GBAPSD Board of Education Special Meeting: September 20, 2023

001[Music] thank you [Music] thank you we're going to call this meeting to order this is the special board meeting to hear presentations from vendors with regard to our equity and boundaries work and uh first we're going to do the Roll Call can see Becker here McCoy here Leighton and Warren she's excused Welch here liarly here Mills he's also excused Gerlach here okay we have five board members present two are excused um we're gonna go we're gonna Dive Right In with our first uh our first presentation from MGT um who's who is with us if you'd like to please um go ahead and introduce yourselves um actually before we get started I just want to say that we'll be listening the board will be listening to these presentations tonight um and then uh we'll um be

002taking the information home with us we will we will not be voting on this tonight tonight is just the presentations um to the board and uh voting will happen at our meeting next week so okay um so can you please go ahead and introduce yourselves still learned yes thank you so much for having us my name is karinda Barrett and I'm with ngt vice president I have been with MGT for four years and ironically today uh Danny and I are actually about 19 minutes from you even though I come from uh Tallahassee Florida and Danny is in Texas we happen to be here visiting North Central uh Technical College today so we are enjoying your great City and and happy to be connecting with you virtually today um with me I have David Cates Dean

003Daniel Dominguez and Morrissey Warner so we understand that we have 45 minutes to give you a presentation and then time for questions and answer answers after that I just wanted to confirm that and make sure that is that is the plan yes perfect okay if we can let me see can I go ahead and share my screen yes Perfect all right so I am gonna share and you should be able to see my PowerPoint perfect okay awesome so we'll go ahead and jump in and our agenda is just to talk a little bit about MDT and Davis and the great work that we can offer you we'll do project team introductions so you know a little bit more about our leads and what we can offer in terms of the expertise and experience that we

004have we'll talk about our qual project qualifications and some of the work that we've done for other districts that are like you and we will also then share our project approach timeline and then talk about why we think you should select MGT so again thank you very much for the time that you give us today so first off just to jump into ngt we are one firm but we're very proud to offer a variety of services through a lot of um our organizations those organizations includes here at infotech Davis demographics which you're going to hear a lot about today at directions ehna katamba and layer three we are very focused on social impact we are a leader in the sled area that is State local and education and our North Star is really all about

005the impact that we have on students and communities so that's really important to unite that passion of like-minded people and be able to help you drive success in your community particularly when we're having a lot of these hard conversations we do understand the impact that they have and how we're talking about people's lives so really this is our mission impact communities for good we just really are focused on the good that we can do and the good that we can help you do we serve Across the Nation we are nationally recognized locally focused and what's really great about our organization is we're not just an educational consultancy we have technology Finance diversity Equity inclusion performance and educational Solutions all together as one provider we have 500 staff members from across the U.S and we bring

006a lot of insight in the work that we do and we have partnered with more than two thousand twenty five thousand engagements in the 50 years almost 50 years we're getting ready to celebrate 50 that we have been in existence our Solutions focused on a lot of different areas we continue to focus on the fact that we are school people helping school people in that we focus on academics operations technology Equity finance and human capital so that can be very helpful in projects like yours we have delivered over 350 solutions to school districts Nationwide 50 million students is the number of students that we have impacted here and across the globe most recently we just did a project with the American School of Doha and said over in Qatar so very excited to also have

007that International perspective too and we've worked in 42 States a little bit about our team members I serve as your executive on this particular project so if there's anything I can help with anytime please let me know um we've got a few of our Leads Here Lance Richards he has been with us for just a little over a year now he was a former superintendent so he has some great perspective he's worked in some of the projects that you'll hear us talk about today including Jefferson Parish and city of Lynchburg Lauren Woods is set up to be he's proposed to be your Project Director he was unavailable tonight but David Cates is standing in in for him and so is Marsha or Marcy um Horner so you'll hear a little bit from them too later

008on the rest of our team is here so you'll see you'll see the difference that they have Georgia Leonard she's project manager Cameron arseneaux GIS analyst Danny Dominguez is a consultant who will do um the community engagement and the diversity Equity inclusion work and Diana Goldstein is our Guru when it comes to web-based survey Administration so very excited to to have a lead team um for you to work with we also can pull in many other team members as needed for example we have Rob Tanner on our team um Rob has worked in Jefferson County and one of the largest districts in the nation and has great experience with Transportation so we can tap into those folks and into the the wonderful expertise that they offer the next thing I want to talk about and

009share with you is our experience and I'm moving through these kind of fasts because I do want to get to the heart of of what matters is really how we do our work so as we've mentioned you know 25 000 projects that we worked in in a lot of different areas with those demographic boundary studies we've helped districts make those tough decisions we understand what it takes to have those those conversations um that we have worked you know for example we have worked with Metro Nashville Public Schools very large District we've worked with Danville Public Schools Virginia Fairfax County we understand how folks are not having children and we're starting to see the decline in the populations those younger populations and with that happening it really takes a lot to you know make sure that

010we understand all of the different areas that we help prioritize and what matters most to the community and then are able to assist with looking at those different scenarios that are available now I'm going to go ahead and turn it over to David Cates who's going to share the project approach with you so you have a good understanding of how we will accomplish this project how we would propose to do so David yep thank you corinda hopefully can you hear me okay why don't you give you a little bit of background on myself as well uh she mentioned Lauren Woods had a conflict tonight I'm in this place um our company Davis demographics combined with MGT about a year and a half ago our company has been doing forecasting and Boundary work for public school

011districts for over 30 years and I've been part of the company since it's beginning about 30 years ago so I'm going to kind of walk you through our approach and some of more of the technical aspects of how we do our forecasting and Boundary work and I'll be able to have a happily answer any questions you might have um afterwards about that so we've got a two slide thing here kind of our approach uh once we get every we get chosen the first things we like to do is start off with a kickoff meeting with the project manager on the the lead as well as maybe some assistance with District staff kind of set up the time frame time work for all the work needs to be done we start the data collection process pretty

012much right away and that starts once we get the student data I'll share that a little bit with you get good clean student data to work with then the clog starts ticking on the rest of work so we start doing our research for development and webmank and other factors that go into the forecast so we roll that into our demographic study and then once we get the forecast and the study done then we go right into the boundary analysis and helping you look good scenarios whether you're closing schools opening schools just trying to right balance your zones to your schools we can help you with that next slide and again a little bit more deeper into the the boundary process I'm not exactly sure what you're how involved you want to get whether it's just

013District staff taking bring in Keys stakeholders from the community in the process and then eventually bring in taking that all out to the community there's a community engagement which we contribute to as well as other uh staff on our in our company to help you with that process and again we tie it into a report and we can share with the public and the board and bring that to the very end of the project there so that's the next slide please all right not necessarily needing to see the details on this but what we start with this is the demographics the the forecasting part of the work we do we acquire your student data we look at your current student data as well as the historical last three years we have a form that the

014district needs to look at and fill out essentially saying the DNA looks correct it's clean you sign off on these for all the three or historical years in the current year and that once you sign off on the data then we begin our work so that's just a screen capture one of the forms we use for that process next slide please and I think it's got a little bit of the animation go ahead and click a few times there there you go so what we do everything that we do Davis when we do our forecasting is using GIS we've kind of been the leaders in this field for over 30 years and whether you are familiar with GIS whether you have it yourselves or you've used it before in a way that's understandable maybe to

015most of uh folks out there as you've used GIS today you probably didn't even know it when you go on your phone or your computer or your tablet you punch in an address and then it tells you where the best route is or the time to do it essentially that's GIS you're taking the street Networks you're mapping out an address and using satellites tells you the the best route to get there we use the system to map where the students are so these dots you see are the locations of your students both of all the current students we would take a snapshot of and the last three years so you'd have four years of historical data to analyze behind each of those Student Records you'd have an unlimited number of fields that you could include

016such as all of the obvious to their addresses their ethnicity if you need to Grade School attendance free and reduced programs test scores things like that they all kind of get brought in there and any dot you clicked on on the screen can pull up information for any number of those students next slide once we have the students map we can get into what we call density Maps this is when we did last year where you get to see your overall District in the real pockets of where the students are and that can be maybe some areas are more rural it could be some of those white yellow or kind of hot areas maybe there's a lot of apartments in there so there's a lot of clustering and so that's the 10 000 foot level

017we could zoom in at any level and look at your density as well that's the GI that's a one of the advantages of using a GIS system next one please and there we go another thing that we do for you is we have what we call we create study areas and as we hear their planning areas or let's just say neighborhoods if you will the numbers on the screen are just identifiers they're not necessarily telling you the number of students or whatnot but this is really helpful on a lot of different levels one we create your zones your existing zones for your schools those would be the colors you see and then we break them into smaller areas typically anywhere from 75 to 100 PK 12 counts of kids in each area that's why there's

