Work Session - November 12, 2025 (Part 1)

001♪ With money 5 pm. In to a fleet that the Kerry and kind I am expecting that bar and the bank has to be joining at some point in time. >> Thank you. To is excused that's going to be talking to students. So first topic on the is the property matrix and just to frame this conversation the board had the discussion at double lead August and you need to in September and need for most frequent, the news cycle District. think suspense we have to be Dickey emphasize meetings, the and what the makes tracking investments in media. Examples which include class coaching investment most recently, the UW Supplant assessment. 2 days of study going to make thinks from double that listen, if you can go to the next Like that. So document of the left was

002put together by that Kerry It's something I says the bulk for And today get that close early update on the just for the point out. best as possible. stick to that frame, which is about 45 minute Hold your questions to the end of the presentation and then be prioritized going out questions from people, member of the finest in the city. Also back to you That's with that. I would do. do with this great. Thank you, Pack them. We're really excited. One to the board give us direct task, particularly on the accountability of our strategy. And then 2 importantly to share out. >> Really strong. The work that continues to go on and district with the ability to share that. Not just with our community, there will be you will all have very specific questions based

003upon your experiences. But please really ask the hard question You'll see that we frame a lot of the U.S. live with the first of all, the who the how the what and then the defense statement, what? I don't want the board to be overwhelmed with is 2,975 a big number for small number. What is the quality of that experience and why is that? The thing we're measuring and if you want challenge that, please do so. We can have that conversation on why we believe leavin on that space is important. So we have a purpose for each one of these metrics and we would love to hear from the board, especially because this is all baseline IR. Comparisons are kind of anecdotal against last year. We didn't quite have this level of focus. But do you

004believe that that defense statement with that amount of measures that we have is going to produce a different outcome and how can you help us ensure that essentially kind of the frame for a conversation with So we'll talk about her. And this throughout on the right side of this slide are components that you already heard about most recently in the EU to But also when we're talking last coaching is taking shape. Really? The intent is for all of us to tell you the work been out doing with schools every single day to make those strategies come to life. >> So recently in the last couple weeks of each of superintendents, a bit out their buildings, a leading do meetings, used grieve, to measure action steps. And are we doing what we said? We're going to

005do micro just wants me to take place moving forward. >> I will tell you that there are many times sitting in this role like, man. I wish I had this, but I was a principal. I wish I had access to the level of data that we have all the way down to the teachers the classroom to be able to make informed decisions action so that it's been a joy to have those conversations with our principles and our school leaders. We are getting to the teacher level like never before cross referencing that with our coaching support. So I can to is an experience I had with my academic Director, Iceland having her right next to me in that moment in that meeting to be able talk about high level data. Every level teacher data and measuring

006that was coaching supports that we're providing for as been influential as far as transforming what we're seeing in our classrooms. We did notice that there's a are some further action steps that needed some of our usage. We noticed that there were heavy on August September, kind of getting things going. So the conversation really want to it really develop a good lesson plan better phrase of between now the end of the year. So what our desire state is in May for classrooms. How do we know backwards plan and make sure that we're taking the right for mental steps for 2nd quarter 3rd quarter and 4th quarters of that. When we get to May, we're very pleased with the way they're our classrooms are functioning when it comes to agency and target test alignment in particular. And

007then really just making those micro adjustments like mentioned on the fly like never before and make a quick connection, though, to the middle school accountability system so much like you've heard me talk about how we're going to was are middle school students this year the Senate could for the way that were attacking or use and our data and the support that we're giving our teachers. really seeing is all pieces are coming together nicely. So the professional development that we're providing to our can spoke need meetings around our data-driven instruction coaching and agency is informing of the work that they're doing in their coaching care. Teachers. >> In their schools and also we're seeing because of that coaching they know what's happening in classrooms. Better more clear. They have a clear vision of what's happening and

