(Livestream) Corvallis School Board Meeting 11/10/2025

001The November 10th Oh, >> hold on. Hello. Okay, there we go. The November 10th, 2025 meeting of the Corval School Board is now called to order at 6:30 p.m. To support the health and safety of all community members, particularly those who are immuno compromised and their families, the board continues to offer a virtual participation option for board members and district staff. Public comment is available at select meetings both in person and virtually. Details on how to provide public comment are available on the district's Corvalis school district website. Tonight's agenda, board packet, and a link to the district's YouTube channel can be found on the schoolboard page of the website. All public meetings are livereamed on YouTube and recordings are typically posted the following day. Tonight, we have all board members in attendance in person. Um

002before we got started on the um on the agenda, we wanted since Veterans Day is tomorrow, we wanted to acknowledge our board member colleague um Bernie um for his service as a veteran. So, thank you [applause] as well as any other veterans in the audience are watching online. Thank you. Um and the first well the item on the agenda because this is a special meeting that was called for further discussion is on school consolidation deliberation. Do you have or do you have stuff to present before we talk? >> Yeah. Um we do we have a a slide deck to present. Um, again joining me this evening is Kim Patton, our director of facilities, Lauren Wolf who um oversees our finances and Byron Beths who um focuses primarily on curriculum and student growth and experience. And

003so we just thought that um at the end of the the conclusion at the last meeting, it would be good to do a little bit of um just kind of reminders as you move into your discussion. Um we've tried to keep the slide um numbers small in order for you to have plenty of time for discussion but felt like that was an important place for us to start this evening. So initially the thought is um how did we get to this point? Um and this is not a point that we came to lightly um it has come to us over years of time. Um, initially one of the things I want to commend the board for is spending time in community in 2223 and listening sessions. You held six listening sessions to develop the goals

004for the school board. Um, and at the end of that time um the board adopted four goals areas. Excellent learning experience, equitable systems, relevant and engaging learning and healthy communities. And again, um, we spent the better part of a year, um, collecting that information and then for you to go ahead and adopt those areas. Um, and for community members, there are a number of actions under each one of those goal areas, but I think that's an important place for us to start. Um, 23 through 25, financial planning. Each one of those um, years in budget committee, we went through some excruciating challenges and costs. In 2324, we reduced our budget by 8 million. The next year, 2425, we reduced our budget by three million. Um, and if we go with the status quo proposal at

005this point in time, we'll be looking at an additional cut of about $4 million. And each one of those times, one of the things that has been difficult about that is that it has impacted programming and the opportunities we've been able to provide. And that has been a a critique by the community. um understandably so that we're continuing to lose programming and that that needs to be something that we looked at. And so between a April and June of last year, the long-range facilities planning committee came together. Um they brought a bunch of data that that was collected both by our architects as well as by um the information we received around um enrollment and birth rates and all of that information came to us from our demographers and all that information went together into

006a report that was shared with you. Um and I presented that to you at your board retreat in August. Um at that time the board made the request for a proposal to come forward. There was a lot of discussion about a proposal coming forward specifically because um the initially in the conversation it was about bringing three proposals forward and the decision was made by the board to bring a single proposal forward and a couple of examples of proposals that were not brought forward and as to why. And one of the thoughts behind that was trying to limit the way that individual schools felt about other schools in this process and to not put out um schools that would not be considered um and the challenges and the um uh just kind of the overall feelings

007that would come with that. And so that's why an initial request was brought forward to you in September. following that um proposal, you've asked me to come back with a revised proposal and that's what I did at the most previous um school board meeting that's been held. So again, I just felt like it's important to go back a little bit to talk about how we got to this point and some of the things we've learned along the way um and understanding the challenge that we face. So again, that initial recommendation that I brought to you in September was the creation of K6s at many of our elementaryaries with the exception being Mountain View becoming a K8. Um based on location, capacity, some of those components. Um Linus Polling becoming our junior high for seventh and

008eighth grade students. Um also to have the opportunity to build a mascot and a community together. So, a modification to the name, the closure of Sheldon, continuing to use those spaces in Sheldon like the gyms because we know community needs those and we don't have enough of them. And then to review the feasibility of the two high school district in 2829 or if enrollment drops below 2025. So, that was the initial recommendation that I brought forward. One of the pieces that I've shared with you a couple of times, but I also think it's important to come back to this is that some of the components in making the decision around a proposal was thinking about a number of factors that influence um our community, our school district, and our students and how do we um

009take those into account as we're working to develop a a proposal. Um, one of the things that I I could go into about each one of those is that we spent a long period of time discussing each one of these. So, it wasn't a short conversation where we went through the whole list. It was conversation after conversation trying to come up with the best proposal we could. Um recently we've had an several proposals come forward from the community um that I also think that um I want to recognize because I appreciate this um community coming forward and saying have you thought about would you consider and you know one of those as a great example is the concept of having Sheldon be the K8 rather than Mountain View. Um and as I've talked to that

010about that with facilities, some of the challenges that come up around that one is that our elementary schools are typically fenced um because we have our youngest um students in those spaces. Sheldon is not fenced at this time. We would also have to be thinking about things like playgrounds. Um playgrounds um are surprisingly expensive. Um somewhere in the neighborhood of $800,000 to a million dollars to put in a playground. Um when we think about middle schools, we think about um our kindergarten and first grade classrooms. If they were in in a middle school and in many of our schools, there's restrooms in the classroom for um again for our five and six year olds. Those are not available currently in Sheldon. Um we would have to think about how to make that space um smaller

011for our our some of our youngest students. Um it's easier with with fixtures um and um shelves and those things for larger kids to use smaller, but harder for smaller kids to use larger. Um also thinking about things like transportation. Um transporting students that much further into town. Um may not be as significant of a concern for a middle schooler, but for a six or seven year old, that's another consideration. So we've looked at um and continue to look at the ideas and suggestions people bring forward um and in incorporating those into some of these considerate consideration um components. So you asked um me to come back with another proposal, one that goes further, which is something that I know you heard during the listening sessions that we held with community. Um and in that

012to look specifically at an elementary school. Um and in looking at an elementary school specifically um the proposal was the closure of Leticia Carson um with students heading to Mountain View to Garfield um or KJH in the Garfield boundary as well as Bessie Coleman. Um and having Katherine Jens Harrison become the Garfield Sister School. Um I know that this is a challenge for our community. I know that this is hard for our board and I know that this is something that um will be deliberated on tonight and debated, but I brought it forward to you based on the request that you made. I'm going to transition to Lauren. Lauren um has helped us with the financials thinking about consolidation a number of times. um tonight she's going to share with you um the three proposals

013and the finances that um go along with each of those. >> Okay. Um so this is sort of the inverse of the table that you've seen a few times, but to look at the data and maybe a little bit of a different way. Um and so obviously with all um three of the options, we have the same number of kids um in the model. And so our projected enrollment for next year will be 5591 students. Um in the status quo model, nothing is changing structurally. So we do not reduce any dollar amount through consolidation. We do not um reduce any positions through consolidation and we don't change the amount spent per student through um consolidation. So without consolidation, we are left with that um budget shortfall of 3.87 87 million which would require us to

014reduce classroom teachers by about 25.8 [music] FTE and in order to reduce the classroom teachers by that amount we would have to increase class average class sizes on all grades by a minimum of four in order to make that work. Um then you go to the next the original um initial proposal and through that um with closing Shuttlein Middle School and and moving to the K6 model we will reduce um 1.67 million through consolidation. We reduce 9.42 positions through consolidation. Um and I do want to point out that those are not all classroom teachers. actually very few classroom teachers. It's mostly other positions that support the operation of a building. Um and and through that process, we reduce the spending per student by $213. Once we do that, we still have a budget shortfall of

015about $2.2 million. So then at that point we would need to reduce um and our classroom teachers by about 15 um classroom teachers which would be an average increase of two to all of our um class size targets across all grades. In the revised proposal um through consolidation we will reduce about $3 million. Um that's about 18.23 positions. Um, and again, most of that is not classroom teachers. Um, we reduce our per student spending by about $400 and we are left with a budget shortfall of $829,000. that equates to um about five and a half classroom teaching positions, but wouldn't necessarily change our class size targets because that's so few that that wouldn't go systemwide. Um so most likely that dollar amount we can just um remove from other spending areas. >> Can I make

016a point about that before we go on? Um I think this is a this is a um important thing to share and it's also a hard thing to share. Um when you think about the closure of a school, the positions that are often reduced in the closure of a school and and it's not the people who are in those buildings right now because of seniority and those things, but you typically have one less administrator, you have one less campus steward. You it's the positions that support a building that you have to have if you have a building open. But when you close a building, those positions decrease and that allows us to continue to maintain our teaching staff and address class size. So it's again the people in those positions in those buildings. It's not

017about them because seniority it won't be them. But as you think about it, I think the biggest thing that's different about reductions and the closure of a school is the positions that you're giving up in that process. And again, it's a hard thing to say because we know that there's people that will be impacted by that, but that's the the reality that we need people to understand, the board to understand because that's again one of those pieces that we continue to hear. We have to keep our class sizes down. The way we keep our class sizes down is by school consolidation. >> So, can we one more time? Um, and just looking at this when you look at that per pupil amount, um, that is what Ryan's talking about is how the we create those

018efficiencies and how the building is operated. And with that dollar amount savings that we're that we would see through um, consolidation, those are funds that can go back intoru instruction um, and future programming. Okay. Thanks. Um and okay, so this is what we have unofficially named Sammy's chart. And [laughter] um so we're going to break it down in a little bit different of a way um today. So we have in the far left column um the building capacity. So that's just straight number of individuals that can be in the building. um we want to look at our target capacity, our utilization um which we have set by level. So when we look at that, for example, for elementary, our target is to have the building be 90% full. So that's how we've adjusted that number.

019Then we want to adjust our capacity for districts um level programs. And so that looks like um our life skills, we have um DLI and and SEG, different district level programs at elementary that then are reduced from that number. And so you can see in sort of that middle um the 26 27 status quo projected enrollment, you can see what that number is. And you can see that that puts um our UT percent utilization at 57%. But when we adjust in the far right column for our target, we want that column, you can see in red target, we want that to be 100%. That means we're using 100% of the 90%. Are we is that okay? So that we adjusted that column there. So, that's our goal is for all of those numbers to be

020as close to 100% as we can. That means that we're using the space in which it was designed to be used um for students. Next slide, please. Okay. Now, we add on to um this is with the revised proposal that those numbers there. And you can see that when we do that um we then get much closer to that um 100%. So I'm looking the column that says 26 27 proposal utilization with capacity adjustment. Do you see >> there? Um and at our elementary schools we end up being overall at 71%. Um at the K8s we're at full utilization. at middle school we're pretty close at 94% utilization. So that is the target. I know that there has been um concern about what is a a school at 100% look like and I want to

021remind people that it's 100% of the 90% which is the recommendation um of utilization for the space um and how like for example Bessie Coleman and Lincoln as our brand new schools when they were built we built them um with specific um target capacities based on best practice um and educational design. And so we are looking to get those numbers as close as possible to 100%. With that saying, we do have a 10% buffer for any bubbles um of student cohorts that come through. So when um our schools are closer to that 100% utilization, what that means is there's more students in the spaces as they've been designed to be. And that means that the more teaching staff follow that number of students. And when our schools, particularly elementary, are denser with the student population,

022when we're at a higher rate of utilization, that means there's more staffing that follows. And when there's more staffing, there is more possibilities because staff isn't stretched thin or split between multiple buildings or reduced down in their time. And so there's more capacity of staff to do more things that are innovative um and work across across things than they would when they're stretched really thin doing multiple roles in a school. And so the first thing I want to say though is what continues with consolidation. So there's some things that that just stay true all the time in public education that don't change. And so across every single school in Corvalis, we will always serve and continue to serve special education in the way that we have. And so every school has uh a population of

023special education. Every school has special education case managers and assistants and specialists. Um and that will continue at all schools across our district. That doesn't go away. All of our schools are are pretty close in similarities between their special ed services. Um and so that that's something that doesn't change. The other thing that doesn't change are is our family advocate program which you heard about earlier this year um and our mental health programs and our counseling programs. Those things stay consistent with kids. We have students who qualify under McKenna Vinto which helps students um and families who are navigating poverty or homelessness. Uh that's in place at all of our schools. That stays in place at all of our schools through consolidation. The other thing that stays in place um for for some of our

024schools is title one. So, Title One, um, we have like schoolwide title one programs. They're not targeted. Targeted might mean it serves a special a smaller population within the school. Our schools are schoolwide, which means all students in that school receive support through title one. Um, and that comes in a like monetary form that helps with usually extra staffing and and parent education. And so that follows where students go. And so we have four title one schools in Corvalis right now. Um and those types of services or that funding doesn't go away if a school closes, but it follows and goes where students go. It might change where those locations of Title One schools are, but that doesn't it doesn't go away with consolidation. And those are in place across our whole district. So thinking

025about what consolidation makes possible um in the revised proposal when there's higher density like we just talked about in schools when staff can be increased in schools it makes quite a few things possible that we haven't been able to do for quite some time. Um I calculated I think this is my 17th year in our district. And I remember a time when blends weren't really a thing. And then because of our reduction in our budgets have started to become more almost like pretty equal in a lot of our schools of of just a straight grade level or a blended grade level. And so in a in a consolidation when we've looked at our numbers, it pretty much makes possible at the elementary level not to have blended classrooms. And that's a that's a positive thing

026this makes possible. Um, it also makes possible for less splits between specialists uh between buildings which is a hardship I know on our specialist to learn two school cultures. I know we've heard from our library and media techs um about that. We've heard that from our music specialists and our PE specialists and our art specialists. And so again, when the density of schools have increased, staff can remain more holistic in a building um and really support that building. Well, the other part that this helps us do that makes us possible is to be rethinking in a rigorous and innovative way how we do our grade level configurations. And we've talked about that with our K4 band, the band of a fifth, sixth grade, and making fifth and sixth grade that blended model of both what

027we know are the best features of middle school and the best features of elementary school together. And in that um we believe we can offer more robust and rigorous learning experiences for fifth and sixth grade as well that include access to specials and electives in a different way than we would in a K4 model too. It also helps us strengthen our pathways for CTE programs at the high school by reinvisioning what a seventh and eighth junior high looks like and how those can help prepare students at a high level to start to make uh choices so that they are prepared when they enter into high school and nth grade about what they might want to try out in a pathway to be ready for the future. So those are just a few things. Um when

028the revised proposal came out that kind of opened the door to a lot more possibilities than we thought were possible before because of the restrictions around budget. So again, we just wanted to set the stage um for you um to have a little bit more information. We're here to answer questions that you may have. Um, but we also know that last time you ran out of time to be able to have that discussion and that's really the intention of the meeting tonight. So again, we'll be here to answer questions folks have, but also want to make sure there's plenty of time for you to um talk as a board. >> Thanks um Ryan and team for those reminders. I had a couple things before we started deliberating that I wanted to go over as well.