018sometimes different shapes and sizes we also track your development this way and as you can see you can see through it the early imagery we have parcel data but we also like to do our forecasting at this level so if you have let's say we create 500 of these regions essentially we're going to create 500 forecasts for you and then they can our software groups them by Zone by the overall district and these become the building blocks for doing the forecasting part of our software where we can move these areas around color code them and create new boundaries and zones and it counts up all those students by their appropriate grade ranges in there next slide please another uh document that we provide and I've heard this is one of the more useful documents is

019when you can tie in your known Student Records that you pull up on your system on a daily or weekly basis with where the students actually live which is the mapping I showed you you could create What's called the tenants Matrix where you can see we have a column if you provide us with your school capacities and then we look at the number of Resident students living in each of their zones versus the enrolled numbers and you can see if it's above or below the design capacities you see the transfers in transfers out students coming in from completely outside your district and you get to see the inter and intro District transfers this is just a summary sheet but we have a much more detailed one it just wouldn't look good on a small screen

020like this but this really helps you track and look at your open enrollment easily see schools that are outgrown their boundary because when you just look at the enrollment that doesn't always tell you the picture you could have been diverting students away because it can't hold that many so when you look down certain columns there you can really see your problem areas or areas you need to focus on when you look at the matrices next slide please this is the flow chart of how we do our forecasting and what goes into it I mentioned about the student data your current records and your three historical records that flows right into the middle part where it says Mobility factors well Mobility factors are as we look at your established parts of your community and we look

021at I'll just make it simple in a certain area in 2009 20 let's see I mean kindergartners are there and 2021 student data how many first graders in that same area if no one's moved out or in it's a string 1.00 Mobility Factor what we call straight pass-through if people have moved out or children I should say has moved out the number is going to be below one if more have moved in in that year it would be above one so that's really critical for looking at the historical data that's where they come in on the left side you see the birth factors so we do historical birth counts usually we can get them by ZIP code correlated as closely we can to your boundary those are for estimating kindergartners or in some cases uh

022pre-kindergartners as well and at the far right there we have student yield factors also known sometimes the student generation rates that's how we fold in the students from new housing so we try out the new housing very carefully I'll show you in a moment we visit the sites we put in phasing and we apply those yield factors on a yearly basis to see how many students at each of your grade levels are going to be entering your system and those all go into our forecast all those different aspects so now I'm going to show you each of those with some examples so this is uh um as you can see there historical live birth counts the orange line or row that's the base here let's just say this was last year's a snapshot of student

023data let's say from October 22. the numbers above just show you the trends what's been happening your ZIP codes District wide of in this case they've kind of been dropping but you can see some that of it's kind of picked up again you could also now see in the future the next three or four years of those have already been born so we can kind of get the trends of what's going to be happening we think in our kindergarten classes for the next three to four years and then we do averages after that to estimate for future years because if we're going to do a more than a five-year forecast a seven or a ten year those children aren't even born yet so we have to look at current trends and roll those numbers out

024for the the long-term forecasts next again these are going to be kind of hard to read but hopefully you can at least see the colors this is these are those Mobility factors I talked to you about where we have four years of student data this was from last year so we used 2019 all the way out to 2022 data and we pair up the data we compare 2019 to 2020 2020 to 2021 in 2021 to 22. so there's four years of data with three years of change and we average it we don't weigh it so it's a more conservative model and what this shows us in your established I showed you study areas or neighborhoods in your District what are the trends these do not include areas with new development that's going to be treated

025in a moment how we fold those in so these are your established built out parts of each of your zones we like to break it down by Elementary zones because those are large enough sample sizes to get good numbers out of them but they're not too small and they're not too large so in this case you know I think there's about 20 or 30 regions and when you read a cross it it literally is telling you in that first one I think it's Atkin Elementary School K-1 in general what happens when you will go from K to one that column is typically what I call group green one of your more green columns that's because not all the kindergartners go to public schools they go to daycare or they go to you know they still

026go to kindergarten it's not a required grade and they kind of just show up in first grade in most districts the one to two numbers you can see they're more red in this District's case they've been losing kids some areas in the community are gaining but for the majority they are losing and you can see that eight to nine column that's one of usually the greenest all of them and that's because again kids are coming out of the woodwork so to speak coming from let's see parochial private schools that are typically K-8 and then they show up in the public baseballs so you'll get kind of a boost there and then the last three years kind of shows you I guess you might call them High School Dropout rates it kind of happens there so

027these are really mostly a reflection I'd call your your resales what's going on in your community as people are selling the homes and new people or our families are moving in this captures that a lot apartment migration quite a bit as well so that's what's happening these are not from new developments this is what's happening in those other areas next and lastly where we bring in from the new housing we can generate or if it's sometimes provided by our clients the school districts what we call student yield factors or student generation rates so there can be these happen to be broken down by PKA key six seven eight nine twelve they can be reorganized based on your grade configurations but you can see the numbers it's actually pretty simple math doing the with the gis

028work that we have we could identify through the parcel data years of construction this one we looked at a 10-year window 2012-22 and we grabbed all these single family units that have been built during that time frame about 1200 that's a good anything of 500 or above is I like to say is a good sample size and then you can see the actual students because we know your students where they live in conjunction to those parcel where the harms are so we literally can just do a simple equation so many students coming out of so many units generates this factor and in this case a PK 12 single families 0.585 that's a little over you know it's about 59 students come out of every 100 single family homes and then you can see the breakdown

029by grades we can do it by Condominiums and town homes smaller sample size the apartments there's a lot of them six thousand and then there's special sometimes other ones we look at the one at the far right just two for you units but we just kind of put that in our tables um if those are new units they're going to build next slide please and again we track we do tracking all the development by housing types we can put our reports we put together a lot of charts or pie charts or tables that shows you like total projects how many units we're estimating I type and also just totals all together and how many students those would be generating uh next slide and this is another example of the detail we get into our reports

030we provide Maps this shows the developments tied to tables that shows the project names how many units how many have already been built how many are to be built what type of projects the yields apply to them or what's going to come out of those projects in each area and these are organized Again by your Elementary zones we know that you're going to get them all the way through high school and middle school but again these are just zones that we apply these customized rates to and apply them for the units of the the new units that are going to be built within your District next slide please as an example of uh I kind of go back just a photo there we hitting the road we go and we we visit the sites ourselves

031if we can if they're not open or available we we call them or we visit with your county and cities as well so we kind of obviously do a lot of work on the internet as well we look under for literally under every rock as you can speak and that's one of our strengths is a level of detail we put into new development next slide well like I said before this all gets folded into our forecast this is a what we call a district-wide resident forecast we show the three years of historical data on the left the current snapshot so this would be 2023 for your district and we roll out a 10-year forecast and for the next individual years all together what's in there by grade and this is kind of the summation if

032you will of all those study areas that we talked about we run for the forecast for next slide we also have the ability with our software to break these down by your school zones so these are resident based forecasting especially if you're going to be doing any boundary work it's critical to know where the kids are where they aren't going to be where they're going to be additional students not so much on the transferring because that'll change as you open schools closed schools when you're doing boundary work you really got to know where the kids are so these are reports we can pull up very quickly that tells us in each of your zones historically what have you had for Great Are the is it a declining area is it in a growing area is

033it heavily weighted towards younger grades versus we call it the bubble maybe it's moving through your middle and your high schools now and you're graduating out a large we've seen 12th grade classes and bringing in much smaller kindergarten that's an aging Community or is it the other way around now you're bringing in that's refurbishing in new students and regenerating more students every part of your district is going through different Transformations if you will some are in growth decline or stable we're able to track that and again sometimes what we're doing now for a lot of districts is maybe you're not closing or you're opening a school but the demographics have really shifted and this one zone that wasn't generating many kids 10 years ago now two years ago or generally a lot more now so

034we can right size some of the boundaries to more correlate to what's in their zone or will be in their Zone with their capacities and the charts below so kind of give you a little quick visual of areas growing or declining or stable next also if you notice in the there in the right those are those study areas I talked about so those little boxy funny looking shapes with our software tools we do a forecast we can quickly Show You Pockets of growth or decline in this case over a five-year change where's the hot spots where the area is going to be stable so there's what we do and and how we do what we do using Maps using good data visualizing everything that we do is really helps the process especially when you expand

035this to working in committees or the public you know you're not just running numbers through spreadsheets these are I kind of call GIS living breathing spreadsheet you actually see where we're talking about the growth and a lot of times it's it's probably backs up a lot of things that you've thought or the public has thought we're proxy providing the information that that justifies a lot of actions that you have to do and unfortunately if you're declining or closing schools it's a very tricky process and having the visual tools really helps it go a lot more smoothly next slide so I'm gonna introduce Danny to help go through some of the community engagement and Dei work and I'll be back to go over a few more things with you thanks David hopefully everyone can hear me

