic. Our staff would have enough time to meet again in August according to the open enrollment schedule. Well, first of all, I want to thank you for the work on this analysis, which shows what logical decisions we can make and what moves we can make to affect the trends. Thank you. and definitely get in touch with the families that will be affected. And it's very important to understand as we put these initial changes on attendance limits, those changes so that they have the opportunity to know where they will be placed and make decisions, where they will be placed according to their address.
068We all need to be able to do this and meet again in August, and definitely in September we can. I imagine many people have different opinions on this, but we need to listen to those who are directly impacted, and that would be the right thing to do. We need to find a strategy to communicate. And if there's something we're not taking into account, you've done a thorough job and it's also feasible, for example, for children to go to school by bicycle, something similar, but making these changes and who would be impacted in the 2026-2027 school year? When we talk about enrollments, we want to communicate with everyone . If you do not participate in open enrollment, this is what would happen, and, in other words, we have to make special considerations for those individuals who
069will be directly impacted. There are many things to do, but with limited time, and we have to do, well, meetings. I don't know if we have the time, but given that everyone should have the opportunity to consider the open registration process, we need to work to ensure everyone is informed. Yes. Okay? And the benefit is that we have enough space; there are some people who may not be going but won't be as impacted because we have places in our schools. So, make the communications in a timely manner, because they may or may not participate in open registration, and some families may not have to participate. So we need to communicate with these families so we can answer questions in advance before the process on the day. Yes. Kiri, you raised your hand, right? Yes. I
070wanted to give my opinion and then ask a question. I think these changes mostly make sense, especially in the Gun Veron section, which puts this towards Heatherwood and, well, clarifies the maps. I would be concerned about moving students from Broomfield out of Broomfield, but they feel that they are very isolated in that development, I think in quadrant F and that they are much closer to Monark. That makes perfect sense. Oh, I also like the Broadway boundary, so that children don't have to cross Broadway Avenue. It's very nice. My question is, I know the legal department has made many changes, but when we make these kinds of changes, do families who want to stay in their current school now have to go through open enrollment, do they have to enter the process, or can they just
071continue there? That is precisely what we want to discuss in September. We're going to have all these changes, communicate with all these families, ask them, is there anything we're not taking into consideration after this presentation? There is something we failed to discuss, and depending on what they tell us when we return, the council will have the opportunity to analyze this information and clarify the maps. There are many impacts in different parts and changes according to the opinions we receive. Our decision is based on what we have seen and how we will help our families make the transition. We will have to create a temporary preference for those families impacted for one, two or three years, the less we have to impact these families the better. By changing these processes or by changing these attendance limits,
072we will, well, clarify things better. It has something more than desire. That was all. Thank you, and I agree with my fellow council members. It is very important that I clarify everything, even if they seem like small changes. I am looking here at my table on maximum school capacity 11 out of 30 as a third of our schools currently have two groups or rounds and in future years half of our schools will have fewer than two rounds. Alex, tell me if I'm mistaken, but I would be in favor of asking the staff to look at some more solid solutions, because as far as this has to do with Kiri's question and slide six, which I thank Robin for bringing back . If we look at this slide, we see that two rounds already have an
073impact, and if we look at the future, 50% of our schools will have two rounds, but we could say that at some point we will return to three rounds. We need to look at this slide, analyze it carefully, and we as a community are satisfied with these small changes where half of our schools will only have two rounds, and that means, and I see the numbers here, 17 of our 30 schools are already in two rounds. So we see why these schools along the western mountain range , we're going to see that teacher turnover, for example, in music. For me, it's important that we see more solid solutions, even if they are painful for our communities, but they are in the best interest of our students. Well, I noted some very similar points as well,
074and thank you, first of all, thank you for this presentation and the suggestions. I know it was a difficult and tedious job, but as my colleagues have already said, these small changes, these micro-changes, are not going to get us to where we want to be as a community. Slide number I 'm thinking about what those queora if we have many emails, eh, that the groups are very numerous. This has become more and more of a problem since I joined the council, and I wonder, are we doing enough? I agree with Elania. Yes, these will be painful decisions, but I would be in favor of putting the students' interests first, and above all, the families and staff, and continuing to offer quality education. But we have to... in our teaching programs, we want staff to be