029Um, the first thing I wanted to do is say thank you to the community members and staff and students that have gone out of their way to meet with board members. We've been spending a lot of time and conversation with you all and we really appreciate you taking the time to meet with us, talk on the phone with us, send us messages. So, I just want to say thank you. And I also wanted to thank the Safe Corvalis Schools Coalition for the survey that you sent us. Um, that had a lot of information. So, um, we do surveys as well and you asked questions maybe that we didn't ask and so we appreciated, um, you taking the time to send that in as well. Um, what I wanted to share for fellow board members is

030I appreciated seeing the, um, the synopsis or the overview of where we have been and where we came from. And that's something I've been thinking about as well over the last few um weeks and thinking about at each level of those budget cuts across three years. We've heard community members share what's important to them, what's important to save, what makes Corvallis School special to them, how awesome the staff are, which is true, and um what they hope we preserve and what we can try to retain through these budget cuts. And we've heard that over and over again um throughout the past few years. And so um some of those things are programs like that we've heard about art and music. We've heard about libraries and media as it was already explained. We've also heard things

031about rigor and how they feel like teachers aren't able to dedicate the time for the students. We've heard about classes that students wish they still had that they don't have anymore. Um and so I just wanted us to think about all of those things that have come along the way. Um, and we have heard testimony from community. We've heard testimony from students across all grade levels and staff pleading with us to preserve what we have here in Corvalis education the best we can. And I don't want to forget that in these conversations that have led us to where we're at now where we're like, we have to do something else because we can't keep doing this with the budgets every single year. And I think that's important for us to remember. Um and also when

032we um it became almost like a fiscal responsibility when we seen the um proposal and and her back from community where we're like actually though we're going to ask you to do something really hard Ryan can you add an elementary school in particular to this mix because we seen what was coming ahead because we've been living through it as a board every year with the staff and with the community with the budget cuts and so we did ask for that to come in. Not an um not a high school, we didn't ask for that. We didn't ask for a KA. We asked for an elementary school. And so I think that's important for us to remember too from that fiscal responsibility part that was informed by priorities of years of hearing from the community and

033from staff and students. Um the other thing I wanted to acknowledge was the work that went behind the slides. I know you showed us just you wanted to keep it short, show us a few slides. Each one of those squares on that one slide is probably hours worth of conversations and going over information. There's some things I know that community has asked for from us that can never be disclosed. Like we don't have access to some of the information because of privacy laws. We all like privacy laws. We don't want our information about our own families out there, right? And so there's information that we will never see that have to do with income status that have to do with people's racial backgrounds, their abilities and disabilities that are part of these conversations that I

034think is important for us to keep in mind as a board as well. um when we're discussing um and that reminder from the last process um when we were at the conference presenting on this and I heard Kim tell the story again about the last process and heard from folk that were involved with that process that um are in the community or that are staff and how hard that was when there was the pitting of the schools against each other through these multiple proposals. And that reminded me of why we only asked for one cuz I was like why did we only ask for one again? I was like, "Oh, yeah, that was part of it." Um, and then, um, another thing that I wanted to remind the board is that we're, um, a district-wide

035board. We do not represent zones. And so, that means that we think for community members, that means that it doesn't matter where we live in town or what connections we might have to different parts of town or different schools in our personal or professional lives or anything like that. we have to represent the whole district. We can't represent one part of the district. And so we have to think holistically and I think that's important for us to remember too. Um and then the last thing I wanted to say before we started in deliberation, I swear it's the last thing. I usually don't talk this long, but for the pre-part is that um I don't view the lack of engagement from the community in other board matters beyond the budget or consolidation as that you all

036don't care because you do care. I viewed it as you all have a lot of trust in what's going on and right now it feels like something hard is happening and so you it has piqued a lot of interest from the community for good reason and so um I don't think that people didn't care before and I want you all tend to hear that from the board that we know you care and we know that staff care and we know students care um and families do and so the lack of engagement over the previous months I don't think was coming from that. I do think you guys do and um it felt for me as a board member more like a reminder that you all trust us to make these hard decisions and to have

037conversations with you. And so I I appreciate the community stepping up and saying they want to help not just in this moment but beyond. And so I just wanted to add that in as well. So we have 59 minutes and about probably a million questions. No, we don't have a million. I have 10, but I'm not going to get to all my questions probably. So, just like I had to limit public comment at meetings, I have to limit my questions. But do you have a question about process >> one at a time? >> Yes, I do. >> Or one topic? >> One topic at a time. So I I want to actually suggest if we can have uh our questions and deliberation followed uh one topic at a time and when we feel like we

038have consensus or agreement to disagree on a topic then we move on to another topic if that's acceptable for the board. And I would like to suggest a question for Ryan and you chair. Thank you for sharing the process of how we got here, but I think it's important to also maybe reflect on some information we talked about before about the process, how we move forward from a decision is being made. Uh just to for us to know what's the timeliness of the decision-m if a decision is made in November, what kind of milestones operationally or even board decisions that we need to uh be aware of? Uh some of it we talked about in the past couple months uh between now and the start of the school year when >> I think that's part

039of questions people have. >> Okay. >> I know that's part of my questions about timeline stuff. >> Okay. >> And so maybe is that somewhere we want to start with as a board on topics or do we want to go question by question >> for process >> topics? I'll just say that the timeline is of all of the topics that we could discuss is the one that feels the most obvious to me and so I don't personally need to start there, but if other folks want to dive into that, that's fine. Um, I feel like the documents we've received so far have made a pretty compelling case for why the district is proposing the timeline that they are. >> Go ahead, Sha and Judah. whoever wanted to go first. So I appreciate what you shared

040Theres and also I think related to timeline though and I and if this is not the right moment for this question are the the consequences or the impact of a delayed timeline as being important in that conversation around timeline because I know that that's something we've heard from the community is a request for slowing down timeline and so understanding if we're thinking about timeline what's been shared by the district in terms of this is these are helpful or these are critical milestones that we need to be able to make these decisions on this timeline for these later impacts um that might be worth bringing back up. >> You're already talking about timelines. So if you have questions about that, I would just go ahead and ask them so we can move on to another topic

041too. But try to keep in mind that there is a lot of information like Teresa is saying about timelines. So I appreciate your framing because mine was more around that too. So go ahead Britney. Yeah, I do have a question for Ryan about timeline, but it's not this immediate timeline. I'm looking a little bit farther. Um, so Ryan, do you feel this plan to be inclusive of everything? Do you feel good about this plan? Uh, your your revised plan, how far will it go? The reason I'm asking is because we I think we should look at the entering class next year, the kindergarteners, and really look out 12 years. One thing I did learn from the budget process is that this gap, the deficit gap is going to increase and the student population is going

042to decrease. So my sense is there's going to be additional uh consolidations that need to happen. Can we come up? Do you think um it makes more sense to do it all all at once to make a uh say uh uh CSD 2038 plan? I'm not Ryan, but I'll answer that one. Um, so from a financial perspective, I know that this is it's it's hard to settle with this, but K12 finance and operations is very different than private sector. We are not able to generate revenue for ourselves. That's we are not in the business of of generating revenue. Okay. And then the second thing is is we are funded on a bienium. So the state allocates us money every two years. If you have recently heard OD has just gone through a reduction exercise to

043look at what it would be to cut midbian 2.5 to 5% in the current bianium. So money that we have already planned on receiving potentially may be taken away. I know that there is a desire to look at a financial plan that is 10 years long. Um, and I can tell you that that it's there's too many variables. We have no idea the amount of funding that we will receive from the state, from the federal government. um we can look at enrollment trends, but if we can we know the um kinders that will be here in four years because we get that data one year after the fact. Um and so we can look at that information. But making a financial plan that is more than the current bienium plus another one, it doesn't make

044a lot of sense because of how how many different pieces. Not only does the state school fund change on a bienium, it changes based on what other districts are doing. So currently they say there's around 668,000 kids in the system and we get a piece of that depending on how many of those kids are ours. So for example, say GAPS loses kids and our kids stay the same. Well, now we get more per student, right? But if GAPS, and I'm just using them as an example. It has nothing to do with locality, but GAPS are another district in the state now has more students. Now we get less per student. And so I understand the desire to do that and it would be really inaccurate and I don't think it's the best use of our

045time. Um that is why we stick to doing models that are really focused on the current bienium and depending on we where we are year one or year two but the most I would ever say that I would be um would have enough level of accuracy would be five years at the maximum. Um, and even that when I said when I said that to um our accounting manager, she got really nervous because with her understanding of how we are funded, it just doesn't make sense. Um, and we have to be prepared to react to all of those different variables at any time. Does that answer your question? >> Actually, the I have a followup for Byron. Now, how is that going to impact you? Because you are planning something that is going to last 12

046years, right? So, so this this timeline uh uh our programming timeline, >> so is your question like how does that impact how programming functions? know how your programs can be sustained over time if halfway through there's going to be a lot of uncertainty perhaps even uh another round of uh consolidation or cuts. >> Mhm. So the I think not to be confused programming with curriculum right and so the the work that we're doing is not looking at expenditures or changing curriculum and what we're putting into classrooms. is actually looking about what's the vision and how we use existing resources and staffing within that to shift our practice in that vision. And so um that is sustainable in in of itself because it's not adding in new things. It's looking at what we currently have in

047place and reinvisioning how that looks. And so like for example um like with our like let's say for like fifth and sixth grade teachers it's we have that staff in place and so it's reinvisioning how is their time spent in that that's aligned with the vision of that fifth and sixth grade band. So in that the ideas that are coming out right now from innovation team are thinking about fifth and sixth grade teachers teaching content instead of teaching a home room style. So that means there could be a fifth grade teacher that teaches humanities twice a day to two groups of students. That is a different program that doesn't require different resources. It just shifts how people are using their time and what they're doing. So that's sustainable through that and looking at that differently.

048Thank you. One one more piece, Bernie, that I just want to mention. Um going through that um activity would require us to bring someone in to help us. Um right now we are in a place where we're getting ready to go into negotiations with our teacher teachers association which is a always a heavy lift. Um whatever the board decides around consolidation we will be working to implement that for next school year. Um and there's so many factors in that that if there's uh the board is requesting something like that. Um I would I would encourage you to think about having someone support that work because of the capacity that our team has. Um, as you know, we've made reductions at the at the district office over the last couple of years, and I just don't

049see the capacity to do that this um this winter and spring. >> Thank you. >> Um, I had my question about does somebody else have a timeline? >> Go ahead. >> I'll go after. >> Um, so is there any wiggle room around this November 13th decision? because I have concerns that we put forth this initial shuttle proposal and there was about three more weeks and two more listening sessions that we had available um for reactions and hearing from the community about Sheldon. Whereas Leticia Carson, we kind of brought it in. They just had this one listening session right at right at the very tail end and there was a unequal amount of time allocated to hearing from the community. >> Can I just ask mine because it's kind of related but asked differently. Mine is

050more it's like about similar however I worded it more like the board doesn't oversee operations at all. But so my question that's related to what you just asked is like if we added a couple of weeks or if we added a couple of months, how would that impact operationalizing? Because I think that's like in the operations of the district. Would it be is that kind of similar to what you're saying, right? But you're asking like is there wiggle room? But mine specifically like is there wiggle room because of these things? >> I think it does clarify. I'm I'm interested in seeing if it's going to it would significantly impact operationalizing any plan if we provided more time and added more listening. >> So we're asking the same thing. >> Yeah. >> So two questions at

051one time at this we're asking the same thing basically. >> So I would say that if you go much beyond November 13th um it's not going to be possible to implement that for the upcoming school year. You would have to be thinking about if it's something that you want to postpone for a school year. Um, and the reason why I think that is holds true is because we have done backwards planning in order to get people information about where they're going to be next school year be um by the late part of February, prior to spring break, prior to a job fair. Um, we have to um and so for employees, I'm concerned about pushing it unless we push it real far. >> That makes sense. That is my that's why I was asking like

052on from a standpoint of like to operationalize because there's a I know there's so many pieces that the board doesn't help with that has to do with staffing and um I think probably Chris is the only one that understands that better than any of us because she used to be staffed but so decisions impact where people are from what I understand. So that's kind of >> I I had a conversation with a colleague of mine who just went through consolidation in their school district and he um felt like November 13th was a pretty late date for us to make a decision for the upcoming school year based on his experience. Anything you two want to add because I know you've done the backwards planning. I think to think um for us to work on the