036okay um well I just want to take a moment and recognize that that is a lot of dense data and we've recognize that it's not always palatable right when we think about how we are trying to engage your community and so what we offer on community engagement strategy is one that is directly distinctive to your District your mission and your vision at heart we want these conversations to feel like they are very crucial to the effects of a journey right we are trying to tell a story through that data but we can only do that through the narrative and the storytelling that you and your community can give us and so what we do is we try to provide almost like a path forward Journey where we say where do we want to be the

037expectations in that project initiation that you would like us to accomplish and you alongside us supporting our work and and kind of a mutual understanding the data collection allows us to to understand what we know the present form of what the community takes on and the district takes on the model review obviously allows us to think take a look at the past what have we've been doing where have we been what are the ways in which we have been successful or need to understand the more critical points going forward and the community feedback engagement really allow us to share all this information in a way that is again palatable to the community but allows them to really have their voice heard and we oftentimes think a lot about how our strategy has allow our strategies

038allow us not to just hear the person who has a lot of sports in the room but we get to engage people in a multitude of different ways that allows each and every person to have a point of Engagement if they would like to do so and then finally that final recommendation piece allows us to see the path moving forward and so all five of these components really allow us to put you all at the center of this work even though the data might feel the underlining Foundation of it you all are the ones that are allowing us to design it through your lens and so that's what really our community engagement piece is all about when we look at reaching the Green Bay Community we do it in a multitude of different areas as

039I mentioned we want to make sure that each and every voice is at the table we often try to say that we try to make space at the table it's not just um you know creating a bigger table creating more chairs but we use those analogies because we really want people to feel as though at every single level in the community relationships are being built to make this work effective we don't want it just to feel like it's um the the board doing even though you all obviously are those directive those those guiding pieces we want people to feel as though individually they are making an impact in their community and so we do that in three multiple and three different ways we do on-site conferences so more of a group oriented effect to allow

040people to kind of bounce off ideas from each other to to learn about their own lived experiences we use Virtual live polling that allows us through pull everywhere to really gather thoughts in a very distinctive and live way that allows for anonymous and confidential analysis but allows people to kind of again share some sense of consistency of consensus around thoughts and feelings around there and then finally do the virtual focus groups as well again to allow for an accessibility piece when people are working or have kids or may not be able to make it to an on-site grouping this allows for uh some more of that um that accessibility piece we know that organizational growth is only effective through people empowerment we can give you the work we can provide you with the data but

041it is not even remotely effective if there is no participation engagement and empowerment in that work and so what we do we go to where you all are you know karinda and David mentioned we have people across the nation even across the globe that allow us to do this work in every time zone and every state and every area that allows us to be where you all are again you know Karen and I are laughing because we literally are only a few minutes away from you all just in this moment right but that's a really effective way to feel as though we are always available to you all through focus groups through 101 meetings interviews even voicemail inboxes is you know something that we always try to emphasize is that we are always a phone

042call a text an email whatever it is away because we know that that's the only way that we want this work to be done we are not people who necessarily have a stake in this we don't necessarily want our voices or our work to speak um the power of what this goes forward because we know that when we Ascend you with this information we provide recommendations those recommendations are going to be very impactful in the decisions you all make at the end of this and you also will see the fruition of those decisions made for years and years in common so we want to really feel as those Community are are having the empowerment to create change as well alongside us um we do this in multiple different ways we listen to you all and

043understood how important diversity equity and inclusion is and we have a variety of best practices that we utilize across the work that we do I mentioned that we use the inclusive design of community engagement through multiple meetings at different locations and communities we know that some districts are very widespread so we offer different times different locations whether virtual or in person a lot of people have access again to those meetings to have the ability to sit in listen get that all that information that we offer so they have a first-hand experience in those community meeting meetings I mentioned that we do a live polling simultaneously and anonymously to capture various perspectives I know myself I like to work in groups of people who I'm learning from them they're learning from me and those learning those

044lived experiences allow us to create a more holistic look at a community and so those live pulling allows us to really share and that consensus we also meet people where they're at in sense of language so we utilize real time interpreters if that's something that's needed we promote and use culturally and inclusive languages through our surveys we did a project I think we had around 10 languages that we used in different survey tools that again allowed us to capture a variety of different perspective and experiences so it wasn't just limited to just an English interpretation of our of our work and then obviously we look at the reviews analysis of these scenarios through a Dei perspective we understand again that not everyone will be affected or transformed in these recommendations in the same way and

045so we want to make sure that the consideration of social socioeconomic impacts are being understood things like transportation resources being expanded on or merged together in consolidation we want to understand that the impact of programs and how that access um and and how those um those extriculars are affected by certain ways that we see that data being culminated and those recommends that we utilize we want to make sure that we are not just again providing you with data just to say a student is a number a place as a location these things all have stores and there's up to us to engage and Empower you all in the community to really share those stories with us that we are making really informed decisions through this lens of diversity equity and inclusion you know come back

046in here thank you Danny um I want to now focus on our tools what makes us unique and how useful this is for you and your the process we've developed our own software called School site Pro runs on top of the gis software that allows us to do the forecasting part I talked to you about but also now I'm going to focus on how it helps with doing the boundary scenarios we as in myself Davis has been doing this for many years we've become the integral part of your boundary committee process whether it's internal with just a few or a handful of Staff members then you expand it like I said to include maybe principles or other key District stakeholders then you expand to the public and bring them are in all the time being

047very transparent because everything we share we share how we do our forecasting we actually run our tools live you know during those meetings to help be able to create scenarios you flip to the next slide I did some screen captures of some maps that we create essentially shows your friend zones overlaid I mean on top of the color shaded proposed zones and we have ways to show the numbers of current students and proposed forecasted students with the new boundaries with our tools we have the ability to do this like I said picture is really handy when you could actually have someone in the committee say David can you move these areas over the to this Zone what would that look like how close does that affect our capacities we I I'm right now on six

048different committees as we speak I probably at least 10 a year I do all the other project managers like Lauren and other people this is what we do we're internal and also public facing and those these Maps really we even create web apps too to show these Maps if the client wants us to to allow the public to look at these for Access if they can't get to meetings they can look at it that way we have the tools for that next slide please I think I also saw in your RFP about looking at walk zones using the gis you know typically on the far right as the proflies we use that phrase a big circle now that's the old traditional way we'll with our tools now with GIS we can create what we call

049a walk or drive Zone literally from the school out in every direction that's a mile we can do two miles three miles whatever you want and then you can kind of see how it's combined you can see the differences it's a little tighter when you look at the Walk Drive zones we can tell you the number of students living in there and whatnot so again for transportation purposes this can be very handy as well we have these tools available with our software next slide please um these are again not expecting you to unders be able to see these reports on the screen here but we call them data enrich reports what they are is we can pick any geography of your District the entire district one sector of it a very even a neighborhood and

050we can generate 30 to 40 different reports on what essentially socioeconomic information you want there's a report I typically use upon Community um a project or a report that gives a whole list of maybe 30 different things median household income how cost of homes in the area the breakdown of the age of students in that area you name it so we have this all available you go to the next slide as well these are just different things there's one there's what we call a tapestry where you can look at different types of families or communities living in certain parts of your your district and this is another way to check at the diversity of the zones you know we don't use this as the driving force in creating our boundaries but once we create a

051scenario or two or three or four we can then look at them through this lens and show you have are they diverse enough are they not so we could use these reports for that as well next slide again another report looking at you know the the type of jobs people have I mean it's just endless the 10-page reports per each they're breaking down by where you were the 2010 census to now to five years from now so there's really good data that we have available to us to really enhance our our reporting and again if need be helping the Committees maybe for the public it's a little too much information but for the the Committees these are very useful uh slides and tools next please um we're getting close here to the end of the

052presentation I don't remember this is coming or me but I'm just going to speak to this a bit um this is kind of our way we look at this project essentially a nine month window um once we get the project started for the the forecasting for the demographics portion the really political part is once we get that student data and it's okay by the district that really starts this calendar or clock ticking it takes months to get good data you just get pushed down so if you want to be clear on that this is best case scenario a lot of different departments and people are doing different things at the same time that's why I see some overlaps there but overall from beginning to end we're thinking it's about a nine month window I'll pass

053it back to karinda thank you just want to jump in and we've given you a lot of information which hopefully hopefully it gives you a great sense of what you're going to get from us you know I think that's really important and one of the things that our clients tell us is that we exceed their expectations on an ongoing basis we have repeat clients that come back to us over and over and over again and that's one of the things that we really pride ourselves on um we believe that this data Centric work is super helpful when you're impacting communities and trying to make a difference and so you can just see some of the the important pieces here we pride ourselves on being school people helping school people we're Educators and and we've you