008they're more attuned to the teacher level And so what we found in many of our meetings is our principals had already led summit. They are meetings through the quarter with these conversations. So adjustments are being made to different. Coaching supports are being put in place. And so it feels much more responsive in and timely than it has in the past. And in this brief, just for the board, often when we bring data it to, we're looking at really distal measures like started that are up here away from the classroom today. When we talk about the data that we're using its to inform instruction. So we're talking about formative assessment which is how can we just in the classroom to those ddi cycles, the data driven instructions cycles not looking at. How is this going to

009track as towards the mask but rather looking at specific standards and where we are already targeted instruction answering those Plc quest. Questions of kids are you know this. How are we extending for them? if they don't power recycling back to where there might be gaps so that when we get to a more distal measure like see it's looking at standards across the entire grade level. We know that they have opportunities to re-learn or learn more about any standards that they work or fission At the initial time of instruction so as we start to talk about the who in kind the student experience, I want to emphasize that in special education, sealed, even gifted. We now have integrated those under one departments. So instead of having siloed areas where everyone is working independently, we have one

010department individualized education that really gets us closer to the academic strategy. So in that department, we have assigned to each area an individualized education facilitator, a coach that can work individually with the specialized populations. So as a result of that, we've seen a significant increase in the level of coaching instructional support these teachers have received. So. >> One data point there is that we have 159 current touch points, meaning that a coach has worked with a specialized either a sealed the E special education or gifted teacher. Think that number was we made this line was one 59 think today. It's 187. So they're continuously working with those teachers, which is a new practice that we have not had in the past. We also have much more targeted professional development and we're seeing really positive outcomes

011from. That's what we're seeing is that in the last professional development day, we had over 434 participants in on average their confidence of taking strategies away in implementing the next day in the classroom was a 4.4 at 5. So really highly effective professional development. And then specifically to the E is I know this is a big area for that. We're all really keyed in on this because in many of our you sense and you get is that we know that 45% of our co GE students are on track to meet language, roughest proficiency. So this is based on the weed assessment. So we know we work to do. That's a good starting point. But we have a lot of specific targeted actions need to take. So we started with a cod work group that is

012focused schools that have more than 10% of their population that are Co GE. And we'll be working with that group this year to really think about the micro Justin's that need to happen within their classrooms this year, based on the data he really building that data literacy for principles. So that workers really focusing on the principle component. And then the second layer to that is from that work. Crews will then expand to program. What does art are sealed? The program need to look like across the district for not just for any breaking it down by data in our non English proficient students and our limited English proficiency students and making sure that we have those differentiate strategies in place for the program. When it comes when it comes to post secondary outcomes and shared some

013of these pieces with the board before, but we're having tremendous success with 2 of our biggest drivers for a future for future readiness. And that's the future centers that each of our comprehensive high schools and then our future center advisory, which that is a common advisory that every high school student receives. So from that we've been really targeting the upcoming changes page 3 of the school performance framework and making sure we're aligned to that. And one of those changes is the inclusion of work based learning apprenticeships in calculation. And so right now in the letter, we have 97 students that are currently placed different internships in additional 132 candidates. And pipeline in terms of future center engagement. And this is just those who are signing up for of the opportunities. But over 2000 students have

014signed up in registering for events. But more importantly, the outcomes on that are what we're really tracking. And so what we know is that 76% of our students in the system have identified college bowl. So this must be the whole college. I would like to attend. They have that in your school. Ends plan and they're targeting towards We have during Free App Day. We have 1400 students from plea locations and then another important piece of that as the future center is better at able to educate students on all opportunities. Concurrent enrollment opportunities. We have 168 students earned at least one credit during their high time. And that's our comprehensive high schools. I think we sometimes what we have on family focus is on all of our comprehensive high schools are. excited to be. Back tonight