053innovation piece and like our profile of a graduate um we're we're working on those pieces through innovation um and but this is all that's all our innovation work is driven around teachers and our staff and we have upcoming breaks in between things where we're not where folks aren't working and so um to have information to then get feedback on from community from all staff from all buildings means it's a real limited timeline that I have backwards planned um to have enough enough feedback information for our innovation team to do that work from like winter break up so that we can start looking at because that drives part of our staffing and and how we support people with endorsements and choices on where they might want to go because it's different for a sixth grade teacher

054who's been teaching sixth grade out of middle school moving to a K6 and they might have a a desire to teach in a home room style where they teach every subject all day long or that could be a big change and they might want to teach a subject uh that they specialize in a couple times throughout that day. And so that also is a factor in that that helps inform staffing. >> Did that answer your question? Because I answered mine. Okay, Teresa and Sammy. >> So I um first want to just make sure I'm checking my understanding both with you and with fellow board members. So, if we were to extend a couple of weeks, which would compromise your timeline as you're describing it, I guess a question slash concern or something for consideration that

055I'm having is that if we give ourselves the extra couple of weeks, what what are we hoping we would come out of that time? Are we hoping that we would come up with a different proposal? Um, and I guess my concern about a different proposal would then be what happens if we come up with a different proposal that impacts a different set of schools or communities who will then want the same amount of time for the opportunity to have listening. So, I'm I'm trying pragmatically to think about is it possible with adding any wiggle [clears throat] room at all or even really right now since it's the 10th um is it possible from your perspective to create a different plan that still reduces the budget deficit significantly but somehow leads us to a different outcome

056than closing an elementary school and particularly closing Leticia Carson or if we say we're not going to make a decision by the November 13th or let's say we get the extra week or two um that we are basically by default we are deciding that we are not going to go forward with the closure of an elementary school this year. Does that question make sense? It's for you but also I'm trying to understand from the board what is your understanding of what we would be deciding or what we would be setting in motion if we decide that we want to have more time. >> That's a great question. Yeah, I think that um what I would say is that if you're going to push the date back very far, then you really start to have to

057you then you really need to start thinking about the year a year later. I I don't think you can wait too long. Um I definitely don't think that we should be having this conversation in January about the following September. and commenting on somehow if a different proposal that involved a different school were to rise to the surface. How would you feel about the capacity for us to engage the community on a timeline that could feel meaningful for the community and still give you the time that you would need to do the work that you need to do? >> I'd be concerned. >> Sammy, then Bernie, >> thank you. And is it okay to incorporate comments as well? Yeah. >> On timeline. >> Yeah. >> Yes. So I think the summary of the discussion here gives

058me a little bit of assurance that the timeline we committed to is a timeline that seems appropriate to making a decision. And I'm saying that regardless what the decision looks like, whether no consolidation, consolidation using one of the two proposals or modification to the proposal, understanding uh that we're at the critical points that we have designed um by design no later than November in order to do it. I just want to reinforce a couple of other milestones. We have school improvements plans that look uh for this school year and also the following school year informs your budgeting process informs your staffing. There's probably interaction between school improvements plan and innovation team findings and recommendations. The school improvements plans are going to be due late November, early December based on uh level. Then uh you have

059uh shuffling of uh not shuffling reorganization in terms of uh staffing who may need to have relic licensing. Then you need to have notices of renewal or nonrenewal by no later than March. And I believe there is obligation to us to make those notices by no later than March either through CBAs or through law. Correct. >> Yeah. Through law. >> Through law. So by March we need to make those notices. By April you need to propose a budget for us. That definitely depends what kind of consiliation looks like. And then by May we need to vote on a budget. Uh the committee budget committee needs to vote on recommending a budget that we approve in June. And then you need to make sure that you are well trained, reertified and ready to operate uh for

060for the new school year. that really aligns with the decision making that we need to decide no later than there. So I just want to opine if there's any nothing that if there's any more accuracy to what I said please share it. If not, I feel that I'm committed to the timeline regardless of how the decision will look like. It is we need to decide whether we need to uh make $4 million in cuts from other things of or completely programs or preserve programming through consolidation through one uh of the proposals or a modification to one of the proposals. So that's where I want to sh make sure that we're aligned on that before we debate on uh what follows the timeline what are whatever substance to the proposals. Uh so I just want to

061give uh staff an opportunity. Is there anything in accurate or more u delineation of the timeline moving forward? >> I would say from the operational side there's all of the the moving the physical moving that that the operations team would have to do. um to get the buildings ready to potentially receive um a different or you know larger group of kids. So, >> thank you. >> Is there any other questions on the timeline before we move on? Go ahead. Sh. just had a quick one that I don't think has come up here, but that I've heard in other conversations that I've had over the last couple of weeks just with with staff with um district administrators as as well in terms of the impact on when staff would actually find out what this meant for

062them. It sounded like kind of final consideration if the November 13th date was met for any decisions that happen for next year that I'm just looking for confirmation that they would likely find out or kind of be settled in what the shifts were by March. Is that AC? Or late March. Is that accurate in terms of what I've heard? >> We're shooting for um late February, early March. Again, thinking about things like um job fairs and some of those other pieces. Um and also just kind one of the things that you all know because you've done this before is that this these processes are so iterative. So when we make a um offer to somebody to go someplace, they may decide that's great. They may decide that they want to find a position somewhere else.

063We continue to have some degree of shifting all the way up to the beginning of the school year. Um and that's why we um even hold off on a couple of FTE and hiring looking at where the high numbers are. So, yes, we are committed to doing that and things will continue to happen. Um, we've seen that the last couple of years when we've had to do layoffs and recalls. >> I think those are some of the things behind the scenes that don't always that folks don't always realize and I think we always don't always realize either as a board in terms of all of these moving parts that rely on these decisions and when they happen. So, thank you. >> And that's this is that happens every year, not just this year because of

064consolidation. And this is like normal operations of a school district I think is really important for people to understand. >> But we have been really intentional in the planning of this year um to actually move up that timeline of when we can notify staff and when we will start working on staffing because we know >> that there's um a lot of anxiety around from our staff. And so I met with HR um last week I think and we walked back our timeline um and moved it up as close as soon as we can which ended up being um a few more weeks which is a big lift on the internal teams to get that done. >> Cool. >> Go ahead Chris. Um well, first then is our Jennifer gonna stay a little bit longer and

065help us through this because this is going to be big. Um, also with timeline, I just the thinking about it all is um, this is not just affecting I know it's kind of been said, but I guess I just want to re-emphasize that this is it's going to snowball, right? And so it's all across the district. I know people at Adams are concerned about where they're going to be or if they're going to be. And so it's not just two schools we're talking about. We're talking all across the district which is huge. So just thinking about that with with thinking about timeline. >> Okay. I want to do a time check for board members and thinking about how we're framing things and length of time you if you feel like this is a good pace

066because we have we're at 35 minutes and we asked about one topic. So I just want to make sure like we're able to talk about other topics that board members are hoping we talk about. So, if we can move on from timeline, I think that'd be very helpful. >> I propose um we uh talk about finances a little bit more. >> Finances. Um >> I would like to talk about title services. >> I have title services >> topics. >> Yeah, we're looking for topics. Let's What other topics do we have? I have >> high school. >> I have high school, too. I also have very specific ask about both high school and um the name. So that's another topic. >> And can we extend our time? I know it says 8:00, but >> Oh, tonight.

067Yes. One of our board members has to be excused at a specific time this evening, but we can stay longer if the rest of us and if staff is able to stay as well because this is an extra meeting this evening and we have a long meeting. So I want to be mindful of that. What other topics? Capacity and programming or capacity >> capacity other topics >> I have also transfer requests um >> transportation um can we combine any what do we want to start with here we go >> yeah um I feel like I'm not quite ready to talk about next steps, but it's kind of part of the timeline and I know we're moving on, but like I really want to talk about people and kids, you know, and what we're going to

068do, but I don't know if that may be a conversation after decisions are made. But >> what do you mean people and kids? >> Well, just process. If we do close a school, let's talk about how we're going to help our kids get through this and our staff, >> you know, is there a timeline? And also, like I have lots of ideas about how some steps that can be taken, but that's kind of after we make a decision. So, I I don't know where to put that, but I just want to make that set somewhere. >> Thank you. >> Okay. Can I >> I have a Oh, go ahead. >> Maybe I want to really merge a really good thoughts from Chris. Maybe the last topic we could discuss today is for lack of better

069words uh oper operationalizing uh the decision and oversight. So what's the role of the board in in uh operationalizing whatever decision is made and and of course the district will give us reports what kind of updates or reports we expect from them. Is that what Chris you're looking forward to? >> I prefer we do not use the word operationalize ever related to board stuff because it'll be very confusing for the community. >> Um I understand what you're saying, but if we can frame it a different way like what role does the board have in next steps or is that maybe something along that lines would that >> Yeah. board role in next steps. >> Okay. Because I just don't want it to get conflated. Yeah. Because Yep. Can we I have a request for us

070um since we have um student reps and you all are welcome as you know to chime in at any time just like everybody else at the other board meetings in case they want to chime in on the high school one. Can we start because that seems like a may not take as much discussion either. Did you want to start Shauna and then I'll go? >> Sure. >> Okay. So, I know in in both of the proposals right now, there's a line in there around and I probably won't have the exact wording, but just around exploring or or looking at the feasibility of two high schools in 28 or 29 or when the student population reaches a certain level. And we've been hearing, I know I've been hearing from the community worries of does this mean

071in 28 29 there will all of a sudden be this need to once again consolidate an announcement would come that one school whichever is the smallest which folks are pointing to as Crescent Valley or that worry and then all of a sudden Crescent Valley will be closed. And we've heard from students who have brought forward ideas around boundary shifts to really look at how do we, you know, bring up the population at Crescent Valley to try and preserve a school that feels very special that has a unique culture that has a lot of wonderful programs. And I really appreciated being invited to speak with core counsel this week. I know Teresa and I had a chance and I know Lou and Judah have also gone and spoken with core counsel, maybe other board members as

072well. And we had a really nice conversation in thinking about what does consolidation at the high school level actually mean? What could it mean? Does it have to mean closing down one high school? Which I also hear from parents that there's a lot of worry if we go through consolidation now and if your child was at Leticia Carson then went to maybe even another elementary school depending on the grade this year then went to Linus Pauling then went to CV and all of a sudden there's a closure there and you're shifting again and it's unexpected. Could we instead of talking about feasibility of a two high school model in in 2829 instead think about that language of creating a strategic vision and plan of what streamlining high schools would look like. And some of the

073ideas that I've heard come from students as well as others in the community have been things that are already happening. So there is some consolidation already happening. I really appreciate um Nikki McFarland for sending me some numbers today that there are already 190 students dual enrolled across both high schools who are taking 33 different courses, AP courses, CTE, DLI, music, world language who are going back and forth to get those needs met because there aren't enough students sometimes who need a particular course at one high school. And so what we're already seeing is some consolidation at the high school level. And I've heard some creative rumblings at the district too around well consolidation may not mean mean closing down a site. It may mean really streamlining what's offered at each site. So that long term,

074you know, maybe at some point you don't need two full sets of administrative teams, but you need one overarching principal or and an administr or a an assistant principal at each site or or other kinds of models where consolidation is happening through that. But each of those sites really gets to leverage some of their skills and strengths like CV having these great CTE programs and an early childhood that I know has expanded and been very popular there. I know CHS has ones too. Um arts and and music and theater at CHS. These are just ideas coming up. But thinking about the value of of developing rather than saying we'll we'll wait for consolidation wait for conversation in 2829 changing the language now to say we'll start and a student engaged process of looking at what

075does really intentional continued streamlining of high schools and the programs across them um look like for that vision. So that was just >> can I just go because it's very similar and mine's a less because I don't want to get into details of what's possible because I don't think we're there yet at all but >> and sorry kind of like >> I know I know we've had like conversations with students and there's ideas from community floating around too but my ask was more can we revise that section a little bit just to specify that next steps before the board discusses consolidation will include um involvement ment with students from all high schools because it's not just CV that would be impacted. It would also be CHS and we also have College Hill students and so

076more along something that just signifies through this process that there's engagement with the with the students from all the schools for next steps that are going to help inform board conversations next. If that makes Did that make sense? That was a lot of words about the same thing probably. [laughter] >> No, that that makes sense. And that's also something that I've had feedback on is that it felt like um nothing was going to happen until 2829. And I agree that we need to start talking continue to talk about it. Right now with our high school administrators, we're working on making sure that classes they're almost building a single master schedule for next year. Not exactly, but looking at when course courses are offered in case students want to take them um and they don't have

077access in their schedule at their home high school. So, we are continuing to move in that direction. Um, you know, at CV, we've continued to improve spaces. Um, we've re improved our health occupation space this past year. The year prior we did um the culinary space. Um, we're going to need those spaces. Um, and I think we need to start to talk about what does that um look like conceptually. Um, and we want to and I don't think we should I agree. I don't think we should wait. >> Okay. So, I think if it's just specified, that would help alleviate some of the concerns around why are we waiting, something's going to happen, can we be involved in the conversation? Just even revising it a tiny bit, what I think would help with that, be

078more legible to the community and for students. Does that sound okay to everybody, >> Sammy? >> Yeah, I I I agree. Uh, also probably measurable and actionable plan. Uh I'm not sure if we should say by that date or by that population we should have a ready plan but maybe revising the language that gives us also commitments that we will have we will work on a plan and here's a milestone uh where the board will receive an update. Uh I'm not sure what that looks like whether we want to commit to 2829 uh but definitely updates annually. >> So you're going to make a motion in the near future. Um, so I would encourage you to think about the language that you would want to use. Um, I will try to draft something, but again,