054know are very excited to be able to to help and and to move alongside with you and help you through some of these challenging um you know through the school closures we've done it in multiple places in Jefferson County um or Jefferson Parish in Louisiana uh we've done that we're doing it right now in in Lynchburg um you know and so we've we we've done it throughout the country so we understand how important it is to understand all of these different factors that come into play to be able to prioritize what students and families want and then be able to visually show them the impact so we're very excited to offer these services to you we want to say thank you so much for taking the time to meet with us today and we would

055love to hear from you about what questions you have for mine for us thank you very much um this is Laura McCoy um I'm I do have a question actually um how does um kind of the break that happened in um for all schools in this country during covet how does that affect your data collection because a lot of the data you were talking about um was like three you know three years out um and I like how do you account for that if you could speak a little bit about that sir David yeah thank you Greta sorry um well first of all we are two or three years past so you know World 2020 was the most impacted year and as the years have gone on it's kind of been adjusted to some degree

056the mobility is really again the historical data is captured over those four years with a three year out you know change or the average it's really not been affected too much by that we base it on the most recent year this case would be October 23. and the mobility we take a look at it we see if it makes sense we roll the numbers out so we've been doing this again for a number of years since the pandemic it's really jump right back to kind of where things are but I will say this in general some areas have just never rebounded they just they lost a good amount of students and they've just not re-entered the district so whatever you want to call it's the new normal I will admit that when we were going

057through it in 2020 and trying to forecast 2021 as a demographer it was extremely challenging we had to Tinker with the birth rates because it was an artificial decline um we haven't done that for a number of years each other let the numbers roll out and generally I'll just see this out front that our forecasts usually our goal is to no more than one to two percent off plus or minus and we've still hit those marks in the last two or three years thank you anybody else any other questions go ahead I wonder um if you um use a local committee or task force to work alongside you and if so what is their role yeah okay yeah well I I when we when again and I know this is also tied to other people

058whether it be lands or other people that deal with the public Outreach you know first of all we reach out to your county to collect the data and your data directly for your student data but if you're talking about the process of penalty Community I'm not sure if that's what you're getting at are you getting at that the process of going through the boundary change that we were talking about I wasn't getting it anything in particular I just had no idea I just wondered if you use a committee and or if you don't well like I said if we're going to be part of your boundary committee to look at change your boundaries and of course I mean we have facilitated before or co-facilitated with District staff um they've come to me saying David we

059haven't done this before can you help walk us through the process and are given a nutshell I could say that we usually start or recommend starting with a core group we sometimes call a technical group within the district a handful of people that we work on some scenarios get some of the criteria going and again then we expand it to include maybe principals and other key staff and then lastly you bring in from work with District uh officials who are some of the key public stakeholders into this committee that's usually the best process Because by the time you really get out there and you start sharing scenarios with the community you can say that some of of your key people have contributed to this they've shared their concerns the issues we made adjustments to boundaries

060based on some of the public input and there's always a back and forth Danny had mentioned when we go to the public and really put these out there for them I don't know if to really vote on but give us what they the things they like or don't like about it then we can take polling take input bring it back to the committee make adjustments before you even presents something to the board so there's a lot of collaboration that goes on like I said we I've been in committees where there's only five people I've been in some where we had as many as 60 people which that's a little too much I'll be honest and there's kind of a sweet spot in there maybe of 12 to 25 maybe in there but we usually work

061with District staff closely to figure out what is the best plan because every Community is different go ahead James I appreciate that answer and we do intend to establish a committee but looking at your timeline um I saw what looked to be about three and a half to four months worth of community engagement so if you if we were to follow the recipe that you just laid out going from Core group of District staff to a larger any kind of expanding out I mean we were standing at the committee how much of that three to five three to four months is actually committee and public engagement or um is all of that in some of the core group in advance of that that timeline yeah I'll go ahead and jump in with that when we

062do the committee engagement um we we think of it as a funnel so we'll start with some interviews with some key folks and then we want to move into some other type of events that will help us really understand what the priorities are so when we go to um when we go before like a school district and we do an open session we want to make sure that we have really we give them the opportunity to think about priorities because everybody's going to say don't close my school we don't want you to close my school this is you know my my great aunt here my mom and dad went to school here you can't close this school and so we start talking about priorities um do you want to prioritize certified teachers in the classroom

063most parents will say yes do you want to have the safest facilities that you can yes um so when we start talking about those priorities if we start there then the conversation particularly about the facilities in in MGT we do a lot of the facilities work so we understand that piece of it too and how important the facilities are when we're moving these districts and you know and looking at these different models in City areas so that we need to really make sure that when we come to the parents to the communities that we have you know here are the priorities and and how would you rank these and then being able to show okay if you move these boundaries around we're able to put students together and I'm really excited too when we talk

064to parents about that K-8 there's a lot of appreciation for that because they're like oh I only have to drop my kids off at one school or two schools instead of three different schools and so there's a there can be a lot of benefit to that we also notice and greatly appreciate um the opportunity for that Community School where there can be those resources that go beyond the education and that can really support family so you know when we have those conversations with the community you know we've we've stood in front of you know parents before who are Furious and don't want their school closed and so we understand that and we're able to guide those very delicate conversations with a variety of different groups so you know we understand that but yeah thank you

065for the opportunity to clarify that but I've got one more little thing there too if you don't mind um when I when where are you talking about the timeline that we have in the under our schedule there for it typically what we or I like to do is start backwards when what is it you want to not only want to accomplish but what do you want to present to the board a scenario or several scenarios for them to vote on well what is that date what is that board meeting that you're shooting for then you can work yourselves backwards how much time do we have and setting up committee dates and like karinda said being able to get out in the community how many do we have to have are we going to do three

066or four of them let's do them all in one week or spread them out a little bit there's also um I want to add too that I've been doing these just all through the pandemic most of my involvement believe it or not has been virtual um it's adding the tools being able to have people have access to meetings also not just visiting that's a plus to it but also a virtual aspect to it and planning those out whether you start with like you said small committee first and again you know what your end result is you kind of make it kind of helps set emotion how many meetings you need I have districts to say I want to get this all done in two or three months that's pretty aggressive to be honest with you

067but sometimes that can be done depending on numbering and limiting the meetings there's some say you know what we want to be really transparent with our parents our community we have maybe a bad experience before we really want to take our time doing this right and sometimes it takes a little longer so you really will have the main control on how the that process lasts thank you anybody else um I have just one last question um because it's public education and because they're talking about tax dollars how um how do you address like the pressures of like Politics on I don't know how familiar you are with Wisconsin but things that are happening um either locally or Statewide when it comes to politics and pressures I guess what I'm really referring to is like the

068um the stress on the system with regard to vouchers School vouchers does this ever come up in your work and and um just wondering if you've ever had to deal with that with regard to students leaving the district and funding leaving the district yes um Jefferson Parish is probably the best example of that and you know if you look at that environment it really everybody's going to private schools there and they're taking their money with them and it definitely is a challenge and so those are when those those conversations are most productive with the community particularly when we're talking about the priorities so if we've taken the time to really understand you know here are the priorities then the decisions and and those directions and those models and those Pathways become I don't always say

069easier because they're not easy decisions but they become better supported positions and better supported directions to go in so yes we do understand that David do you have anything you want to add to vouchers well for something that's about to change I I don't to be honest I'm not really sure if this has been ongoing for a while or it's something that's about to change it's hard with forecasting to really put that wild card out there I will say though if something like vouchers has been active in your community for a number of years that inherently is in our numbers those Mobility factors I shared with you before that again just because you see a student leave doesn't mean they're leading your District they're leaving your system so if that or the other way around

070if they're coming in from the vouchers they could show up so the way we do our our deep analysis on that that type of thing is inherently included in that factor and those get rolled out into our forecast but to be honest with you if it's something you don't have at all and it's going to start in two years we'd have to kind of sit down together and kind of come up with a plan because I don't want to underestimate or go to any extreme doing the forecast with you so those kind of instances we usually work closely with District staff on how to approach it thank you James I have two questions the first one is on your cost proposal oh I just want to make sure that I understand uh your submission um

071you provide a total cost you provide a justification of that cost and number of professional hours and travel um combined on the back of that um but then there are hourly rates um and I'm kind of looking at a statement that says this amount will be evaluated um so the proposal you've provided is a fixed cost um but it looks like there is a you know a a menu of Professional Services that might need to be invoked if we go along so the conversation about Community engagement in longer versus shorter um what would trigger a change order or some sort of change to this cost and how do you handle that sure um so it can be challenging at times um but to look at the differences there so let me talk through a little