015to talk more about that we've done is coaching. >> I know some of this. I previously shared another work sessions or if board meeting. But tonight, what I really want to do is draw connections between how our coaching work is touching, sort of the work that we're doing with students, but also the work that we're content right. As we deepen our academic strategy, what we're learning more and more about is how we can strengthen practice by leveraging all 3 of those parts of of the new act and its redesign. So one of the big metrics that we've been talking about is really this idea increasing classroom presence, right? Do we have a pulse on what's happening in our classrooms? Can we guarantee what's happening across the system? It scale similar to Deirdre to share and

016I made this lied 8,000 touch points. I was with coaches recently and asked them to divide that into how many each day, many each hour. Right. And what you can see as we're getting down to in 15 minute increments were touching in classrooms all across the district. It was 8,000 when I made it was 8501. I pulled the slide data today. And so what we're seeing is really that idea and increased presence from all of the folks on the academics team, but also the cross-functional teams. And so we're looking at how this touches staff members and all of the different job categories that we have across the system, but also have real leverage in school and coaches, those TLC's our instructional coaches, our district, our high school embedded teacher coaches. And so that's really the

017first step just are we in those spaces where instructions happening? But the more important layer of that work is to this. If then statement, if we have high quality teacher coaching, how will that impact high quality student learning? And so now we're really looking at the connection between the data that we're getting of teacher practice and how that connects to student outcomes and said there's a quick example here in a no one leader sides, they're going to go into more detail. But just looking at Rudy Elementary School, this was a principal who shared recently. I believe meeting as part of mission moment. We just really just moment where we capture and Aleve meeting in front of all principals. Here's an anecdote of the strategy taking place. We talk a lot about numbers. We talk a

018lot about the quantitative side of things. But where do we see action? She spoke to a teacher and several teachers actually and her team received really intensive coaching. So we've been tracking those coaching outcomes of the game. What's changing in the module performance data in eureka of those students. And so when I reached back out to the principal and I said, I'd love to share this tonight, she said, make sure that you also share. But it's connecting to our dei. Work is connecting to our aisle to work. But it's not coaching in isolation just in the classroom. That's how all of the structures at the school are coalescing around a shared mission. One of the other bits of feedback that we had received was really what our teachers saying about it, right. This is a

019huge shift in the system and we've been capturing the number of times we're in spaces and the quality of those interactions from the coach's perspective. But we put a new metric out to see whether teachers saying about this. But I wasn't sure what we hear back. This is a new initiative you can see there. The metrics says that over 93% of our teachers are saying coating is improving. My practice. We got some high school numbers and they are just rolling specific because of that different coaching model and And when I last looked at 100% of our teachers in the high schools were saying that they felt like coaching was make a difference in their culture. numerator still of the genomic. still small there. So we'll see how that more data comes in. But I what

020these points in the paint is really early signs that both were getting the traction of being in those spaces. But also, teachers are saying this is the thing that's going to improve my practice. And so the last picture there is just really an opportunity for Howard's developing, high-quality, cogent. It's one thing to be in those spaces. It's another thing for teachers to say it's working. But the 3rd part is how are we developing the capacity of coaches that we have on the ground? And so you'll see in that picture, this is just captured last Friday. It's a bit of a fishbowl activity where these coaches are practicing coaching live with our district coaches walking around, providing feedback and leaning in on that coaching space so they can practice with their colleagues but also have some

021of that expert coaching knowledge in the room. The second slide is really just to give a special call out to our high school. And coaching program at the last board meeting we spoke about the Model classroom initiative. And so I wanted to really highlight here the uniqueness of our high school embedded coaching model. You can see the list on the right represent all of the teachers. And again, these are classroom teachers, right? When I went to the principal's originally and said this was the model that we're going to go at. Their fear was I don't want my best teachers spending half of their time, not teaching students, right. This is where we want our investment to be closest the classroom and what we have guaranteed is that these incredible teachers will stay closest to the