079this is the you're you're you're the ones that are taking action. And if you don't like the language that I come up with, it is within your prerogative and scope to change it. >> Should we email that to you then? >> That would be helpful. Yes. >> Okay. Maybe we can work on that. >> Can I Oh, sorry. Go ahead. Can I add one thing to that? To not just to remember that we have students who are high schoolers in our bridges program as well. Um to include them in that because they've had different lived experiences maybe than some students at our other high schools and they are in a different model that they have found to be successful for them. >> Thanks Baron. That's um I forgot about that part. That's why I said

080all high schools. That way it wasn't just narrowing it down. Um so thank you for that important reminder. Um words words matter. >> Can I add one more thing? Two more things >> on the high schools. Ready to move on? Okay. >> That's inspired me to think of those who are going to be impacted by any potential shifts. So the middle schoolers as well being part of this conversation. Uh they are going to be attending whatever envisioning that we want to do. So I would recommend that as well if we see see that's valuable. We have surveyed about 250 high school students already about what their middle school experiences were like and what they would want to keep the same or improve that we'll use with our innovation team for some of that work. >>

081Wonderful. Thank you. Last but not least, I want to put it out there. It's not something I want to explore now, but if it has been explored, I would love to hear the 7 through 12 in one campus model. I heard some suggestions from community members that's have we explored it and I heard uh some push back from community members not supporting it and I'm wondering if that's something that's we had any data or uh feedback through the instruments that we used to measure community preferences. >> Um we in that stoplight report that we presented to the board um the biggest concern about it the benefit was one less transition. The concern about it was um seventh grade um age students with seniors in high school and that's sort of those developmental stages um both

082of social emotional development as well as learning and some concerns about that. Um so I think we marked it as yellow would if if memory serves it's been a while since we developed that but those were the considerations that went into that. >> Thank you Ryan. Just want to elevate that as something we discussed. I don't want to move us any further. Okay, next topic was Oh, Laura, I'm sorry. >> Nobody has to leave at 8. It's 8:30. >> Oh, sorry. >> That's fine. >> Um, I just want to add to the conversation. I feel like it's great that we're planning um for the future, but right now because of the population difference, we are experiencing resource disparity like right now. And like because like right now if we have requests like for a class

083at CV and then we it can't be like um it can't uh the it's not for like a full class usually we would have that class at CHS and and it's like this resource disparity I wish we could address it now. I wish we could like with within these three years um students at CV are not going to get the same um quality education as CHS is their students going to get. And so is there something we can do for these three years ensure the students at CV that like the high schoolers now they still want to come to CV within these three years? I think we need more conversation about what the specific asks are because what I'm hearing from Shauna is that there's a lot of going across campus back and forth. So

084I haven't heard from CHS students if they're experiencing some things like you are because the numbers are dropping on all across the board too. And so um I think that would I don't know if how we should go enter that conversation. I guess I should say um or if it fits within a consolidation conversation or if that's a separate conversation. So that's what I'm trying to that's why I'm sitting here thinking I'm just explaining my thinking face. So yeah. Yes. So and Mrs. McFarland sharing those numbers with me. I know that she also noted that she'll be meeting with principles of each school to talk about what does some of those sharing of classes look like for next year. um I believe in December. And so I wonder if that would be a conversation to

085bring to her as well in preparation for some of the planning that'll be happening for next year. That might be um something to bring up with her as well outside of the board since it's more operational around that. Um so just a just a thought in knowing that some of those conversations are coming up for next year planning. And I would just add some a lot of that actually is um less about resource disparity and more about what classes students forecast and want to take. I looked at data on what groups like what schools or what were the popular things that students forecasted for and both schools have different levels of what students were interested in. And the financial side of that is we don't have a teacher teaching a class of five or six

086students just like at the university level. There may be considerations that way. And so a lot of that also comes into student interests and student bodies and what students forecast for to make those decisions. >> Okay. So it sounds like we can go ahead and that sounds like the operational combo with Nikki then perhaps to give the feedback. Thank you for raising that Laura. I think we have a what topic we do under the title since that was the next Okay. Judah. Um, so Mountain View is already a title one school. Um, but Bessie Coleman has, um, I think the second lowest population of of children who live in poverty that go there. Now, the students that are expected to transfer from Leticia Carson to Katherine Jones Harrison, which has a much higher population, or

087Bessie Coleman, are any of those students going to be missing the title funding that they currently receive at Leticia Carson by going to one of those two elementary schools? So, um, when we look at the numbers, so your question is like what would they be receiving or would they receive less support than they receive now at their current school? Is that kind of the phrasing that? >> Well, my my concern is that they'll be they'll be going from a title one elementary school to something that will not then turn into a title one elementary school. So, um, a >> what? >> Yeah, go ahead. >> So, I'll start in, um, then Byron can finish. Um, so, as we look at where our students are, um, would be attending if the board was to adopt that

088proposal. Um, it's likely that one of our other elementary schools would become a title one school. So, we'd continue to have four title one schools um, if that were to take place. um title dollars come to the district level and then they're allocated um in that schoolwide model. There have been some um instances where they've been able to make some exceptions in working with the department of education. One example recently has been Adams. We've had more students that have transitioned to Adams who were um new newcomers to the country and based on the number of newcomers um Amy Leon who organizes our title program was able to allocate additional resources to that school recognizing that that need was there. So, um, the majority of students would, um, be heading towards a school that would become

089a title one school and they'd be receiving this, um, schoolwide services. And then we continue to look at examples of need where we need to address it, um, through the work we do with the Department of Education and what the what the allowables are under that federal grant. Um, my concerns about Title One um, that I've shared before are um, less about local decision-making around Title One. My greater concerns is about federal decision-making around title one services. We know that um we are going to receive fewer title programming dollars based on the um the um budget at the federal level. We saw that with um our migrant students um they didn't allocate dollars there in the next budget. Um title two which provides professional development to our staff. There's no allocation there as well. And

090so I'm concerned about our ability overall to provide title services based on the federal landscape way more than the local landscape. >> But just to clarify, it's not Bessie Coleman or Katherine Jones Harrison that are projected to turn into title one schools. >> One of those would which one? >> Can I add some numbers to the mix with your question? So, um, when I looked at the numbers, all but one of our schools, um, and I sent this out for board just so they had the same information in advance of me rattling off numbers, but, um, all but one of our schools are within a few percentages of students navigating poverty. And so, what that says to me is that this is a citywide situation here of students navigating poverty. in some of the schools.

091To me, I had questions about how is that one a title one school if it has the same percentage as another school that's not a title school. So, I think it was helpful it would be helpful to hear like how that designator happens to help figure out like which one it would be. And um I don't have the numbers right in front of me, but I think it was Katherine Jones Harrison was at 32, but the rest are at 34, 36, 39, which is not that much. And just to help people understand what those numbers mean, with Leticia Carson at 39 and Garfield at 36, that's eight students when you do the math. It's not like 20 students. It's a small amount of number of students. And so knowing that with Katherine Jones Harrison being

092a school, I'm my curiosity. I don't want to try to figure out where the students navigating poverty are either because I think that's not fair because you can accidentally that's that was my warning in the beginning. I don't want to assume something around somebody's soioeconomic status which is protected data. And so I think it's a hard ask to say which one of the schools until we see where they land because we don't know for like the board doesn't know which students from which parts are going to go to that school like their socioeconomics the district might know but I don't know if that might complicate the ask you're asking because you want to know which school >> I guess my concern is partic I also looked at all those numbers and we had a conversation

093>> um before about looking at that that Bessie Coleman is at 15% >> and we have a number of students going from Leticia Carson to Bessie Coleman. And so what would those students be losing in that transition? Nothing. So, so I think the way that things get recalculated and that we and that we look at there's like two possibilities that could happen and then there's also built-in systems within our school district that already support students that at schools that aren't even title that are similar to the way that students are supported in that way. And so when if like when students would be shifting to maybe a different boundary or a different school, we will recalculate. And right now, all of our title schools are schoolwide, which is at 40% or greater to be schoolwide,

094which means that extra title funding supplements things that are um that everyone in that school community benefits from. So, it's not just students who are quote unquote title. It's like any all students in the schoolwide benefit from that extra supplemental pieces. So, when students shift into another boundary or new school, when we recalculate, two things could happen. a another school could become schoolwide that will benefit all students. And then if a certain percentage of students increase in in that level of poverty at another school, we could qualify for targeted um targeted like through title which means like a certain set of group or like it could be targeted for reading instruction where it means a certain group would have extra support for reading in that way. The other pieces that we have built in across

095all of our all of our elementary schools is that our MTSS specialists that provide reading support and interventions. So, primarily our title support supplements more uh support for more assistance to support with reading. Um, and so that's built in place already as a foundation. And then at title schools, there's added layers on top of that to support more because the higher number of students. And so when I say like things won't change, it's because we already have a mechanism built in place to meet the needs of students who need that reading support regardless of his title or not. I'm going to appine here from this information. Well, before I open, could you uh my understanding parts A of title one is school specific, but also there's title one districtwide that no matter how students are

096allocated within are boundaried within schools or enrolled within schools, you still get title one funds for the districtwide. Correct? So, here's how I'm going to appine. I hate to draw analogy because anytime you draw analogy there is mistakes or misinterpretation of it. I want to make sure that we care for the students where they are and provide them resources where they are. I don't want us to either dis I don't want the consolidation process or the even boundary process for that matter be informed where we want to make a school qualifies for title one or make a school disqualifies for title one because poverty poverty informs poverty is is a situation that requires us to invest in supporting those who are experiencing it wherever wherever they are, wherever they live, and the circumstances that led

097them to experience that is independent from how we decide which school they got need to go to. And I I feel I feel the decision-m process in my mind personally is independent of how the outcome of the consolidation will be will support the students and it shouldn't inform us because it is a title one school or not. And this is reassuring what the chair shared that actually our schools are very close to each other uh in terms of their qualification. So I just want to reiterate what was shared and also say it is the decision-m should be independent because we're going to support the students wherever they go even if a neighborhood has a higher title one eligibility or lower because of where they live. And I think the percentage is not like whether or

098not somebody's title one. It's percentages that are reported are students that are experiencing poverty. And that's why I was looking at the whole district because I was like, okay, when I first looked at these numbers, I only looked at title one schools and I was elementary schools in particular because I didn't look at the middle schools or K8s because we're talking about elementary schools or at the high schools for that matter. And I was kind of surprised and I was very I was like, "Oh, Adams is up there the same as other schools, right?" And so that's when I asked like, "How do we designate which schools receive title one?" Well, who gets that designator? That was my question. And also I was like, I thought it was 40% federally. So if that's the case,

099none of our schools are quote unquote title one schools then, right? If it's at 40%. But that's not how it works, I found out. So, I think the board needs some education on how it's determined by the district. Um, honestly, and I don't know if the consolidation process is where that belongs. Um, but I do what I did notice is that that's really standing out to me is the citywide, district-wide issue of students navigating poverty is pretty high in um all but one school of the elementary schools. and then that drops way down and but that says something about livability in this town, all these other things um that we talk about all the time that I don't want to get into a side tangent about. However, that was noticeable to me and that's why

100I think it's worth looking at. I have a whole little chart I made of it and everything. So, if anybody's interested, let me know. But, um okay, maybe not everybody in town don't email me at once, though. Okay. [laughter] I think the the piece to add about title one that is confusing if you look back historically is we always used to use and a lot of people in this room are familiar with free and reduced lunch and that's what we used to help determine that and we've moved to the community eligibility program. So where like food like is accessible to everyone in our community. And so that that isn't the factor that we use to determine um like our poverty rate or students experiencing or that level. So um now there's like a multifactors that

101go into play in that that help determine that. So it's not as easy as comparing just two things. It's about like families experiencing homelessness. Um it's about um just like other factors in there that all play in together. So direct certification through the state um pieces that way is what helps determine that eligibility now. So it's hard to compare. Go ahead Chris. >> Just to follow up on that what you were saying is that statewide where we don't where other school districts don't look at free and reduce or is that just us? It's it's any school district that's um implementing that um program of free meals to all students, which is pretty common at this point in time. Um so the state has some guidance for districts to follow regarding that. Um that has changed

102in the last couple of years. So yeah, that's um the more common method. >> I really like it. >> Yeah. And it change I think it shifts it to to more like the district is supporting students and not having to have students feel like they're a burden or feel like they're being outed. That's something I didn't like when that happened to me when I was in school and was experiencing things like living in a van or having to figure out what we're going to eat for dinner kind of vibes. I didn't like it when people found out because of a program label that I had, right? And so I think that's really important that we think about when we're talking about students in our schools about we don't have to label them as are you

103a title student I wonder you know I mean that doesn't feel good that feels like no and I'm glad that this district is finding ways to support students across the district no matter if they're at Bessie Coleman who only has a 15% but there they still have 15% of students navigating poverty or experiencing poverty and I think that's not worth erasing. because they have that a lower percentage, they still have students. So, it's across the whole thing and some have higher percentages. Yes. And we also have students that transfer from school to school. We have sister schools, too. And so, there's a lot of factors I think that go into this conversation that makes me uncomfortable in trying to like distill it down on a student level of how many students with this designator are

104going here or there because I don't want students to be exposed to their life circumstances that aren't their fault. Um I don't there's some we could have we should have a whole workshop on on title one and but what I want to say um for community members listening is that that two things. One is that the standard for measuring poverty is ridiculously outdated. It does not capture the actual economic experiences of our community members. So overly relying on percentages of poverty to decide whether a school has a need does not capture what's really happening in the lives of those families for a calculation that's based on a a formula from the 1960s which is so missing the point of the real actual experience of the present economic situation that [snorts] um I'm proud of our

105district and this is the other thing I wanted to say is that I'm proud of our district for implementing universal um food and I would like to say that the free and reduced lunch program has been a very poor proxy for the needs of a community for 30 years, maybe longer. And so moving away from that, it makes a lot more work for our district to figure out where are families unmet needs because we don't have this um this single metric that we can say, well, this how many kids qualify, therefore that's how many families need something. It requires them to do something that takes a lot more effort, which is the relationship building work of getting to know the families, the family advocates, the um the home room teacher, the person at the office