072bit about our fixed pricing our fixed pricing is an all-inclusive price for the work plan that we've given you and we have a very detailed work plan that we'll work through and we'll walk through that so that's what help us helps keep us within Scope when there are opportunities or there are questions about the scope we would have those discussions with you if a project is going longer so um David mentioned you know it it often is challenging not for us to get data that's validated and so if that takes us longer then we're going to have more meetings to try to get that data and we would be having a conversation about this is a point at which this is costing us more time and effort and we would need to have that um

073typically we work through uh situations with clients and it's it's very rare that within a project in the scope as long as we're working within that scope that we add a change order it's only if there are additional services offered so let's say you came to us and and let's say you say well we want to add um five more focus groups so we would talk about the prices uh for what those those would take if you came to us and you said we're going to have a meeting and we'd like to have someone be at that meeting it's a virtual meeting this is how many hours it's going to be we want two of your people here then that's when we would go to the hourly rate and say this is the hourly rate

074and this is what it would cost to have those people here but it's it's it's not something that we're going to surprise you with we work within that fixed cost with that scope does that include um does that number include travel expenses yes we are all inclusive thank you my second question was more about demography so one um question I have is knowing nothing about the subject right um what we do know is in Green Bay we've had a rapid increase in change of our demographics in the community so only providing three years of historical data may or may not or I'm actually asking if you can use your expertise to say is that enough to project um you know demographic changes across that say the next 10 years right so I understand and the

075forecasting that you've provided is more your students will come and go right you know in quantity but as we look at the diversity of the population one of our key concerns is making sure that as we make changes in the district that we aim towards more diversity versus not right and trying to balance that so how using such a short amount of History does that work in a environment with noted rapid change in demographics David yeah um let me just start off by saying this and I'm not trying to necessarily Pat us on the back but our model has been in place for over 30 years and I can't and I'm not just talking about the clients I've worked for The Hundreds that we work for all those years it has worked in almost every

076facet you're defining or growing rapid growth where I've been decline the areas and the times where it became really challenging were the unexpected the pandemic a big economic decline if you will um mostly you don't want to go back too far because again things were different even five years ago six seven eight nine ten years ago you really want to focus on the last three or four years it's worked now if there's new development coming in that you didn't have before that's going to be reflected in our development research so if all of a sudden there's going to be a spike in that we'll capture that it'll be in there um and figuring out a major Define like I said predicting there in three years was going to be a again and bad turn the

077economy and everything is going to go down again we don't quite get into that so we do look at recent Trends we don't go back too far the model looking about the last prior three years talking with cities the county planners visiting the sites you really get a sense of what's going on in the community what's not going on as developments slowed down has it increased recently and we make those adjustments we do our forecast and the other thing I want to be really clear to you too I used the word early before and I want to say it again transparency we as in our demographers there's other demographers I'm not going to name names but they do what I call giving you something like a put it through a black box numbers come in

078they come out they share them with you and you just kind of have to accept them we don't operate that way we share them our draft with you first you look at the development David this is too aggressive not aggressive enough you're missing a project there's a window for staff to contribute to it and if they say wow these numbers look really high can you explain why are these are a little low there is an interactive process we don't we have our integrity we don't just completely try to count out to our our clients thoughts um I gave one example that a client years ago would not accept our forecast he said there's no way our district is not defined in over 40 years and essentially forced me to change our numbers and sure enough

079a year later they'd be fined for the first time in 30 years so I I've done this long enough that I I've seen it happen that you probably should frankly get these updated if not every year every other year if you're declining or growing quite a bit because demographics shift and you want to be able to capture those Trends one way or the other but to get right back to original question yes I'm fully confident despite maybe what you're seeing from five years ago and I'll go over now that we would be able to capture what's really going on your community now and in the future okay thank you anybody else I have oh go ahead James one more so I just want to make sure because I took a little bit of time to

080look into your response to the RFP and so I just to make sure I understand the change order perspective right Community engagement you actually quantify the number of on-site or virtual engagements that are included in the Professional Services hours in your cost justification um but I it's kind of insensitive to committee work so would we just you know lump the Professional Services hours that you have associated with boundary analysis whatever that's all kind of what we would look at as committee committee work no we build committee work I mean we build our projects so that we would expect to meet with my average I would say like every other week um so we have time built in to do that so it's already inclusion inclusive of that is it called out in your response and

081I just have to do a better job reading no we don't have a called out in our response probably as well as we should that's a good point though but that is definitely part we can definitely add that in there to make it clear any anybody else any other question okay um I just want to thank you for spending time with us and uh uh offering us your proposal and um uh you'll be hearing from us uh we'll be um having further discussion as a board and uh boating on this uh next early next week so thank you well thank you thank you for your time we greatly appreciate it we we hope you have the opportunity to work with you thank you thank you very much good night thank you bye all right we're

082back we are um joined by representatives of Cooperative strategies if you guys hi everybody if you all would just introduce yourselves please sure I'm Karen Jackson can you hear me okay yes excellent and I'm Justin rich with Cooperative strategies nice to be here hi is it so it's the two of you tonight it is yeah very good all right um my name is Laura McCoy um I'm the president of the school board and I don't know if you guys want to go ahead and introduce yourself so we didn't do this before but if you if you feel like it um otherwise we can Dive Right In no okay we're ready to dive in so go ahead and and start okay let me share my screen here and we'll get moving all right can you see

083my screen okay yes awesome all right well first of all thank you so much for the interview or the invitation to interview uh we have very much enjoyed our previous work with you all and we were excited by the prospect of continuing that work with you so this is our overall agenda for this evening uh we'll start with just a quick company overview and then introduce ourselves kind of again uh then we'll review the project approach and timelines that we proposed we'll then go over our experience along with a few case studies before we move on to q a so first up our company overview and project team so Cooperative strategies is a national K-12 planning firm we provide a full spectrum of planning Services which I'll review on the next slide we have offices

084in Columbus Ohio Denver Colorado and Irvine California we've been in business for over 27 years and have served thousands of school districts in over 40 States this slide details the services that we offer as I alluded to a minute ago we offer assessment planning and funding services so along with boundary planning and demographics we also have extensive experience in master planning and strategic planning for school districts we do understand the work that you've completed to get to this point and we are able to work with your plan to draw boundaries to accomplish your goals so our entire business model is based on building lasting Partnerships we have quite a few clients that work with us on an annual basis and many that have been working with us for more than 20 years we understand that

085one size does not fit all um and we will work with you to build a plan that accomplishes your goals and objectives while we have proposed a very specific scope of work we look at this more as of a starting point we're very flexible and we do want to tailor the process to fit your unique needs um we can and very much will make adjustments to the process so that it's a good fit for the Green Berry Green Bay Area Public Schools all right now we'll move on to introductions um first of all I want to apologize and hospice was supposed to be here she had a family emergency this evening so she's not able to join us um but I'll just give her a little overview she will be our demographics advisor for this

086process um and the principal in charge she has 23 years of planning experience mostly with enrollment projections and she has completed thousands of enrollment projections Nationwide um my name is Karen Jackson previously Karen Daniel Hamburg that's probably what you've seen on the report before my primary focus is boundary planning and housing analyzes um I've done a boundary planning Warfare all over the country more recently around here in the Midwest but I've also done a boundary planning out west and many of these processes involve some level of maintaining or improving diversity as well as Equity planning whether that's equity in school choice equity in school programming equity and access Etc I also lead our housing studies company-wide and Justin if you want to go ahead yeah I'm Justin Rich I've been working with school districts in

087a lot of different facets uh for over 18 years now um more recently I've been focused on Boundary analyzes and demographic studies so that's been the core of my work over the last several years I'll be helping Karen Along with Dan in this process um and we we do take a team approach just to make sure we're leveraging resources and experience uh and perspectives thanks Justin and along with the three of us we also have a staff with various skill sets available to help support this project so next up we'll review our project approach that we have outlined in our proposal we use an iterative boundary planning process that not only takes into account District goals but also Community feedback we very much value Community or stakeholder feedback whether it's from the board the administration

088or the community and use it to craft a recommendation that both the district and the community can be proud of I do have a slide for each of these so I'm going to kind of just Breeze past this here all right the first step in our process is our plan for planning meeting essentially during this time we'll want to confirm the process and timeline as well as discather discuss other processes that we've done um as I mentioned before we do want to tailor the process to fit your needs um we have experience doing this work in a variety of ways with a lot of success we're adaptable and we can evolve to fit your needs during this time we also want to establish some Equity targets and goals Equity can mean many things to many