022classroom. And what we're seeing is they're able to leverage their expertise by helping build the capacity of their colleagues. And so over 600 of those touch points that I talked about, our our high schools and that's teacher to teacher. That's Pierre collaboration. We're also creating micro opportunities for PD. Most recently. This looked like 2 high school department, too high school math departments coming together on a coaches and the leader's closest to the classroom creating that learning. And it said it had some of the highest quantitative scores for PD that we've seen in the secondary program. And lastly, I just I wanted to showcase how we are both capturing in the coaching world. I think sometimes there's you can go to heart with quantitative data versus qualitative data. And so I just wanted to throw up

0232 examples. I read over 200, I believe survey responses that look similar to this that share sort of anecdotal What does it feel like right now in our system to be coached in the classroom? And so I won't read this to you, but I just want to celebrate that they really embody our philosophy in coaching, which is my coach rolls up their sleeves, my coaches in the classroom. frequency is there. And it's boosting my confidence because ultimately there's in the classroom are closest to our students, want them to thrive. >> As area superintendents talked about those quarterly check ins that they're doing schools of that data. That doesn't only happen quarterly. It happens at the end of every module that. >> In Plc. So we're looking at that guy a lot tighter. We had a

024requirement last year to use in the assessments in Eureka that some people are doing that pencil paper. Some people were doing that online. And so you can see the bottom number. Here is what I'm going to go first actually, we have increase in just the usage of that in the module assessments by 53% in the online tool this year. That matters because we can capture the data and understand trends both at school level, but down to that teacher level and say what do kids in class room mean and how can we adjust our time? Both in tier one, but also in tier 2. And our wind response is to make sure that when a student doesn't understand something and that it builds on each other and you need to go back and find opportunities to

025reach get their skills to secure, understanding and knowledge. That number on top is really important that you can't have 84% increase without starting from a place where it wasn't being used much last year. Topic wishes were not required last year. read, it was left to instruction instructors decision. If that formative assessment was going drive their practice or not this year with a more of a focus on Ddi. We know that when we tell in the module assessment which in some grade levels can take up 4 weeks, 6 weeks to get all of those lessons taught. We need a quicker cycle. A formative dated to say, are they getting this? Are they not getting this and how am I going to intervene? If not, that's where topic was is come in there about weekly. It kind

026of depends. It can be every 3 days. It can be every 5 days, depending on the skills that are topped with in a unit. But had an increase 8 of 84.0 One percent teachers using those in Eureka getting us that formative day that they can inform instruction on the very next lesson to say, how are students doing as I'm with in this unit, not kind of autopsy and I finished that unit. How did they do that? We'll time informing how we're going to instruct day today, coupled with that in Eureka since we've been using it longer week and then tying the performance stated that again, remember, we are not having a conversation how does this track to see mask? That's not what we're doing. We're using it as a formative assessment to say how are

027we guiding the instruction day to day to week in a classroom to make sure we get those skills to secure. You can see the 2020 14 where we had 404,675 assessments. Given at that point. This was taken in October this year. We're up to 7,154 at that same point in time. Comparison. And what that does is gives us a larger sample size that you can then start to see that built come in. If you imagine that Barcap Isabel that distribution is clear of where our students are falling in those module assessments that we're not leaving it to that. We're not we feel good because we have this percentage in this category. What we're saying is how do we extended for the kids who are already getting those concepts and how do we get more cycles

028of for the students who aren't yet proficient in each of those mathematics skills? We know that we approved new curriculum last year for So we look at that great spy TKO. A 3 through 5 sea We've given 3,205 end of module. They're not call that in Eureka, but I'm just going use the same terminology >> has of October 31st. And then in 6, 8 just over 3,000 assessments as well. >> Meaning that students are only one unit in and see Kelly intake assessment. It's not pacing as quick as Eureka math because there's not the same exact number of assessments in the ELA curriculum has arisen that because this is brand-new, we're still studying what those assessments do. DRS news going to go into more details about what we know about that data right now. And