106who sees who gets dropped off and who gets picked up. It's that relationship building that is going to guide us in figuring out how to best support our families. Not a title one designation, not free and reduced lunch proxies, not the poverty, the federal poverty line. That's not where it's going to happen. It's going to happen in the relationships and to ring redirect us back to the task this evening. We are trying to deliberate to make a decision about how we're going to invest in those schools is something that we have heard tonight is that there are proposals that will change the number of people that can see our kids every day. And I would like to make sure that we spend time talking about the staffing level uh because those people are the ones

107that are going to build the relationships that are going to be the most effective poverty intervention that our community can manifest. >> Is staffing one of our questions? >> Was that one of our topic areas? >> No, because we jumped into the topic area before I was able to say the part about I wanted to talk about the impact of staffing reductions across the models. >> Do we have any more comments on title one? Do you want since you started that do you want and then we'll shift over to another one? Well, yeah. I mean, my question is just can you talk about what what will happen in the lived experiences day-to-day of our kids if we do no consolidation and we look at losing you know 20 was it 25 FTE was that the

108number I don't have the chart of um versus the first proposal which reduces us by about 15 and the revised proposal which reduced us by about five. um what is going to look different in the lives of the students if we do I'll be concise of course I realize but um because we could talk all day about what will be different but what do you think is the most important thing for this board to consider about what will be different in the experiences of the students based on staffing level um what do you want us to know >> well we've continued to receive feedback from the community to make the cuts as far away from the classroom as possible And I think that's the most concise way to explain the difference between um as you

109move from the continuum of status quo to revised proposal. The status quo will impact the classroom the most um versus the revised proposal that does not change class size targets um or have much reduction to classroom teachers. So it's a pretty significant difference um in that way. And I'm I I I think that's probably the most concise way to to put it. Um do you want to add anything? >> Yeah, I mean I would add from the teaching and learning aspect of that. Um we're looking at not having blends which is a huge factor in curriculum and teaching to be able to teach at a rigorous level and not simultaneously teach more than one grade level at the same time. Um, and we're looking at in the revised proposal more opportunities um to restore and

110to look at and to look at how we can do fifth and sixth grade um and seventh and eighth grade at a higher level than we currently could. Um, the status quo, I think, for student programming would look about like it does now. Um, with higher class sizes, it would also look like sixth grade being another fifth grade year um likely. Um, and then this the kind of the the other initial proposal I think is also um similar to that in the way because there's not enough flexibility with the density of the schools. >> One point of clarification, it doesn't mean we're never going to have a blend. Again, um there I I think that that's um an over an overreach of what we're trying to accomplish, but we've also heard the concern about it

111and we're trying to address it as best we can. I think that's really helpful because um one of my goals is to not have expectations that we're not going to be able to meet and so thank you for pointing that out. I our time has expired that we allocated for this conversation. Does the board wish to continue discussion for more time >> at half an hour? Do we need to take a short five minute? >> I do need to >> we need a fivem minute break. A real five a real five minute break. Not a 10-minute five minute. Come right back. All right, we're back from our break. Thanks everyone for your patience. Um, or we were on which topic? Staffing. >> We finished. >> I think we finished that. Well, my question got answered.

112I don't know if anybody else had anything. >> I um I think we talked about staffing earlier enough for >> Yep. any what was our next topic? >> I'd like to uh just talk a little bit more about finances and the budget uh if possible. >> Yes. And I don't want us to use the entire time on that. Can can we do like split the time and do we want to talk about finances now or after another topic? >> Transportation. transportation and transportation's on there as well as I think transportation and transfers might go together perhaps. >> Mhm. >> Can we combine that topic? >> Is that okay Bernie if we do that? Okay. Transportation and transfers who had questions on that. >> I have a comment so I can wait or I can share

113it right away. >> You and Judah decide because Judah also has one. >> Question. One comment. One comment. I have two. One comment. >> I'm board chair. One comment. >> It's about transfers and transportation. I can't combine them. >> So, >> they can be a combined sentence. There we go. >> I would like to see in the revised proposal a commitment that no matter this what school students want to enroll in, they will be provided with transportation uh regardless of whichever school that's they attend to. So transportation is afforded to students who attend any elementary, any K8, any high school. >> I would like to point out, Sammy, that that would be a policy revision that the board would have to make. I don't know if that would go in here because we would have

114to change policy first, right? >> I'm not sure if it's in policy. >> It is. It's in the transfer policy. >> Transfer policy. >> Can I ask a clarifying question? Yes, please. Are you saying that we would provide transportation to all of the locations or that no matter which school they enrolled in even on transfer they would get transportation? >> Correct. So probably the first side of the comments I should have said I want us to commit to the same transfer policy that we have which is basically applicable for every school district school including Franklin and by that virtue if the student is enrolled in a school they are provided with transportation. So those who attend Franklin will be provided for transportation if they choose to go go to Franklin to make it equable. >>

115So um in my planning process we would provide transportation to every school but not from every boundary to every school. So if that might I'll address Franklin because I think that's the one school right now that does not receive transportation >> and college hill. and College Hill. Actually, we do provide transportation to College Hill via >> single site, right? >> We provide transportation currently to College Hill by riding the bus to your homebound high school and we have shuttle buses that go to College Hill. >> So, you can ride your bus to to Corvalis or to Cresant Valley and there would be a bus that would get you to College Hill. So, um, when I say Franklin, what the model would look like is if you lived in the Corvalis high school boundary, you could

116ride a bus to Franklin to get services at a K8. If you lived in Crescent Valley High School boundary, you could ride to Mountain View to get services at a K8. So, transportation options available to a K8 program, whether it be Franklin or Mountain View. I think that suffices uh what I would like to see and that's going to be in your planning process. Shall we adopt any consolidation model? Correct. >> Correct. >> All right. I'm satisfied. Thank you. >> That was Go ahead because you asked questions too. Go ahead. >> Um since we're making comments >> comment questions. >> Um >> this is also board deliberation too. So we're Yeah. Is there a commitment to comm community continued community access to Wildcat Park at Leticia Carson? >> Yes, that is a park. It's a

117playground on our school campus and the intent would be to keep it open for community access. >> And could that be a part of the revised proposal? >> Again, it's your your your motion and your action. So if that's >> I would >> I'm going to I'm writing a list and I'm going to go over like the recommend I have one already. So I will write that there. >> Oh, thank you. >> Perfect. >> And then my actual question is um what what is the busing? My assumption is and correct me if I'm wrong that all the students at Leticia Carson who would be going to Mountain View would qualify for a registered bus stop. Now in in the transition >> are are I want to make sure I answer when that I'm understanding. So

118any student who is in the Leticia B Carson boundary and is routed to Mountain View for the 2627 school year would get transportation to Mountain View. The answer is yes. >> So they would all qualify for a registered bus stop. >> Correct. And so that's an additional about 90ish students that would be taking the bus that aren't taking the bus now. >> So we're averaging 80 to 90 students on the bus for Leticia Carson daily. About 40 of those are going to Boys and Girls Club. So I don't know the number of students that would be within that section going to Mountain View. So I don't know about 90. So I don't want to say yes to 90. But we would provide transportation to Mountain View. >> But there would be a significant increase in

119students needing to take the bus who are currently in Leticia Carson who would be routed to Katherine Jones, Bessie Coleman or Mountain View. >> The kids 99 already access. >> We currently anybody from Leticia Carson who is on the east side of 99 already has a bus provided for them and that is the section that would be going to Mountain View. And then all the students who live would be going either to Bessie Coleman or Katherine Jones Harrison who currently live in the Latisha Carson School District would also qualify for a bus stop >> if they're in but not the Garfield ones that are going because they would probably be within the actually I did a math thing. This is a side note maps none of the schools in that area are within a mile

120of each other. So I'm curious around that as well. Yeah. >> Any students to Katherine Jones Harrison or Bessie Coleman that live more than a mile away from the school, which is the statemandated walk zone, would provided transportation. >> And so that's all of the Leticia Carson School District for for any of the three elementary schools they'd be going to. They're not within a mile. Not the ones in Garfield boundary, I don't think, because they're they if they're on the north part because it's a little bit over a mile between Gar I was doing the math to figure this out a little bit, too. I don't know how many students are going from Garfield that live over there. But if they live up there, they would be within a mile if they're on the upper

121part of the Garfield boundary. And then they would be within the mile to Katherine Jones >> to Katherine Jones Harrison. That little slip >> that little slipper. Yeah. So we is there an estimate of how much additional cost it would be to add that busing. It it is tricky. I have not been able to put together an estimate. The reason being is that it's based on who enroll who uh registers to ride the bus for next school year. So it's diff difficult for me to predict exactly how many more buses. But what I would tell you is that um transportation is 70% reimburseable and there are not significant increases that would imp impede the ability to implement this. >> Thank you. >> Can we um just a couple other points about um traveling to Mountain

122View? Um Byron, do you want to share about um accessing um for parents both through um >> I I can address that. I could address that. So, one of the pieces that we have heard through community input or feedback is that um there are families in the city limit who would then be attending Mountain View as their elementary school and how would that impact families navigating poverty and their ability to access the school without um public transportation. And what I want everyone to know is that we have access for families. So if a student is needing to come home early from school, we have a system already in place that we already utilize to get parents picked up and out to the school to get their student at home through Dialabus, our partner on transportation.

123We also have um is it medline, >> ride line for any to support students who are on IEPs to make sure that transportation services are available. But we we provide transportation for families navigating poverty to access student um and family activities at their school after hours or to act or even during school hours for parents and families to be able to access those needs. >> And there's a there is a city bus stop on the side of Mountain View as well. Oh, there is. I didn't ride the bus on that side. I I didn't. Yeah, that's good to know. Um, my question was related to the bus though. >> Mine too. Yeah, go ahead. You go, Chris. You haven't talked for a while. I've been talking a lot. [laughter] I just my comment is that

124knowing staff very well that and I know this is a big concern for community that if a child misses [clears throat] the bus and is a child of poverty any child and there's no way to get that kid to school I've seen principles I myself in my old job like office managers counselors people go and get those kids and get them to school because everybody knows how important it is to have those kids at school and if they don't have a ride, the school figures out a way and gets them there. And so I and they're diligent about it. So I just wanted to also add that um navigating poverty does not equal not having transportation. It can, but it doesn't mean that always. And also having a steady income does not always equal having

125reliable transportation either because anything can happen to somebody's car. And if you're not if you don't have a decent savings and you lose your car, you don't have transportation all of a sudden. And um so I just want to be careful how we even talk about these conversations in general because um it can feel isolating to families who may be on either side of those like I have a car. What are you talking about? Or like I'm not n technically navigating poverty by the measures that are in place and I have no transportation. And so I want to make sure like we're and to Chris's point that schools do figure it out for students so they can get to school. My question was around transportation for folk regardless of their income status that may be

126um relying on public transportation um in general. And if they are um relying on that and they live on the um the northeast side of 99 that would go to Mountain View, would that be a consideration for if they requested a transfer like if they to another school or would it just go through the regular trans um transfer request process? Are we doing any prioritized transfer around transportation for folk or because I know we did that for the students who wanted to go to the junior high instead of the um K8 right from Sheldon >> or there was discussion that's operational but I I just had a question about that. >> So they would um they would still need to follow the transfer policy. >> Okay. >> Yeah. and but there wouldn't be any prioritization

127for them. Are are we using the transfer policy where we even have to worry about prioritizing >> um >> or people I should say. >> Yeah, we we we do follow that um policy across all of our schools. Um if we if you want us to come back and have a conversation about that transfer policy, that's something we can definitely do. >> Okay. So, that'd be like sort of like what we were talking about earlier, like maybe we can come back to this conversation. >> Yeah. Um my I guess my question was more around like is it maxed out at this point um for transfers in intra district transfers >> where we even have to worry about >> to some locations and not all. >> Okay. Thank you. That was my only question around that.