089different people we have we have found that out through our experience we often find that equity in schools means Equity of access to high quality programming or high quality schools but that isn't always the case and we want to ensure that we're not making assumptions we really want to know what Equity means to you so that we can work toward that goal throughout our process so during our initial meeting we'll also discuss boundary planning criteria this criteria this is criteria that we'll use throughout the planning process as guidelines or planning parameters to create boundaries we recognize that you already have quite a few guidelines to work from this is excellent um we we've looked at these I think they're great we'll also review additional guidelines that we typically see in our other processes just to

090make sure that we're creating boundaries that will be acceptable to both you and your stakeholders um all right so next we'll take a deep dive into the current state of the schools we'll look at utilizations of buildings or just enrollment divided by capacity and where programs are currently located compared to student populations excuse me we'll look at student demographics and analyze how we can maintain diversity in schools during this time we'll also look at using a diversity index which will allow us to draw boundaries with diverse populations of students without using that student level demographic information that we're not allowed to use often times throughout these processes we get the question well why can't everybody just go to their geographically close to school we hear it over and over and over again because of this

091inevitable question we'll complete a closest school analysis which uses GIS to show what the boundaries would look like if every student were to attend their geographically close to school the vast majority of the time we find that the closest School boundaries do not quite accomplish utilization or diversity goals um for each school so it's really just about it's some powerful information uh that we can use when relaying information to the community we'll also review the cohort survival and housing projections that we created a few years back actually maybe last year to ensure that we're still tracking and make any necessary updates at this time we'll provide density Maps such as the map in the top left in this case the this District in particular we looked at density of students by race screen reduced lunch

092status special education and English as a second language in order to help me the goal of each uh each School reflecting the breakdown of the Greater Community as a whole we can also map demographics compare capacity and util ographically and review student transfer rates within neighborhoods or existing boundaries the map on the top right shows the rates of students transferring [Music] um from the out of their home school by half mile blocks in this District in particular we found that the areas with the highest transfer out rates were zoned to the most impoverished schools um all of our reference materials that we create to help paint the picture of why we are undergoing this process and the complexities involved with this process will be posted to a project website we've really found that the more

093transparent we can be and the more information that we offer up to the community the more understanding the community will be of the process and ultimately the more successful a process will be sure okay we'll use the enrollment projections and housing study to ensure that we're drawing boundaries with longevity in mind we certainly don't want to be here again in the next couple of years we want to make sure that we are drawing boundaries that stand the test of time we'll look at current year housing yields as well as developments by area that's what this map on the bottom here is showing and these housing yields over here if you've if you've reviewed our reports you've seen these documents the maps tables and charts on this slide just detail the work that we've completed as

094part of our 2021-22 analysis um we do have extensive experience using these reports and data sets to inform our boundary planning processes all right the next part of our process involves a steering committee we like but we really like these committees to include both school and non-schooler Community stakeholders um and we like them to be geographically diverse we don't want a single area dominating the entire committee when facilitating a committee process we asked the community members do you agree to leave their personal agendas at the door and consider the district as a whole rather than just their neighborhood of or student that is easier said than done but I will tell you oftentimes in the committee setting it becomes very clear when folks have their own personal agendas that they're adhering to um it can

095be used either as an Advisory Group that provides feedback on Boundary options created internally or we can even take them through a boundary creation exercise and allow them to assist in creating boundary options we've had a lot of success both ways I I will say that if we take them through the boundary creation exercise they will be able to see firsthand what happens when you move a specific area what happens to the numbers the domino effect that needs to Ripple across the district in order to make it work so it is it is beneficial to take them through it but not certainly not required which is kind of a good segue into our next Slide the uh our boundary work sessions so during these work sessions we will develop or revise and I'll get to

096that our boundary options using the boundary planning criteria to guide us visual representation of data is very important in this process we can show data in a variety of ways to ensure that the community really understands uh why certain decisions are being made we found that the more information we can show visually the more success that we have um people really gravitate toward it the image on the left here the top left this shows one of an example of an options packet it includes Maps feeder information utilizations and enrollment metrics the number of kids moved and then benefits and challenges of this option um we have found that when we present both benefits and challenges of an option because no option is going to be perfect it really does help with the community understanding that

097that there's no such thing as a perfect boundary the image on the right over here this shows an example map used during a boundary work session and on the bottom we do have our options creation workflow all right so once we create those battery options and kind of Whittle them down to probably between three and five we'll take these boundary options to the community for feedback we really want to ensure that the community understands the process and why we're making these changes in the first place and then why certain decisions are made being made in regard to boundaries we do offer both in-person and online feedback opportunities um and once we get all that feedback we will combine or compile it into a report and that will be made available on the project website for

098the Community Committee and of course every the board Administration pretty much everybody to review if they wish so as I mentioned earlier we do utilize an iterative process with a few different opportunities for Community feedback once we create our initial options and gather feedback about those initial options we'll make revisions based on that feedback in some cases the feedback does warrant an entirely new option to be created that's that's not totally uncommon we then like to take the revised or new options back to the community for additional feedback um we like to show the feedback in a variety of ways so along with tables that just show information such as level of support and reasoning behind level of support we can also take that traditional online service to the next level and plot them on

099a map for more meaningful analysis it is very helpful to see where exactly specific um feedback is coming from if an entire Community is saying I don't like this option I don't like this option oftentimes it's because they're being moved in that option so it's incredibly helpful to view it geographically as well and it also helps the decision makers better understand the community feedback and report it back in a meaningful way and then the last part of our process of course is a recommendation so along with reviewing and incorporating Community feedback we'll measure each option against our Equity goals and Boundary planning criteria and that's what this figure down here on the bottom illustrates we really want our recommendation to consider all factors um and be something that the community can stand behind so moving

100on to our timelines we we do offer two different timelines and we we very much recognize the importance of a district having time to plan for things like enrollment or future enrollment in building Staffing and buildings and then Transportation um once the boundary plan is approved so because of this we are providing we did provide two Scopes within our proposal um each with varying timelines we're pretty flexible and can certainly alter these timelines in process to fit your needs like I said earlier so this is option one this is our full community engagement timeline this option includes a steering committee two rounds of community feedback well and two brands of community feedback that are focused solely on Boundary options um the first round of boundary options will be those initial set of options that we

101create the second one will be the revised options that we create based on the feedback from the first round this timeline is approximately 28 weeks um that 28 weeks does include the holidays here um so Thanksgiving and then the uh December January holiday um just a quick note about these these do differ slightly from the timelines that are available in our proposal in our proposal our time I started in September so we just pushed it back a month our second timeline so option two this is our alternative Community engagement timeline um the scope features internal boundary creation so we wouldn't necessarily we wouldn't have a committee in this case um and two Community engagement opportunities the first is to allow the community input on creating criteria and the second would be to gather feedback based

102on our boundary options so just a note by gathering feedback on Boundary criteria from the community up front we will be able to tailor our options to the Community Values and hopefully bring them options that are um a little bit more fleshed out in that case this timeline is approximately 17 weeks again we are including the November and December January holidays in here those are those great out weeks so next up we'll cover our relevant experience and just go through a couple of case studies so on this slide these are just a few of our current and previous School closure or consolidation projects um this is tough work and we really understand how difficult it is to close schools it can be just a messy and emotional process and I do not I don't envy

103you for having to go through that we do have experience and expertise to support you and your decisions to close schools throughout the process we are all about supporting this decision and we will be equipped with data sets to explain and illustrate the need to do so through throughout our work we do understand that our projections were what informed a lot of that work so we're we are ready to explain those to the community all right moving on to case studies here our first Case Case Study is Olentangy local schools in Ohio this is a fast-growing District just north of Columbus a little bit different of a situation than you're in um although Olentangy does maintain a facilities committee that makes facilities recommendations to the district so similar to our previous work with you and

104your team we support this committee by providing enrollment projections and housing analyzes on a near-annual basis which does inform their facilities recommendations then when new facilities are recommended and constructed we were then brought in to do or to facilitate a boundary change process we have a 25-year partnership with Olentangy that spans six I think it's almost seven now Administration changes as well as the construction of over 15 schools so we have a very long-term relationship with them um the map on this side just shows the student density change over time back in 2005 2006 you can see a lot of their density was in the south side it has moved very much North and this is their student potential similar to how yours looked colors would probably be the same if you're familiar with that

105report we are projecting continued growth for them next up is going to be Auburn City Schools in Alabama so Auburn City Schools prioritizes excuse me associate socioeconomic balance for their attendance boundaries excuse me in order to accomplish this the district runs a k235 sister School model for their elementary schools this model really allows for the attendance boundaries to be larger than a K5 configuration would we have completed multiple boundary change processes with auburn and each time we must maintain boundaries of plus or minus four percent of the district-wide free reduced lunch average that is a non-negotiable for them along with boundaries we complete annual enrollment projections for this District um and we've been working with auburn for more than 10 years and next up is Howard County just and you're muted how about now sorry