029we're still asking questions because it's a new implementation across the system to say are there gaps here? Do we need to shore this and how are we starting the performance data to make sure that we're still getting micro adjustments LA as well? So I you know, one of the things that I continue to talk about just having the resources, that's a huge success. I think one of the things, whatever you spend, a lot of my to adopt a resource. >> We know that people are comfortable change is hard. And so you don't know actually going to see the usage that you want to see. I think one of the celebrations consistently across classrooms. They're being by a variety of operations for it and teachers, right brand new to better himself. That's a huge success for

030particularly because I think when you have something like see Kelly, it's very robust and there's a ton of resources in And to see our teachers really dabbling everything success for us. And the rivers there and so automatically the experience. Every students having braces, right? We're seeing that consistent grade level understanding on what type of questions tax assessments that teacher should be exposing students to which then should translate our state national just as well since that great levels being met there. Lots of great discussion. I think that one of the benefits that we see both in Eureka Gallium looks like there's a lot opportunity for discussion but also student agency. Some of it's called out specifically in their. This is a great way to connect with see all the students, for example, and can see So

031that's been really good. We've been really working What does that look like? It's your palm and it school. know my kids school school at like helping people make those connections overnight asking create anything. We're just really asking a guy the resources having to news. Anytime you have a new resource. It's it's learning it's learning what's the pacing was too fast was too slow. How much can you fit in particularly seek LA? So there are Saudis, you get anything. You just make it skinny. And so we have a lot of questions about how skinny is getting right and we're ones that need. And so we've been really working with teachers on that. And then the written component that was mentioned earlier. So part of issue with that is we want online assessments because we want to

032see the results right away. We want to know who's being successful, who's not? We can intervene. The online assessment does not have a written on 10 Perkins will does have a component. But again, where's the sweet What gives us the most data for our buck? And so I think those are some of the areas we're exploring right That's where we're at a quarter. One that obviously will bring more risas subsequent quarters take shape and more data is in the system, especially around those la components. >> We would just welcome questions. And as we get ready for Qna, I win. And with I would have asked for one more slide. Our obligation is to deliver on our strategy, which >> wrong way to student achievement is access to high quality instruction. I've had plenty people say

033to me, how dare you because they will feel as if I'm challenging the quality of their instruction. This is not U.S. versus them. We have now transitioned into a we space, the data how people feel about the professional development to getting the data, how they feel about the coaching, the data of how we can refine the pacing of cky. The majority of the staff is in on how it is that we deliver that high quality instruction and Davis still Our children are not progressing and rate that they need to. This is the year that we put these metrics in place to then find out. There's a little bit more that a little less of this are a little different dose of that. And then what is the balance for each one of our buildings? First

034of all, of us believe that any 2 buildings of the same, none of us have the experience and say any of our 2 classrooms we all certainly know or we started the year on the theme of wildfires, every individual child different. But there is a balance in between who we teach, what we teach and how we teach that allow us to find that perfect recipe for high quality instruction to ensure that every one of our kids not meats are potential that exceeded. I could not be more excited for us to have now completely transition. We've talked about this for a year to see it in action that we are trying to train ourselves and resource ourselves to better opportunities for children, not just re evaluate a different way to tell you that it's still not

035working. So with that, we open for qna to the Thank you. Thank you for the feedback. Thank you for all the hard that used in for the last couple of months to months since the beginning of the year. >> 1000 that's backs. I think that the fight is a study that's possible for 7,000 of because know that I could is go. She's popping from it. I keep running into you all the time. So appreciate all the that you guys certainly questions and I see it back to 2% surfaced. >> But the coaching, but Christine jurors to say what needs for professional development requesting news. We just had a meeting today actually where we were trying leading the feedback we've gotten from the last 2 PD sessions and the feedback we're getting from coaching in the

036classroom and what we're seeing in our room record 11 agency walk-through tool and what we're really think, what we're really in the things that now is how do we connect the moves you make beyond compliance rate. We have the curriculum in use. We have teachers making these moves. But how do we shift the cognitive live to students? How are we monitoring of in the classroom this afternoon, a tween and the way the teacher was monitoring student learning and intervening right in that moment, I think there is a tangible even the system to really be shifting PD towards student output. How are we measuring for that? I think the other big theme that we're seeing show up, it's really how do we help teachers get to his base for planning goes right into action. I think