128So I'm done. Okay. >> Just on the I think on the topic of things that it would be helpful to come back to later in community conversation around transportation. I know we've heard from a lot of folks that there's worry about shifts in transportation. There's worry about how long students are riding the bus or needing to ride the bus. And I know last year we had a meeting and actually had leadership from the transportation company that we work with come out and talk about what they're doing to address some of those challenges. But I think that for the community as we move forward with any decision that's made, just thinking about how how are decisions made, how are things monitored in terms of how many stops there are, how behavior and support is managed on

129the bus, as well as how long those rides are for students, and how that's being minimized as well as possible in a safe way. So far I have down um more information around title one um transportation and transfer policy as things that we will con that are we're going to come back to in the future. >> Thanks R. >> A logistics question about transportation with a K8 that is a boundaried school. So right now our K8's not boundaried and we don't we don't provide transportation as a guarantee for all of those households. >> [clears throat] >> Also, our middle school, our six, seven, eight right now and our elementary don't start at the same time. So, if we have a K8 school that's bound to um in terms of scheduling, are we talking about migrating

130them all to that schedule or are we talking about running transportation routes to the same location more than once a day in and out in order to keep the uh the difference in scheduling between elementary and um middle school, junior high? Wouldn't they follow the same one as the current K8? >> Do they have different start times for the >> They do and and it's not an issue transportation wise because the district's not responsible to transport. So, I'm imagining that for sharing as we've talked about across um the district having collaborative partners and such that we would want to standardize the seventh eighth grade experience. We would want to keep those kids on the same schedule as the junior high. >> So, I don't know. I'm asking how have you thought about this and what's

131the idea? >> I have. So the idea is is that in order to provide transportation without engaging in a a much more costly transportation system is that we would align uh K8s with our high school schedules and we would share high school buses which in most cases are not very full and we would say front of the bus for K8, back of the bus for high school. And the reason I would say that that is works is because if you have um seventh and eighth graders who want to participate in afterchool sports, then it gives them time to to be transported to the junior high to participate with the junior high students in afterchool athletics. >> And I think if we're coming back to the transportation Sammy's to Sammy's point around because those are transfer

132students, right? for Franklin, they would end up with transportation. So, that would be added into their mix if that happens in the future, which is separate than this conversation, >> meaning they would go to the high school schedule. >> I'm not sure. That's always like it sounds like it sounds like we need to have a longer conversation on this that's outside of consolidation. >> Is there any other questions on transfers and transportation? >> Quick one. Uh maybe till for Lauren. The reimburseability of transportation, my understanding is different than the general purpose fund under the this the state school fund. Meaning we're talking about transportation increase in investments in transportation is not going to take away the money that we take from the state for the classroom. Correct. They're two different funds or accounts. they come

133to us as a singular um dispersement, but at the state level, it's two different pots of money that they set aside um to fund that. So, no, we wouldn't take away from general purpose dollars by having higher transportation expenses. So, what happens is we report our transportation expenses to them and they um they essentially pay us back for 70% of that. Um, and that number is is different district to district of how we're reimbursed. >> Thank you. >> I want to make sure we um give Bernie time for questions as well before he has to leave. So, go Bernie. >> Yeah. Um, I I just want to come back and uh to talk about uh finances a little bit. Uh, you mentioned Lauren that uh there's an exercise going on about a reduction in 2.5

134uh% to 5%. Right. So if that happens, our plan's going to um need to be adjusted. That's the first part of the question. And then the second part of the question really it's it's more a philosophical question and uh uh for for the board as well as uh uh for you um as a military planner when uh we were taught at the very beginning of our classes is that the staff does not assume the risk um the decision maker assumes all risk uh uh with a decision that's being made. So um given that uh what risks are you foreseeing we have to uh assume in both scenarios uh one and and the new enhanced uh scenario. So the the first part of the question um and the potential for reductions at OD mid bienium in

135my opinion that is um a situation where if we can't fund that ourselves because we already we already have um all of our staff under contract right and it's mid bianium it's a shift that is a situation where you use the rainy day if you cannot um fund it with with excess fund balance. So that is a scenario you guys ask me that a lot of what would be the scenarios where you would access that. So that's an adverse economic um condition that we are not in control of whatsoever. So not saying I would necessarily come to you and ask for that if if that's what happens but that would be how we could handle that in a um a fairly simple way. Um and I'm not quite sure that I understand the question. I

136just um on your second part but I think if I am understanding um the the risk is that [snorts] if we go well I mean I think the risks are pretty clear with the first scenario is that is um pretty impactful to the classroom and to student learning um by having to increase class sizes. That's a risk um of that proposal. It also sets us up in future years. Um we know that our costs rise every single year. That is an guarantee. There's not one year of financials where we don't have some sort of inflationary contract whether that's or um inflationary impact whether that's because of our collective bargaining agreements with staff or just the other you know electricity costs, food costs, all of those things. So the compounding factor there is pretty significant and

137we will be having harder conversations than we are right now very soon um depending on what we decide. So and I know that right now that doesn't necessarily feel like it's even possible um but it will be because that deficit will be larger um for the second or that sort of applies to all of the scenarios. Um, but I think with the with the revised proposal, it sets us up to be in the best financial position moving forward. That does not mean that we won't continue to have staff reductions, but as we've seen um in several years prior to 23 24 um we were able to to handle those staff reductions through attrition because our staffing was more aligned to the number of students that we have in our district and those stayed really close

138together. Um and what happened was is the staffing became much did not follow the same pathway um trend-wise as our enrollment. And so if we are able to do this um right sizing now to align those things, we anticipate that what we will see as we have decreased enrollment is that we will be able to decrease our staffing um through attrition and and and be able to keep maintaining the programs that are being developed. Does that help? >> Yeah. So, so just summarize then the the the new revised plan is probably the least risky of all the the decisions uh before us and it would set us up um for some economic bumps that may come uh come as a result of whatever uh the state's uh economic outlook and and so on is right

139>> from a financial perspective. Yes. >> Right. and and that translates to stability in what uh you want to do by the student experience. >> Student experience and outcomes too, right? Okay. >> Yeah. And I think also I want to we we talked heavily during budget season about um the impacts of the federal government and I just want to be clear that those issues have not gone away right now. um with OD's revised budget um plan or proposal um that feels more at the forefront, but we are dealing with both things still. >> Yeah. Thank you. I I I just didn't want want us to get into a scenario where we going to have to do this again uh real quick because external factors out of our control is forcing a hand. I I'd like

140to see a very stable environment if we can just for the student experience and and outcomes. >> And I I think what we had talked about too during budgeting is um there's this call to action for change with housing in our community and how that impacts families. And what we know is that the impact of that um and changes to the housing system in the city um that will not have a direct impact like within 6 months, right? Like that's a that's a more long-term impact that we'll have. And so when we look at the next several years, um if we regardless of what proposal, that also gives some time for more change to happen systemically in our community that hopefully in a positive way um will then I guess at I guess at worst

141case scenario just level out enrollment um if not grow it. >> Yeah, I think Sammy had one. You have one and Shauna has one. So, we'll go like this. Yeah. Go ahead, Britney. Thank you. >> Uh, thank you. Your financial modeling assumes enrollment. Your en forecast, your enrollment forecast assumes all the development projections that we have known of that is undergoing or that uh the council is forecasting. Correct. it took into account all of that information um from January um of 2025. And so I also I think it's important to point out that what we know is that for it takes um five single family homes to produce one student in our system and it takes four multifamily units to produce one student in our system. >> Thank you. and and the proposal that we

142have my understanding you're you're you're sharing the revised proposal which is within the viability but with the maximum cost savings through consolidation. So if I ask you give me the best proposal that could give us the most programs possible but still does not overcrowd us. Uh you shared prior that uh two elementaryaries not viable from a capacity point of view next year. Um any other configuration is not gonna save us uh cost as much as this one. Is that correct? >> Yes. Um in the current year and with the um projected enrollment, this scenario with um Sheldon Middle School and an elementary school is the only option that works to get us to the financial number. >> Okay. And that's under all the assumptions you mentioned that we don't have control over federal mid-year cuts,

143etc. Knowing what we know, this is our best attempt financially. >> Correct. >> Thank you. >> Judah then Shauna or Shauna then Judah. >> Um given the frankly catastrophic financial outlook that we're looking at in a mid-year cut. Um, is there any financial feasibility or path to Leticia Carson actually turning into an early learning center? So, the idea of the early learning center is actually something that we've been working on for a few years in partnership with the ESD um and KIDCO Head Start and other programs in the community knowing that that's a need for um early intervention and and early childhood education. And so, we are already doing that in our schools now. Um, so several of our elementary schools have Head Start um, classrooms. How that works is that we provide them the

144classroom space, but we don't charge them like a facilities rental cost um, and they operate their program out of there, but it's their own program that's independent of the school district. It's just um, operating within our building. So the idea is that knowing that there's not um enough spaces to serve all the kids that that um we would like to would be if we were to um dedicate a building for that use that would be positive to the community. It's just an idea that has been in in talks and they are uncertain about federal funding for early childhood education and then that will flow through. If that change happens at the federal level, it will flow through at the state level just like everything else. Um I can't say that much around supporting children is

145um very solid right now as far as support um through the entire system in our country. So, it's hard to say what that looks like, but our risk in that is pretty low um because it's providing them the space and we already partner with these organizations on multiple different levels. Now, um and that space is really would be set up well to receive those kit those students. What we also know as part of the long range facilities planning um is that whatever the decision is made, there was um a commitment to then engage the community again on what we would use those spaces for. So that's an idea. It's not um anything that would be set in stone. Um and that would go for the Sheldon space as well. I'll try to I'm still grappling

146with how to ask the the question that I have. Um it's one that's coming from I've heard from a lot of community about you know in having asks around taking more time um really looking at which schools might close now versus later and a lot of understanding that that schools do need to close so that we can really maximize preserving people and how important those people are in buildings even if those buildings have to shift and I don't want to minimize losing a school community we know how special they are and how important they are too. The question that I I think I'm trying to come around to is if we look at the revised proposal, we essentially end up with elementary schools and and K8s and a 78 program that are at their capacity.

147And positive things with that is that they are really able to put the most funds toward towards student experience, like really maximizing reductions in admin, which folks have asked for, increasing efficiency in that budget, and really looking at the best student experience possible. if we're facing uncertain budget situations and potential crises that are looming and maybe we know other districts are as well. If we get to the point, and I know this may not be something that you can answer now, but thinking a year or two or even even next year down the road and saying, "Oo, what we're facing is still this huge deficit or a looming deficit. Where does the next level of consolidation come from?" So, I think some of this goes to the question of what does the long-term plan look

148like? So if with this consolidation really one one part of town gets kind of shored up in terms of this is the capacity does that mean ultimately that any more consolidation at the ele elementary level then comes from essentially the remaining schools that maybe aren't at capacity and I know that's that may not be a question that you want to get into answering right now but I know it's a worry of the community of if there's a pause um would a different plan come out that looks across all schools or is this sort of a phasing of plans or those that make the most sense at this point in time given the numbers >> or um out of time for this extended time. So I need to ask the board how much time you would

149like to add and how much time is feasible to add for staff as well >> with the depth of this decision that we have to make pretty soon. I'm dedicated to be here as late as we need to. I do feel for staff though they have worked hard to get here and so I want to be considerate of them. >> Does the half hour increment feel okay for folk? >> Yeah, that's fine. I mean, we're we're sort of at the needs of the board, so we're we're stick around >> maybe till 9:00. I was trying to make it easy for the clock thing. 25 minutes. We'll be right after 25 minutes. Thank you. >> Okay. Go ahead, Lauren. >> Okay. Um, not to oversimplify things, but we are in a sort of unknown financial uh

150scenario every other year when we don't know our state funding oftentimes. um and we don't know it in a time frame that works with the um the legal date that we have to have an adopted budget by. So we are constantly um making assumptions and shifting those as we receive new information. So, I don't want to um sort of deescalate how how serious the the funding situation is at the state and federal level, but as I've said many times through budgeting, this is just sort of part of the puzzle that we have to work with every um single year as we go through the process. I will say that depending on the action that you take on on Thursday, it sounds like that's still our timeline. Um is will depend that will that will set

151us up for how resilient we can be through any other outside um factors at the state or federal level. I would also say that what we see in in the birth rate data is that those numbers have have sort of evened out in that about 300 uh to 350 range every year of kinders incoming. So what that tells us is that the number of of kids coming in every year is fairly stable into our system, which in my head makes the decision of adding an elementary school onto the proposal um a logical one. I think what we also know is that our classes still of that like fourth and fifth grade band are still higher than our kindergarten classes. So each year um they'll still be a little more space. So like if you're looking

152at I think the Mountain View number and them being at the 102% of um proposed utilization that will go down just a little bit and they'll feel a little more space there. So, at our schools that may feel fuller, definitely fuller than what they've been used to. Um, that number will even out a little bit. Does that answer your question or can I >> It It doesn't fully answer. I appreciate what you shared and I think it doesn't fully answer just thinking about if deeper deeper cuts are coming and we see the need for further savings through consolidation or savings of people through consolidation. If the schools that go through consolidation now, let's say, are sort of in a space of well, they're already full. They've students have had all of these transitions. they've already

153moved. They've already gone through this. There are schools that haven't. And not I don't want to bring up anxiety in other folks, but thinking about if if deeper cuts in a year and two years need to be made, it seems like there would be >> I I feel pretty confident saying that we would not be back here in a year talking about consolidating another elementary school. By making this change, it does stabilize the utilization of our buildings based on the factors that I mentioned. Um, >> I would add on to Lauren that that's the board's role too. So, that wouldn't be like that would be for us or potentially future folk, you know, to make that call of which schools based on their recommendations like we're doing right now, right? And so, um, we don't

154know how everybody's going to vote on Thursday. We're still talking and getting information and feedback. And so, I would say like even at that, it would still be up to the board to make that decision. I just wanted to remind us of that that it's not the staff that's saying like making the call. >> Yeah. >> They're making a recommendation. And I think it was coming also from just a place of knowing that there may be more cuts announced mid bienium cuts and community saying just wait a few weeks so we know what those are in case consolidation needs to be deeper right now. >> So it took me a while to get there in an eloquent way but >> so we won't know that until February till the short session. Um we will get

155a updated um figure from the state economist but we won't the what what the department just went through was a process of identifying where they would potentially make reductions to hit the 2.5 or 5% um overall reduction but the legislators legislature will decide based on that menu and the menu of other departments what cuts come. So that won't be something that the re the revenue forecast will show us um in November. it will be the February short session where we would learn that. >> Theres and Judah. >> So in that scenario, thank you for pointing out that what they what the legislature will be looking at is that every department in the state has been asked to submit a reduction plan so that the they can evaluate uh where they want to make those cuts.