106about that I'm going to discuss our experience with another District where we analyze their proposed boundary changes and the projected impact regarding some key metrics so Howard County Public Schools is located just west of Baltimore it serves approximately 60 000 pre-k through 12 students in 75 schools so the Board of Education of Howard County has policies similar to you regarding a number of redistricting criteria that includes capacity utilization travel times to schools Community stability uh and also demographic composition of affected schools that's just to name a few um most recently we worked with them when they constructed their 13th high school and the tables that are shown on this slide really highlight the data-driven approach that we take Karen's run through that we take this with each proposed boundary scenario just to to measure the

107effect so starting in the upper left hand corner this table evaluates the capacity utilization the percentages there indicate how full a given facility is projected to to be and you'll note that some are over a hundred and that just indicates that in those particular instances they'll need relocatable or interim housing in order to to house those students uh now moving counterclockwise down into the left hand the lower left hand corner um this is analyzing travel times which was a key uh key measure for them looking at neighboring high schools to that new High School number 13 and what the effect would be for students breaking it down into various uh drive time categories so zero to five minutes six to ten minutes and so on and so forth then the three tables on the right

108hand side they compare demographic factors such as the racial and ethnic composition the percentage of students enrolled in English for speakers of other languages and the percentage of students qualifying for free or reduced lunch status next slide thank you and I just want to highlight a few other things related to our experience in Howard County uh first while this process was primarily undertaken uh to address the new attendance boundary for high school 13. it really affected each and every school level uh the reason why is because the district has a board policy related to small feeder patterns uh meaning they want to avoid situations where a small group of students feed into the next school level in you know a a small percentage so for instance a small group of students going from one Elementary

109School to a middle school say less than 15 percent or so that may make the transition more difficult for those students and uh you know will ultimately affect their experience at the next school level next the process included a substantial amount of advanced planning and coordination this is because the public needed time to be able to evaluate and comment on proposed boundary boundary scenarios and so that required from us quickly preparing data and analyzes to make that available uh prior to public hearing so they they had some public hearing noticing requirements and providing information in advance and then one last thing uh just we we had to account for this District's Capital plan similar to Olentangy School District this is a fairly fast-growing School District um and so they have quite a few uh facility

110expansion projects and planned new construction of future facilities so what we did is we adjusted the assumed facility capacity to to account for that in subsequent years and then we also avoided boundary adjustments in certain areas where there was likely to be changes in the future uh clearly we want to avoid reassigning students or neighborhoods multiple times in a short span of time and that's Howard County thanks Justin all right and our last one is Jefferson County public schools in Kentucky um this includes Louisville in the surrounding area so in in our map over here this area outline to Black this is going to be what's considered West Louisville which is really the city of Louisville um so we were hired in Jefferson or hired by Jefferson County to rework their entire Student Assignment plan

111um when we arrived at the elementary school level there was great uncertainty with school assignment they run a cluster model which is essentially just a large geographic area that has between 5 and 10 elementary schools that families can choose from they can choose any of the schools each School kind of has a different different programming some are pretty standard some have very specific programming um they do this again just to maximize the diversity of their buildings unfortunately the geographies of these clusters did not align with any other boundary there was also quite a bit of inequity with programming among the Clusters sun has some had MST programs some had traditional programs and so on and there were imbalanced utilizations across the board at the secondary level the onus of creating diversity in their more Suburban

112schools was solely on the families in West Louisville um the West Louisville area contained nearly 20 different Islands um and the students had to travel anywhere between 10 and 25 miles to get to school and that that was their school assignment the students that live within West Louisville like I said they did not have an option to attend a school close to home they their Suburban school was their school assignment along with this during this time there were more than 200 feeder patterns there were 227 total feeder patterns throughout the district um which definitely added to the school assignment uncertainty if you think the map on the left looks a little crazy um we are we are definitely in agreement this shows the Elementary boundary or the elementary clusters rather the Middle School boundaries and

113the orange and then in purple is going to be those High School boundaries so you can see there's there's not much alignment going on there the overall goal of our process was to improve student outcomes um we wanted to create consistency where all students get a school choice that's close to their home and have similar programming across clusters and boundaries there was a desire for continuity with defined and predictable transitions from school to school we also wanted to maintain Choice within the district with the elementary Choice clusters remaining and then increasing that choice for students in West Louisville in order to accomplish this we created a dual resides program or model rather where students in West Louisville have the choice to either continue to attend a suburban school as they had been or attend a

114school close to home we then align the element entry clusters with the high school zones to provide the predictably the predictability excuse me that family's desired one of the big goals throughout our process was to have school populations closely reflect reflect the Greater Community as a whole we did this using a diversity index which was based on their diversity goals and it took into account race parental level of educational attainment as well as household income at the block group level rather than at the student level um we can certainly work with your team to develop a diversity index that is consistent with your diversity targets and goals if that's something you're interested in um in this map over here this just represents our the Dual resides program so anybody in the screen this is going

115to be in the Suburban Zone they're assigned to the Seneca High School anybody that's in the screen outline they can either go to Seneca High School or they can go to a school that is closer to their home within Louisville so the maps on this side show just the before and after pictures of the West Louisville area um the map on the left is before and the map on the right is after as you can see we Consolidated all of those islands into larger zones so that neighbors could attend schools with one another um this area was also given access to a school close to home um in our initial work we surveyed families and found that approximately 50 percent of families wanted their students to attend schools closer to home that was our assumption

116throughout the process I have been able to see this plan come fruition I still I still work with Jefferson County public schools on their implementation team and we have actually found that more than 70 percent of families are choosing their close to home option um so really seeing what these families and students getting what they've been wanting which is access to a quality school close to home has really been a rewarding experience for me and my team and with that we'd like to thank you again for your time this evening and answer any questions you may have I don't know if you want me to stop sharing or if you have any questions about specific slides we can go back to I would keep it up for now um I'll just ask anybody if they

117have any questions go ahead I didn't hear you talk um at all about um considering Integrity facility uh Integrity that you know the physical structures and we already have a lot of data on the physical Integrity of all of our buildings would you incorporate that into your plan we most certainly can that would be probably part of our background data what we look at at the beginning to kind of give give the community and give you all a current state of the schools I think that data would be relevant just in terms of how full we make a school whether or not there's planned projects that are going to be affecting capacity and you know the level of interest of attending a particular school um oftentimes during our facilities master plan processes these are things

118that that we would discuss and do have um you know quite a bit of impact on how we might make recommendations so I think we would want to get just a better understanding of that specific information related to uh to your facilities in order to determine how that might factor into the criteria we use and again I think that's the importance of that plan for planning process is just to try to get a better understanding of how we're going to be using this process and the criteria in order to you know again make sure that we're equitably serving students within your community thank you anybody else um James I have a couple questions I want to start first um with just looking at your um cost proposal um you have option one cost it out

119and option two costs it out he started this presentation with uh you know we're right size um the approach to you know Green Bay public area schools um and I I don't see as far as um a real detailed um justification you kind of just have a summary paragraph um I don't know when we're looking at this and we're wanting to make a near-term decision and of course price will be an effective part of that decision how I evaluate you know um a option three which is not as short as you know option two because I think that's really aggressive and limits um you know Community contact um but when we look at the next option I'm just trying to figure out how we would evaluate your flexibility in approach sure um we could accomplish

120that during a plan for a planning meeting what what we've done with other districts is if they're interested in a third in a third timeline um it sounds to me like you're interested in a lot of community engagement but maybe a shorter timeline um we could certainly work with you and create a fee that accomplishes that um if a committee is something that you really want to have I understand you worked with a committee to come up with your facilities recommendations um if that's something you want to continue we can definitely maybe scale back on um on some of the other things or condense the committee a little bit we just wanted to make sure with the holidays in within the timeline we wanted to make sure we gave ample time for those community outreach

121opportunities and so we would we would certainly be willing to work with you to um come up with it with a different with an alternative a third alternative um that has that shorter timeline yeah um it's hard to say off the yeah let me just make sure that um I just leave here with a good understanding because I recognize that this is just you know all the coffee you may not have a prepared answer for that in your cost justification you say option one is going to cost me between 600 and 650 hours and then there's a allocation of time for option two in your um detailed project plan within your response you don't allocate hours per phase or per activity that's so if you could say yes or no to that I can go

122back and say okay I know I'm just dealing with a general bucket of hours um and it would take further conversation to kind of come up with an option three is that fair I would say so if you're interested in allocating a Buy hours though like I could send that to you tomorrow sometime um if you would like it that way we certainly can provide that that's how it's broken out in our in our like calculations I I would appreciate that if that's something that you wouldn't take time to to deliver to us no I I can send it to Jake tomorrow right the the second is you know when you're presenting slides um and I don't know exactly which slide it was but it was basically the one that had the challenges and the