037that some of our PD in the past focused planning at that at the aggregate level and what we're seeing in the new resources. There's a lot to unpack. These are dense resources and to really shifting PD from a probably so we're not talking at you. It's really a space for you unpack the resources that you have in a guided facilitated way where you're leaving with something you can put a tomorrow. >> The other piece to add, as we've also seen a great benefit and actually waiting the model classroom teachers as facilitators for training. It's so it's easier to take. Feedback can appear space no matter how many times we say we want to train our way to success. If your principal says do you need to do this, your answer might be compliance before intense.

038But when it happens in a peer setting, particularly with somebody that work with within the same building are within the same network or cluster that the reception of that message. We saw that loud and clear on Monday when we were watching some of those recently anointed model classrooms in action, delivering peer to peer with coaches and with supervisors there. But really that peer to influence seems to create a different way >> I just some of those opportunities. >> But the bank So can we go back to It says you're even great 3 through 8 math performance. Yes. So I take a look at this. Dismayed to take a look and see that from October. 24. When we had 39% of our kids for fission shrink drastically it has so out. The bottom, the not yet

039sufficient groove has shrunk. When you add that not fish and the partly partially proficient. You come up with 47% of it. Kids. When you add up the 21. 39, you come up with 60% of the kids. These are not results that I would say that we're on the right track. >> I just want to win a few guys to my understanding is she She she fought I just I conducted the second with the second second assessments that the state and I have them answer Thank you that. Second set of assessments a wire sample in it. So that piece underneath that explains the dataset says when we gave this assessment the same point in time, it was model one and model to by the end of October, there were 4,875 students in the sample. Now there

040are 7,154. And so you see a stray in a wider sample. So that looks like a bell curve now where when you have a smaller sample size, it's not as robust. And so you're getting concentration into areas. It doesn't mean that the data has changed significantly in the way that you would look at comparative for many, it means we're actually seeing the station where everyone with all of the bell curve because it's a larger sample size as compared to a smaller. And my follow-up question is when we talk about >> opportunities for the kids that are provision is a pacing guide allowed them to be able to get that extra actually. So we actually just made some adjustments to our scope and sequence based on. >> Our some of our feedback and some of our

041times. And you can see MPD and what people are asking for. so one of the things that we noticed as there was some tightness in between teaching and then the topic so wanting to what's more pause points and so that you can either intervene or wrench. And so we built in quite a bit of those still ensuring that on the majority to forcing mass and then we'll have continue to intervene. The other thing that we made is really calling out standards versus cluster standards. So different spoke a standard if I don't have the 3rd grade and the water. 4th grade were cluster. You can invent that back in and cover it. You could still move forward and be successful mask. And so we also have called out. These are the lessons are really focus. We

042have to get right these times of the day on it. We have to intervene on it. So those are some of the adjustments we've made. And that was actually just within the last couple So you back and say again, time for the different way. If student doesn't get it in 3rd grade. >> How do you circle back? Yeah, so So there's a couple ways. So some of it is on the way that think are the actually designed already cyclical. And so we'll see that in some of modules. It's not a focused and for that grade level, it's actually a repeat of previous learning. This, too should So that's one way they can do it. We also have what time in our schools, which is what, what I need And so that's used for invention. And

043then also put into the scope and sequence on pause days where you either doesn't have it and intervened and hit those critical standards for a low. are right. Does have it. We're going to push forward. So we built in one of those original scope and see what's didn't have any states. So going back to this graph again, is Data set that you know, same schools that were to us how this children forming before they use curriculum. >> Yeah, we have a lot of we have a couple different data points that we could pull a quick. That is one of the assessments that's part of your ego. And that is actually assessments before any teaching actually I think because one of the benefits of using start or he has continually around you can for your students,