156It could end up not being that OD has that might not be where they decide to to reconcile those issues. But hypothetically, let's say that they do decide that uh some amount of reduction needs to come from OD and that has a trickle down effect. Are we in a situation where or could we then be in a situation where come February we learn we're not going to have as much for 2627 as we thought and the plan that we have put in place through reductions um now is still not going to get the job done. What is the likelihood of a scenario where we could find ourselves back here saying, "Hey, we still can't we still can't make these numbers work and now our schools are relatively full except for because I think we have

157to say the at that point there's only one school that we could look at to close where we could possibly absorb those kids into those spaces." And the community's been talking about this. And so is that an actual scenario that we need to that we need to think about as we're making a decision on Thursday? Do you think that that I know you can't see into the future, but could a drastic enough cut come from OD that that becomes our reality? >> Isn't that why we have reserves though for that? >> Well, that would be then we would have to be we'd be discussing using the reserves. But that would th those reserves would be potentially if the cut comes now to get us through this year. So then we'd be looking at reserves for

158both this the rest of this year and the 26 27 year. I don't know Lauren is that if if a cut came, can our reserves carry us through a f let's seg with let's go conservatively with the 2.5% reduction. Would our reserves allow us with this consolidation, the revised consolidation to make it through the rest of 2526 and 2627? Do we have the reserves >> to do that? >> Um, with my crystal ball that I don't have, um, all of the scenarios that you talk about are things that could happen, right? Um, what I would say is that our financial plan, our multi-year plan has us ending this year with excess fund balance. So, I would not anticipate that I would come to you or I think Ryan has to come to you and and

159ask for utilization of the reserve in 2526. what that looks like for 2627. there could be the potential to have to access reserves, but I think the I think the probability of that is low based on our overall financial health, which is why and I know saying financial health in a situation where we're talking about budget reductions and consolidation of schools is sort of ironic, but um we have set oursel up with those reserves to be able to to handle some of these fluctuations. And so I'm not as concerned about the OD reductions in the immediate future. >> Okay. Thanks. >> Just a comment from the community at the Oregon School Board Association. We had a >> No, you might need to use >> issue. Use the use the mic. >> How about now? Oh,

160wait. Yes. >> Yep. >> Yes. >> Uh an extremely grim conversation with legislature. >> Okay. >> Thank you, Leo. uh very grim conversation with legislators about the forecast schools and understanding that if we get even a 2.5% cut and we don't get that till February then they're essentially asking us to take one financial quarter of that year because it comes at the very start of the last financial quarter of the year to absorb a huge cut from the banan um budget. Um so to say that we would carry the excess because we'd be h about almost halfway through the banium we would have access but then we would run out of money early because it's a now going in and out >> what >> I have technology gremlins as I'm trying request but now time

161to be doing some statewide advocacy for education because in particular that is a catastrophic cut and so please we don't have control over that my legislators know me on site because I complain so much please join me >> there are definitely going to be opportunities for advocacy with the state and um I don't think the state has money for education at point there to add but >> yeah but I also don't want us to turn this into a budget meeting >> and so I think if we have some financial are related to consolidation which I know they're it's hard to separate them right because consolidation is about money and that advocacy budget processes reserves don't feel like that's part of the combo right now but yeah I think all our mics we've been talking so

162much maybe Are we back? Okay, cool. My mic sounds okay. How's yours sound, Jada? >> How's that? >> Yeah. >> Hey. >> Yeah. >> Thank you so much for fixing. Thanks, Josh. Um, Chris, did you have your hand up? >> Yeah. So, I know we've you've talked a lot about finances and we've talked about a lot of things and everybody's asked really good questions. I guess I just feel better, especially with this room full of parents and families from Leticia Carson to make sure we re reiterate confirm what a lot of the parents and community members have asked us or have. We've received a ton of emails and then some um with ideas and things like that. So, I guess I just would feel better if I could ask you a couple questions that would

163just confirm where the decision that we're about to vote on on Thursday. So we're we asked the proposal of Leticia Carson came because it is the only one that takes care of the the whole deficit. Is that correct or most or most the biggest deficit that one school could elementaryaries are pretty similar in terms of the reduction. Um what it does that um we have tried to um share with folks is that it brings those schools close to capacity which then in turn does the things that Shauna spoke to earlier um in addition to the reduction um the overall cost reduction. >> Okay. Can I ask a connected question to that because it was one of my questions was >> um can any of the other elementaryaries do this in the same way? I simplified

164my question very much from what I originally was going to was in my brain but it ties it to Chris's better. you would have to go to doing a boundary adjustment with the understanding that you were going to be closing the school somewhere. And so you'd have to be starting with that and then doing a boundary adjustment because if you leave all the schools open and you do boundary adjustments, they just further um diffuse the programming. >> Okay. Thanks. And that would result in everybody across the board not knowing what's going to happen and like it it could change all kinds of possibilities for everybody. Is that correct? >> Correct. >> Okay. And then another question that we have received many times over is looking at is it possible that we could expand our DLI

165programs back to allowing neighborhood kids to go like Garfield kids to go back to Garfield. Is there any way to like like I know there aren't enough third grade kids that are attending Leticia Carson that would that are Garfield boundary kids to make another classroom. But is it something that we can phase back in so that Garfield boundary kids could eventually go back to Garfield as a neighborhood school? I'd have to go back and look at capacity. My initial thought is that that would be difficult at Garfield because it's fairly close to capacity. It would be easier at Lincoln. I would just add students in the neighborhood when they start in kindergarten do go to the neighborhood school of Garfield and Lincoln. It's if students transfer in or move in after second grade where there's

166considerations if they attend or not. >> Right. But I'm also thinking of the kids that will that are at Leticia Carson currently that would love to go back just to their neighborhood school. Is that a possibility to at least phase that back in? So I don't know. I was just a minute. >> I think one of the other questions was around like if Lincoln could be a K8 too um if there's capacity or anything like that for that one. I think we went over this before, but I just wanted to ask because I'm glad you still have charts in front of you. >> I think that's possible at Lincoln. I would have to I would need to go back and look at my stop labor report. >> Okay. One of the considerations though is that

167is staffing for DLI and being able because we would still need probably the same number of staff at Linus Pauling to support the middle school um DLI programming at Linus Pauling and then to be able to to hire more staff um to support the DI program if we added 78 at Lincoln. So while it's there's just some other pieces there that make it tricky. >> Okay. >> NI >> we can't have comments from the audience at this time. Um okay. So, if it's I'm trying to keep us focused on the proposals we're considering and if we can make adjustments to that. And so, that was one thing I was kind of curious about like if we needed a additional steps, would that be something I wouldn't want to throw that in at this point? Probably.

168But I did want to ask if that was a possibility um of turning into a K8 if there was the infrastructure support. Um other questions I have other questions that's not financial and are we done with financial? >> I just want to summarize something about financials. >> We I think we transitioned away from financial too. >> Yeah. >> Can I just provide a comment I think is important for the community to be aware of as we navigate these steps and next steps. I tried to conceptualize it a lot and the best way to think about it is two columns. The more we think about building density, the more that we can think of more programs because we're not spread too thin. The less our uh we're the more diffused our buildings are, the more buildings

169we have, the more diffused our programs are. And that's what we're trying to figure out. More buildings, more opportunities for program. Sorry, less buildings, more opportunities for programs. more buildings, less opportunities for programs. And that's what the $4 million or less that we can do consolidation with, we can work with. The challenge is when we talked about state funding is the ground that we're going to stand on. So when we decide whatever we decide how many buildings we want to keep and how how many buildings we want to consolidate and based on it when the budget comes because of that we can either have more programs or less that depends on a solid ground from the state. So I really hope when the community members who wants to keep those programs alive next year when

170they go to the state legislators and ask them to invest in funding they tell them keep the grounds high don't reduce the funding because if they reduce the funding we're still going to suffer. So these are two different things eventually they impact the kids and what I'm really fearing is we do the consolidation we have an opportunity for our programs to be there and then the state says cuts the more they cut no matter what we do in our building we're going to have the challenge. So really, I I hope that we're not losing that idea that when you go to the legislature, you say on October 10 and October 13, the board decided to save as much money as possible to preserve as much money programs as possible. But that depends on the legislature

171actually keeping the ground solid. And I really hope that we can carry that in our conversations moving forward that this is only about the $4 million, but the entire budget depends on the state keeping funding us. >> Thanks, Sammy. Um, I had a question unrelated um to finances. I had two more questions. Are we okay if we move? Does anybody else have questions about um supporting students um with IEPs and 504s? Did anybody else have questions around that? I know you already mentioned um Byron that students their services and their support followed them. It's not like that's going to go away. It was [clears throat] more about um if there's any um would there be positive changes versus losses? And if there because there wouldn't be losses because we wouldn't cut their services. Are there

172additional positive changes that could help students um with IEPs and 504s through consolidation? >> So, um it's hard to speak exactly to how that could look, right? Because there's so many just different variables in that, but I the pieces in there that could become possible um is when >> again when there's higher density of staffing, right, and there's more staffing, there's opportunity for more collaboration. Uh and so that could also happen not just within our general education teachers at grade levels but also with our specialists. Um right now we have we do have specialists like our speech language pathologists who provide um services to students on IEPs um who are split. Some work in three buildings, some work in two. Um, and so in this that would potentially shift some of those pieces where folks

173could be maybe stationed in more like mostly in a building possib possibly that could help with that collaboration and work for students. So there could be gains there. The other thing that we have at some of our schools right now and there's possibilities of looking at our models is called an interventionist model. that could be a possibility when we look at at our programs. And an interventionist model is where there's a case manager who does paperwork for all of the school and there's interventionists who are certified teachers who teach the skills that students need that are based on their IEP. And in that there are benefits to that that are different than the traditional model, which is a special ed teacher that does both the paperwork and the teaching. And so there's there's both advantages

174to that that could be possibilities, too. So, so there are possibilities um in that as well. >> Right. Thanks. >> Can I add to that? >> Oh, yeah. Go ahead. >> Um again, thinking about the K6 and K8 model. Um also thinking about sort of those de developmental stages for students and um thinking about a K8 which would limit the number of transitions a student um may have in their school career. There's some potential benefit there um as well. >> Okay. Thank you. Um anybody else on that topic? I had a question about um about the name um and a commitment to Leticia Carson or Leticia Carson's name. Um, so I can send that, but I just wanted to run it by the board to um is um seen a little bit stronger language in

175there of keeping her name connected to the district should we vote to approve the revised proposal in a way that works directly um in community with her direct descendants, the Leticia Carson Legacy Project, the Oregon Black Pioneers ers in the Limb Benton NAACP on how to best honor her name um through CSD buildings and programming should we close the school. Does that make sense? >> And they wanted to see how you all thought or felt about that. >> I support it. >> Okay. Other questions? Were there other topics? We ran out of our We're on our time again as well. Um, >> we talked about next steps. >> Sorry. We talked about next steps that we were going to talk about that, but maybe that's in after >> um that that was we were going

176to come back to that. I want to summarize some of the topic things too for us to think about. Um, you have another question. Go ahead. So, I'm If there's other folk that have other questions, I'm just double checking my questions because some of them already got asked in different ways. Um, oh, >> I have a oneoff. Go ahead. I just >> um under the current plan, how will the students at Mountain View have the same opportunities for specials and electives as Lionus Pauling considering there's going to be a tremendous size difference? You've addressed sports and after school activities, but during the school day. So that is um part of the philosophy around the banded grades of looking at what's consistent across our district for opportunities for K4, what's consistent for opportunities for 56 and

177then what's consistent for opportunities for 78 across. And that's the work that our innovation team is actually currently working on to see what we can develop that um has the same level of access between those three banded levels of grades across all levels. So, is there a commitment to say like they're going to have the same opportunities in types of science programming and access to science equipment, you know, field trips, things like that? >> Yeah. I I so it's so so yes because the part of that planning in those pieces are like what are the core areas that we're committed to and then what does what does the delivery of that content in those core core areas look like. So that'd be the similar access to those pieces. I mean there might be some variation

178by elective. One of the things that we want our teachers to be able to help us with is identify what electives they want to teach. Um, and sometimes those things vary yeartoear based on student interest, based on staff interest. Um, so there may be some variation there. And currently there's variation between our middle schools on the electives that are offered as well. >> Go ahead. >> Just to follow up with that, but we do have a few standard things that a sixth, seventh, eighth grader right now can do. One of those is orchestra, one of those is sports teams that are sponsored by their school. So, are we committed to integrating the uh the K8 students from Mountain View into having access to well, particularly orchestra, I think, is the music is the big one.