123opportunities for a particular change in boundaries in working both with the committee and with the community um past and recent experience has um informed us that um stakeholders have um it's hard as a Committee Member to consume really dense information you know and make some judgments and then provide constructive feedback right so I look at this and you have outlined like five um committee meetings and a couple of community engagements but there's an expectation that you'll receive feedback and iterate on feedback from the community can you just walk me through how you structure those engagements to avoid it turning into protest oriented don't close my school but enable them to consume information and then when do you expect and how do you expect feedback sure um so we we have quite a bit of experience

124utilizing committees and you are absolutely right we don't want to we don't want to push too much on them at once um we usually break things down our first meeting we review the background data and why we're here what we're doing this current state of the schools um if we are going to have the committee do an options creation exercise we then have them work on that during the next during the next meeting um after that we'll likely have community outreach on those scenarios in this timeline in particular that's how we would do it um and we bring it back to them in a very digestible format we'll we will create a report we're not going to give them survey data individual by individual it's going to be summarize it'll be um we'll have tables

125and charts that are very digestible very high level um just so folks can see really what what the community overall Community sentiment was about each option and um we we will certainly be reviewing all of that and we'll be able to pick out the pieces that um give advice on the options and how how to make tweaks and things like that um once we have that information if the community or if the committee is being brought through the options creation exercise they will use that to modify the boundaries um and then we'll bring it back to the community again do it kind of the same process so we really do strive ourselves on giving information to the community or committee that is digestible I totally understand what you're saying we won't have hours and hours

126with this committee we'll probably keep it to two hour meetings and with that we need to make sure that we are we are communicating the data as concisely as possible Karen I think that I mean part of our process involves using the committee to help provide a base level of understanding of the issues that are facing the district and really focusing on the criteria to make sure that we're demonstrating how those criteria are affected by how current attendance boundaries are how future population changes and shifts may affect how we look at those boundaries over time and in each scenario that's created I I think an important point just to hammer this home is that what Karen talked about is not only is there a map that visually represents what that scenario is but there is

127a consistent measurement technique of showing tables that have the relevant information and again it's important to note that taking complex information and trying to summarize that in a way that is understandable and gets to the heart of the issue and repeating that over and over again so that you can compare one scenario to another amongst those key criteria and see and I think that that's the exercise that we walk through during a committee meeting is to say this option works well when we're trying to keep communities together or neighborhoods together this option works well in terms of feeder alignment this option does not work as well when we talk about balancing socioeconomics so I think that repetition and understanding that and then like Karen pointed out when we go through those options creation exercises then

128they start to see what happens when you move different parts of the district into different boundaries what that effect might be so I hope that answers the question but we found that given that repetition given that Baseline of understanding that we set out in our initial meetings to uh to establish it helps them to be able to grasp what the key points and what the key information is that they want to pay attention to any any other questions I I do back to the cost proposal I just wanted to make sure I understood it um the total cost is that inclusive of both time and any travel Associated or would travel be in a well addition to the costs shown I I'm pretty sure it's inclusive is excuse me it is they are both inclusive

129of those expenses so it's time and expense it's total okay thank you anybody else um I did have a question uh somewhere in your um proposal uh in your presentation you mentioned a diversity index can you talk a little bit about that it sounds like a tool that you use okay so I had I had a hidden slide um I was told I was overdoing it on Jefferson County so I scaled back but if we look at this so Jefferson County utilizes a diversity index and what it does is it looks at demographics by census block group rather than at the student level which is is something we won't we can't really do um and in Jefferson County they look at the average household income the percentage of non-white population and the average level of

130Adult Educational attainment and they use all of that information um to come up with the diversity category which they apply to every student that lives within that block group so essentially if you live within a block group you are applied the characteristics of that block group um this is then brought calculated into a diversity index by school um so we use the student every student is assigned that diversity category that category then goes with the student into the school and the school has to maintain a very uh specific threshold for diversity with that diversity index um so in Jefferson County's case they their categories are one two and three um I believe they have to maintain a diversity index of 1.8 to 2.2 and that helps them maintain those diverse School populations I've also seen

131this used in other communities and they take other uh other census data sets into account um I'm trying to think of the other the other factors I've seen before how do you account for that if you have a high level of Mobility like how to because it feels like that could change quite rapidly if you have a school district like ours that has a lot of student Mobility sure um so we would be looking at it at the uh by student level uh once the kids are on the map they would get applied they would get that diversity category applied to them um if they move they would that would be updated so we can use census block group data which would limit us to 2020 information we can also use American Community survey which

132looks at estimates the other or the other data set that we have is every year we purchase a big demographic data set from esri the environmental science research institute which is the maker of GIS software rgis software in particular and they publish demographic data that uses all sorts of different um inputs and has similar out um similar data sets so we can look at average household income at the like current year level we can look at the population demographics we can look at that average level of adult or other factors if you want to look at using other factors um at the by year level so we also have that we have three different data sets we could we could look at with that thank you um if it's possible could you uh verify with

133regard to um the cost Proposal with regard to travel costs just verified it doesn't have to happen tonight um just um you know in the next day or so uh that for sure that the travel costs are included in these cost proposals definitely it could be one minute I can do I could do it right now oh okay very good thank you sure um anybody else uh James go ahead so I'm looking at um your project approach in the data collection and I'm concerned I don't exactly it doesn't it's not clear um what data from the district you actually collect and how much of it like how many years of it's to enable forecasting or do you actually use our data to perform your forecasting so that that's an interesting question we are we're actually

134at a little bit of an advantage we have a lot of your data already um just from working with you previously a lot of times we would be looking at things like collecting boundary information collecting student um we would certainly be needing student um student address level data for the current year um but I do believe we have that for the past two years already so in terms of what you would be providing us you've already provided us with quite a bit of it um we would need the capacity of your facilities as well um but it would more than likely be limited to your current capacities as well as your current student uh student data set thank you I think just depending also on the criteria that we're using making sure that we have

135student data for instance regarding free and reduced lunch status and other things like that that we would be um measuring and looking at the effect of boundary changes on those percentages we would look for that as well so again part of that initial plan for planning is making sure that we're um you know when we're looking at criteria it's not just limited to the current board criteria or if that's it then making sure that we have a data request that's responsive to that thank you anybody else I do have one more question um do you have experience uh with the um when we have Community um engagement um with uh um sorry I'm fumbling around here do you have experience with translators and having you know having to translate your materials or um your your

136proposals whatever you have into other languages most definitely um in-house we have we can translate Spanish in-house um beyond that we can definitely utilize outside services to get documents translated we have certainly done that before in quite a few communities that we work in um and just to confirm yes the cost is inclusive is inclusive of those expenses thank you very much okay um anybody else have any other questions I think that's everything then I just want to thank you very much for your presentation we'll be um voting on this next week as a board um and uh I I don't think we have anything additionally to to discuss tonight okay thank you so much and I will email Jake um tomorrow with those fees broken down by uh by item for you I appreciate

137that very much thank you good night good night thank you good night okay we're not quite done tonight um we still have to take a couple votes Kinsey there she is hey Kenzie okay um let's go to um be under uh we're voting we have some employment of Staff votes to take I'm Kenzie can you do voice votes um that's what you'd like yep I can definitely do that let's do that yeah we're not everyone's there with their computers so um so uh uh Andrew can you do the motion please um is anyone there okay go ahead I move that the employment of Staff as presented be approved I'll second that any discussion or questions okay we're ready go ahead Kenzie oh you're we can't hear you here we go can you hear me now

138yes okay Becker hi McCoy aye Welch hi liarly hi Sherlock hi okay motion passes um I think that's all the business we have tonight so um with that I would entertain a motion to adjourn before we oh that please yeah um would it be possible I don't know if it's appropriate but can can I ask a few questions of you folks that listen to these presentations for clarity before we go that will happen that we will um we will have discussion on Monday before the vote we're not um that's not really part of our agenda tonight so um I'm sorry um I think that was sort of the plan for tonight okay with that I would entertain a motion to adjourn Al second okay we are adjourned oh yeah it's about oh all in favor

139aye opposed okay we're adjourned thank you you have been watching The Green Bay Area Public School District's Board of Education meeting please visit the school district's website [Music] www.gbaps.org for more information on the district and future meeting dates if you cannot fully access the information on this video please let us know the accessibility issue you are having by calling 920-448-2025 or by email at communications gbaps.org we will try to provide the information to you in an alternative format and or make the necessary improvements to make the information accessible [Music] foreign [Music]