044even kind of see trend of weather when they come in. I think there's a variety of ways you can better teachers do it. Are still in sequence. We just don't make sure that there was time for any of methods going into it was pretty tight. So it was difficult get assessment or pause and I wanted And teachers can break that down one step further, too. So if you're looking at a whole unit like geometry, there's multiple skills inside auditor in multiple standards that you the teachers can go all the way down to a standard level analysis by student to say it's not that you didn't understand all of geometry. We need to get to item level analysis to say where is the sticking point or where is your concept really solid and we can build

045on that to get to the whole skills and that you guess looking at the broader for these 39% of the children who are petition. >> And the smaller schools is that the same number of who are efficient before we started this curriculum how did call in the school CDs tell perform in these areas to be able to say that they proficient, not sufficient. And so for I'm looking for the sample size or I don't think we implementation information to let us know that after a year of using is that the schools who are actually using significantly improved. The learning achievement of children in their classrooms. We do have data that supports from last year that the schools that have higher implementation rates of Eureka outperform schools that did not. I can't tell you >> that

046that I could that that could task of that that could pass Dr. Carrie test of a statistical significant data point because they're not control orders. Normally the schools that are more likely to use a curriculum are ones that aren't. But it up against a scope and sequence or a foundational skills issue. The goal this year is for us to get our arms around and understand where it is. The challenge and implementation of anyone curriculum and how do we adjust the scope and sequence through these micro adjustments? Understand, Crystal introduced, the idea of how Eureka built is it reduces last year's skill on the first day of that block for you to then bill, to this year's standard. Instead of just we're going to pick up. And here's this year standard, assuming everybody knows there's a

047wide variety of how schools are having to handle that in a certain school that goes through record time and you're ready to get after it and you can get to the real depth. The woods in Eureka and other schools are spending Monday Tuesday, Wednesday, reaffirming the foundational skill and then only getting to the top the way top of introducing the great I always think it's important curriculum and or instructional strategy and new or how it is that we break out where our kids are situated to learn. When you are a year behind it is going to take 2 to 3 years with everything working perfectly for you to catch back Right. And so this is the year that we want to set this baseline to really put limits and understand is it is it is

048the curriculum working or is it critical not or have we not given teachers amount of time to train on curriculum? We have Kaylee right now. We just a lot of training last spring where there was come in and get some training and then effect and doctor comforts over there right now. And I helping correct it. If you're going to take summertime, I'm gonna pay for that. Because if I give great club, have to give you the time to trade on new curriculum. So we're we're just putting limits around. Understand where the leave or for learning will sit and not get caught up in what we've got it for 3 years. And so why is it not working? We'll go through another curriculum review Rica out contracts for years. We'll go through another curriculum RFP process

049and somebody can give us data point that there is better or worse and we'll do this all over again. It's never the curriculum. It's the ability to us to teach to the curriculum and understand working. We help teachers and not help teachers. All we heard last year was how terrible wonders was. And we got rid wonders. We went to the process and anecdotally we're hearing see, is really hard. It is hard. It's much harder than wonders. We've upped the record the regarding the structure that exists you recall will allow for us to finally get to. What is the standard that the child does not understand so we can that moving forward that they can reach each of the 4 letter word in education. You can ask to have the foundational skill and every time we

050go to reach a giant losing future teaching time. But you can't go forward until you accomplish much to the middle grade accountability, a framework that we have much to this idea about standards based grading practices, which supporters asked about guess what you saw today is foundational for us to finally say yes, no, not somewhere in between. And we'll give you that. What made your data by time we report the next quarterly update and we'll have it will break it down by school and will be able to have a lot more insights into that question that you're asking. Dr OK, I need to want that. I can. You go back to the side with the rugged I just want to remind the board some context and just make a broader point about selection of facts. >>