179Um, for me and sixth graders, we've t I think I sent this question in that the loss of a year of education in an instrument is the difference between having and not having a band um or advanced classes in high school for so moving sixth grade back to elementary. We need to protect that access, but we'd also need to protect it at 78. Where are we on the thinking about well where is that falling on your priorities for how we're going to make sure that those kids aren't missing out sixth grade and Mountain View. We're continuing to work towards that. One of the things that um I want to be clear about is that no proposal is perfect and we have come back to you with uh but based on the direction you've provided and

180we're going to do our best to provide every opportunity to our kids in our schools um and to make our schools continue to thrive and that's um that's our commitment and there's work to be done and we need to have an answer so we can start that work. My question sounded grumpier than I meant it to because it's late and um so yeah, I do I think that that actually Ryan, you're highlighting the point which is that every day that we put off figuring out what we're going to do makes it harder for you guys to figure out how you're going to keep or expand services. And I think I'm hearing that there are things that are possible to do. If we give you the time to do them, they could happen. And so you

181it would be really helpful if we would if we could land somewhere and give you the ability to start figuring those things out. >> And and my response may have sounded grumpy too. Um if it did, I apologize. I just want us to understand that we have to manage expectation and we also have to understand how hard this is and that we will do the best that we're able to do um as people who care about kids. And that is um that's what all we can offer. >> I do want to also point out that the board never decides what electives are at any of the schools or what programs or what sports students have access to because that's operational. So we can ask questions to clarify um from the community, but I want to

182make sure the community knows and the board remembers those are outside of the scope of board role and responsibility and things that we have access to make decisions on. Um, just so it's super clear for folk that we're asking for clarity for folk that are wondering, not because we can actually do anything as a board for that, but um, to help bring messaging to the district staff is important. And I had a question or do you have one that's related to that? >> Unrelated. I had a unrelated question because we've had a couple questions about water quality at Mountain View and that's actually something that's really important to me and things that I do at my professional work a little bit too. So, I had a question about that like what's up with the water

183quality and um if there are some issues um oh I lost my question. I had them typed ahead of time and everything. um if we approved it, would we need to address any infrastructure stuff at all? So that's kind of my question was about that. >> So the water quality So first of all, Mountain View Elementary School is on a well has been since its inception and it is in compliance with Oregon Health Authorities's community drinking water program. So it has its own system that is monitored by Oregon Health Authority and it is in full compliance. All those results are listed on OA's website and I'll be sending that back out through the FAQ process. Um we also comply with the Oregon Department of Education's lead and drinking water program and so we test um

184in compliance with the OD requirements. It is scheduled for a full building testing this in the next couple months here and so we are testing but every test that we have had has been mitigated and is is in full compliance with that. When we did major renovations during the bond program, every fixture that was touched with the bond program was tested and is in full compliance. We replaced every fixture that was touched with a lead free fixture. And so we do um through the community drinking water program. We do colifform, lead, copper. We test at the water source as well as at the distribution location. So I don't know. >> So it wouldn't increase a bunch of water being transported to Mountain View. >> No. No. And I did see some notice about um the

185sulfur level in the water. So the aquaor out in that area does have a higher rate of sulfur which is not it's not unsafe but it is less palatable. And so back in I believe it was 2003 we put a reverse osmosis system in which actually um feeds all of the drinking water locations in the building which addresses the palletability of the water. >> Okay. Thank you so much for clarifying. So, I wanted to bring up Franklin because I've heard quite a lot in the community that it feels like that's just been ignored rather than addressed. And um something that I've really been reflecting on in terms of our role as a board is the position that we have to be able to come back and ask questions that the community may not have access

186to or to be able to see and and come back to you with the questions of the community and see how deep the planning and thoughtfulness has been. and also to help look for holes in in that thinking or to bring those questions forward that might help us look for where um we have more learning to do or more work to do. And in terms of Franklin, I know there have been a lot of questions around Franklin being a school of choice in the community. I heard today that there's thoughts around just wanted to confirm this around transportation for Franklin because I know that even though it's open lottery for folks to be able to transfer in, not having transportation is a huge barrier to who can do that. And so I really appreciated hearing

187that wanted to bring that back. And then I know that in our ask for an elementary school, Franklin technically is a K through eight program, not it has an elementary school. So, I don't know if it was in consideration there or not, but I've actually heard quite a lot of of looking at data around why Franklin would not have the same impact in terms of helping bring other schools up to capacity in terms of overfilling the 78 program at Linus Polling to capacity and would contribute to more blended classrooms. I just wanted to bring that back up or just confirm with the district in terms of I know some of the deep looking at those numbers would be um if if that program were was or had been considered along the way because I think

188that's something the community has been asking just to hear about openly and has felt like there hasn't been a lot of conversation about that. So, um, in the slide deck I proided I prevent, sorry, I'm getting tired. The slide deck I provided on October 30th, it showed, um, with, um, Franklin, it showed both that at the seventh and eighth grade that would take Corvalis Junior High beyond capacity in that proposal. Um, at the elementary level, it has one classroom per grade. In that slide deck, I also share showed how many kids at each grade level at each one of the schools. and that that doesn't necessarily bring us closer to capacity um in the that um chart. >> Thank you. >> Other questions? Sammy, >> it's related to capacity. Uh back to the capacity table.

189uh the initial calculation is basically enrollment of how many bodies can be in a building and then the adjusted one is programmatically and we want to have 90% ideally now we call that number 100% and what you mentioned is that we need to have some flexibility because we will have some blips ups and down and there is immediately number one the first year a 102 or 101% % my understanding that still we can achieve programmatic success with somewhere between one and 109% assuming the 90% formula. Uh what is the range of acceptability in terms of don't go higher than this that higher than 105 or 100% so we're not overcrowded or we can't really deliver on programs and try not to be less than a certain percent so we're not spread too thin. Is there

190a range that you advise based on your >> not necessarily the the number the target capacity by level is based off of an organization that I don't remember the name at the time your mic's on >> A4LE architects for learning environments >> and so those capacity numbers are based on a bunch of other research done by outside organization um and so those are the targets that we have set I don't think I can't tell you a range um you know x percent to x percent of of what necessarily would be our our ideal our ideal is as close to 100% as possible um to be able to do the programming and and as a reminder just because we we look at the budget as an overall picture um and so then we provide staffing on

191our basic level the first passive staffing um equally across schools and then we start adding on additional staffing and funding based on the actual student population and these calculations are all based on just that base level staffing not the other um layers that are scaffolded on. So I don't I don't believe none of these numbers as far as the capacity I think impact um programming in a negative way. >> Perfect. Thank you. Go ahead, Trace. >> So, I just was reviewing the um the Franklin numbers around the the conversation about capacity. So, the if sixth graders in if if you were to if you were to close Franklin, the 55 sixth graders would go well, the incoming sixth graders would go back to their home schools, right? So, we wouldn't have to disperse the existing

192fifth sixth graders because they would become seventh graders. they would go to either Lionus Pauling or to Mountain View. So I estimating that approximately 11 of the current um sixth graders would go into Mountain View by their boundary school. And for easy numbers, let's assume that probably about the same numberish would go. we'd be looking at about 20ish um seventh and eighth graders that would be redirected to Mountain View, which would leave us out of the 108 um uh about 89 that would 90 that would need um to go to Lionus Pauling. Lionus Pauling cannot take an additional 90 kids. Is that correct? because it would put it over the not just the target utilization. It would put it at the basically at the we can't put more bodies in this building utilization. >> Can

193you turn on your >> It's over what >> target. >> Okay. Thank you. Thank you. Any other questions? My last question was around um sorry let me look at it again and thinking about possibilities have what have you heard if anything as concerns from staff and also what about areas of opportunity or excitement have you heard because I think It's important that we hear about both of those things when we're considering this. >> Yeah. I think um so one of the things with our innovation team where there's been excitement is envisioning one the knowledge and skills and characteristics we want every student to gain in our school district. Uh and so we're working on that graduate the profile of a graduate or the profile of a CSD student right now. And I know there's lots

194of you have been involved in different areas of that too. And [clears throat] so that is an area that I think is creating some energy and like positivity of thinking around what do we want uh students to gain and then how do we do that. The other pieces around our innovation teamwork is again is excitement around the those grade bands and what those could look like. Uh particularly around uh elective opportunities and what what teachers are excited about teaching. I know I've heard from a few different teachers both at middle school and elementary that have talked about excitement. heard from some I don't want to say this because I don't have permission to say what they shared but but um people at other levels who have said I've always wanted to teach this and I

195think in this model I might get to do this now or I went to school really wanted to do this but here's where I got a job and maybe I have an opportunity to go back to this grade level and do this thing now or I've also heard excitement from some teachers on I've always wanted to just teach reading all day long and and I don't I hate teaching math or I want to teach math all day long and I want to teach reading and so there's opportunities in that that our staff haven't have haven't been able to do um because of our our models of haven't allowed that flexibility. So I think that is some of the excitement that I'm hearing from folks. Thanks. Okay, any last that I'm going to do a little

196recap. So, what I heard as some language that needs to get potentially developed for consideration is something about the high schools based on our conversation. It's something about Wildcat Park Access based on our conversations and something about Leticia Carson's name based on our conversations. Did I miss anything? probably just it's for the leadership uh commitment to bring back the transfer and transportation policies >> that is outside of the that is on notes. Yeah. >> For a future conversation. Yeah. That would not be on any kind of languagey kind of stuff. So yeah, >> but I did have that written down. Yeah. >> I just want to bring back also the discussion about caring for our kids. >> Oh yes. through the transition and making sure that we and staff and helping them through that process

197and also like the plan moving forward all of that how to help the schools taking kids welcoming kids into their schools how are we going to do that >> I think that's an important consideration regardless of what happens because this has been a impactful conversation >> across the district. >> Well, and we know from past when this happened before, there were two definitely different ways of doing it and there was some really positive outcomes when we looked at the transitioning process starting in the spring, not in the fall. And so staff that were moving to another school were part of our staff meetings. They did lots of um um different activities that would just really help each other get to know each other. And then one staff opening their doors and saying, you know, what

198is the best way we're going to make you feel welcome into our school? Like do I need to give you my classroom? do you want this classroom because it's, you know, how however just little things like that and setting it up so that staff feel good about it and then of course our kids um doing there's just there's some different ideas I think we can look at to help our kids transition but they need to start in the spring. >> Thanks for Sammy. Uh, in the spirit of the next steps, I believe the topic of oversight or updates, I know Ryan will do that because he've done it through the bond updates. I want us to have frequent updates how the transition is happening. It's uh the trust and verify transparency with the community how

199this is happening. We need to share with the community how close are we to make whatever decision we make a successful decision. So maybe embedding in the resolution or uh or the motion, if we would consider one, frequent updates on transition uh progress that could inform us about challenges the district is facing or possible policy decisions the board may need to take as we progress. I believe that would be something I would love to see a language on. >> Okay. Um, and I just want to make sure that nobody's confused with this conversation that nothing has been decided. And so my comment about there being some care no matter what happens I feel like needs to happen. And so that's where I want to make sure that's super clear that we're not making a decision

200tonight. Um, and we have one more meeting in which we'll be having discussion and we're we have I want to make sure to that the board is still on board. That sounds weird. I'm getting tired, too. Oh, no. I'm facilitating. I can't get tired. Um, that the board is still in agreement with our established timeline for some kind of decision regardless of what that is on Thursday. And I see Laura has her hand up. Are we also going to change the language and planning for the high schools in the proposal? >> That I had language about the high schools. Yes, that that was the first thing on my Okay, cool. >> And then it was high schools, Wildcat, the name are the three things I have written down. >> Is is that um true though

201about the timeline? I'm I'm I've been very clear about my position to this point, but hearing what needs to happen with staffing that we need to make some kind of decision on Thursday. >> I I agree. I agree. >> I agree as well. >> I agree. >> Okay. So that I wanted to make sure we were clear on that part because we hadn't said that for our expectations for our meeting on Thursday. And um Lou, do you feel comfortable just re after this conversation just kind of recapping that in terms of the decision what what is in front of us to decide like we have the we have to don't do anything the close only shelter like do we would it be helpful if we or do we just leave that for Thursday? We leave

202that for Thursday because um somebody's going to have to make a motion of some sort on Thursday and I don't want that discussed. I do not want that discussed during this time at all. >> Chair. >> Yeah, >> maybe we need to in light of our uh working agreement. I just want to make sure we have a commitment to each other and the community of no surprises. So for example, you just summarized the possible modification on the two proposals or no proposal at all that we want to consider and we exhausted all possible options or if there's any option we just want to elevate it now to share with the community. This is these are the things that we're considering. Is that fair thing to share with >> three things we've been talking about this

203whole time like do nothing >> which um is an option. The other one is I don't think we would be voting on the original one because we asked for a revised proposal and have not asked to go back to the other one but I might be misinterpreting the process. However, that option is still there. So that could be something that somebody puts forward. So I don't want to get into like I don't know if this is making sense right now. >> It does. >> Okay. It's just hard because I feel like we're actually moving towards a conversation around deliberating towards a motion and that's not this meeting. We um have already noticed the community that we will be doing that on Thursday and I just wanted to make sure that was the timeline we were

204sticking with and everything. >> Chair. >> Yeah. >> May we also share our commitment again with the community. Uh we're still accessible through phone calls. >> Yeah, of course. >> Mail, email, >> personal meetings and public testimony on Thursday. I will make I do want to be transparent with the community that some folk may have more availability than others between now and Thursday. And so um just know that. But you can still call us and text us and email us and request meetings and stuff like that for sure. >> Yes, Sha. Just on the lines of care with the community, I know we've had asks a couple of times from folks around a town hall or some type of Q&A discussion. I know that could come just through individual conversations with the board or other,

205but just something for us to think about at some point moving forward regardless of the decision that's made. Um, just in terms of having that chance, I know last year I heard from so many community members how valued that time was to be able to have back and forth conversation to have questions answered, to hear updates um, in real time that felt really collaborative. So, would just love to put that idea or make sure it's still held as >> I like that idea >> possible way to just >> show care and continue collaboration with the community. >> Okay. any are we done talking about the >> No, I'm sorry. I just need to go. So, on Thursday, someone's going to make a proposal and I'm try Sammy, are you was your question were you asking

206the board to agree to limit what they would consider as a motion >> kind of? Yes. Is there what's the range of options we're thinking of? uh which is all the way from uh no consolidation to proposal one to proposal two or the modification and any modification of the modifications that the chair have summarized. Is there anything else we might be considering? So yes, are we committed to maybe that's that's that's the kind of proposal because yes. So yes, that's the limitation that I'm thinking of. Are we committing to that limitation or not? And either way, I'm I just want to elevate that today. >> I'm not even sure if we should talk about whether we're committing to that limitation because I feel like that would mean we're effectively discussing the proposal. So, I think

207we someone's going to make a motion on Thursday and then we're going to vote and we'll have discussion and then we'll vote and then I suppose if the motion that is made does not pass, we will have to figure out what we would do. Sure. But I I think it would be probably not the greatest practice to say we're going to agree that there are things that board members would not decide to include in a motion right now when we haven't entered into deliberation about a specific motion. Does that make sense? I don't know. Now I'm getting tired and I'm stumbling over my words. So um so yeah. >> No, that that's fair. Just to make sure we're communicating with the community all options are on the table. Uh we discussed our criteria. We discussed

208the options that we want to dig deeper into and any motion could be proposed and we will debate it in front of the public as well and that's still still fair. Just want to make sure we we share that as well. Is that clear for everyone? [clears throat] Okay. with um no further business. That was our only business. And um thank you for staying staff and community for an additional hour and 4 minutes beyond our alloc or hour and 34 minutes, excuse me. Pass. U meeting is adjourned at 9:34 p.m.