075able to collaborate, to have meaningful professional development, and unfortunately, we have to make this part of the conversation. We cannot continue having only one round per grade and having itinerant teachers, and I would support and appreciate having more robust solutions. Alex and then Kiri. I agree with everything that has been said, taking into consideration these are very useful adjustments that we are discussing when thinking about a primary school from kindergarten to fifth grade and we currently have an advisory process. Well, this could take us 7 or 8 years, but they're going to review, well, the decisions we make today, and then they'll go through all of elementary school and they won't have all the services. Yes, we will, as Nicole says, yes, we will take into account the opinion of the families. And always following
076the parents' interests, we have, uh, what the families' enrollment preferences are and how , for example, the discussions we are having today will affect them. And well, then they have to deal with the new system, make the changes and think about the timeline of these changes and well, consider closing schools. We need to talk about that. He may have other investigators in the district, but we don't have to; we shouldn't take up too much of his time. Well, our hands are tied, we can't make decisions so quickly. They want special classes like physical education and music. Well, if your child has to adjust to changes in a coach or different teachers in special programs, there is a scale, and we have the resources to provide these types of services the way we want. We need
077to see what the implications are that directly affect students, what kind of experience our students are having with these changes. I forgot what I was going to say. Yes, I think that when we look at the changes in attendance limits, we've decided to review the changes every year, but what's the solution for how we're going to define registration? We're just making small changes. We need to get involved and perhaps change the metric we 're using. As Alex says, it would n't make any sense to prolong the process even further without listening to the community's opinion , while what we're hearing is that people aren't happy, and that the groups in schools are becoming more numerous all the time. We need to take a more open, clearer stance and give all students what they deserve, the
078learning experience they deserve. Because, as Alex says, if we participate in the decision-making process for too long, then they won't listen, they won't have the experience they deserve. Thank you very much for your opinions, council members. I wanted to clarify for everyone in the community that I'm hearing two different things. What JC recommends for policy is to continue with that. We're going to take a different approach. Okay, so let's take a more decisive position and also see the position of our staff. We have both opinions on the table. Do you have any questions about this? First of all, I appreciate the council's participation in a presentation of more than 60 slides and these situations, and I appreciate the discussion and thinking about what more we can do as potential options to maximize the student experience.
079And the way we established this was to make it financially sustainable. Many in many districts, what they are doing is not wanting to have a financial crisis. There are two, the same problem, two different ways of looking at it. Uh uh they're getting rid of two rounds and changing and adjusting other resources. What I hear the council is saying is that there are other things we can do beyond the process we have established. This process is great, and it could include more council sessions, getting the community involved, and perhaps refining the student experience and what we can specifically offer them. And I want to clarify that we are mainly talking about the primaries . What I understand is... and tell me if I'm wrong. Well, we have several recommendations that we want the directly impacted
080families to participate more, and between now and autumn we're going to think, based on our collaborators, about whether we want to do something more decisive. What would that look like? If in the future I wanted to make an amendment, especially in primary school, because the pattern is that enrollments are declining, and then consider secondary schools. OK. I forgot you had your hand raised when Rob was speaking . I quickly wanted to thank the staff. I appreciate all the work you have put in, you have done. I appreciate all the work you do at all times. Thank you so much. They make things easier for us to understand. Staff, do you have any further questions you'd like to clarify for the board? And I think we've already clarified this a couple of times, but there are
081certain moves that we will continue this summer and others that would be delayed, which we will evaluate in the future, maybe a year or two. Thank you for that presentation. a step forward in this process. Seeing that there are no further questions, members of the council, let's move into the executive session, as indicated in the agenda. We have items to discuss in this executive motion session. I hereby make a motion pursuant to CRS section CR S2464024E1 for an executive convention to determine positions relevant to matters concerning negotiation, develop negotiation strategies, and provide instructions to negotiators regarding negotiation agreements with the association for classified employees for three new groups of employees, and pursuant to CRS section 40283 with the intent of developing strategies for the school district for negotiations related to collective bargaining with BBCEA on
082behalf of three new groups of employees. In accordance with CRS, section 246402B, requesting legal advice regarding BBCA negotiations by a second group employee. Second according to BET. Laura, can you take attendance? Chávez, yes. Betler, yes. Nesnic with the novel, yes. Rashball, yes. Sergeant, yes. Hunger. Yes, the motion passes. Council members, we will meet in the fourth CL and this concludes the public participation of today's meeting.