051This like that, one of our explicit asks to administration was to give us some more of this granular data throughout the course of the year for accountability. But that does come with a bit of a risk on our and the kind of understanding what it is that we're seeing and one of our conversations last spring was notice saying, you know, our grades don't correlate to standardize measures of achievement very well. It's obvious that we have good ways. And the moment of assessing student performance and so part are asked to staff is to tighten that process up this year. But that doesn't make comparisons to last year kind of inherent. We confusing. So if I take a look at the October 2024, data and I notice that, you know I think it's like 1.5 x more

052assessments in between last year and this year. And if I think like who's most likely to be using Eureka in a previous year when, you know, implementation across the board is a little shaky. It's probably schools on the watch are up against the gun and teachers who are really on the ball, which is my guess as to why you see both low and the high band over represented. This is just some trivia. That's an extreme example of this effect a few years ago. It was the case that Mississippi outperformed Connecticut in standardized testing, which is crazy. If you think about it. But the reason is that in Connecticut, 90% of kids took the SAT Mississippi, only about 3% of the kids took the SAT. So as we go from last year to this year and

053are asked to staff is please have more rigorous assessments, make sure you know what those assessments mean. Make sure that you are tracking those assessments their time like these are all new things that they're doing that you can correct me if I say this on the system is not really been doing in a rigorous way before. And so it comparisons kind of a little strange I have a very broad question and you can just answer, however, you care to. What have you noticed in quarter one already? Because there are a lot of changes that you've been making. What if you noticed in quarter one already that you are intending to iterate and change for 2? Also, the thing that I have noticed as I walk into buildings of wide variety. >> Of student accomplishment and

054achievement. And I see consistency in the delivery of curriculum, which I think it's wonderful that we're getting into this guarantee for your tax dollar, you get access to this curriculum, which you all are resourced to ensure that we understand what is working and what is not working. What we will continue to do is we're just all on the coaching cycles. I was with area superintendents today and paraphrase what a area Superintendent Joyner said to me the implementation of the coaching in the academic director model is life changing for what happens? It gives them a whole separate of how it is that we can ensure a can't miss. We continue to you use work guarantee. I know that can polarizing for people, but that when you come to school, you're going to get access to high

055quality instruction through rigorous materials and training of the staff to be able to deliver on. So we're all and I always want to be careful that that sounds so tight. It's tight and expectation and intense. And I promise you that when you go to different classrooms, they will be on the same lesson. But they want to live are in the unique differentiated needs teachers train and understands to the needs of their students. And so it's really great if I use the killings. The example is to be in 2 different 3rd grade classrooms on 2 different sides of town. And I go like that's the same book that they're talking about. They're talking. Ironically, we're still talking about frog and toad. I read that 100 years ago to my kids, but it's great to know that

056that we're going to be apples to apples space. I think that that disparity of access to high quality instruction had it not in district 11 alone, but across America has been mostly defined by your zip code and then that zip code has reaffirming experience. It says by choice, why would I choose to go to a school that's lower performing if I had access to they were getting back to really defining quality because where invested in a guarantee that every classroom deserves a level of support principle is not should not be evaluating alone on their ability to do it. The district should be evaluated on that guarantee. So many of the times we have hard conversations and we get into space and we always come back to where students in the classroom need. And then we're

057like, oh, God, that's exactly what needs to happen. department because you realize that sometimes we're hanging onto. I think maybe we can make this change over time. And then we realized that the child isn't getting access to what we know that we can provide, which with just a simple tweak. And we have some great examples about that. We can provide them our support of some of the some of the changes that we've made. we really like the data that we have. I don't know if we'll ever have 8,800 coaching point like I don't know if the number of coaching points is that gold. It's the result of the coaching point because hopefully the amount of coaching that we would need to go down over time and we certainly want our principles to own as much

058of their instructional strategies possible. Right now. The need of the system is the lack of consistent, high-quality resources training and then evidently instruction. can see was young make one more project. I'm about two-thirds of the way through my meetings that my schools talking to principles. I was I was really happy to hear what you were talking about with the >> professional development, kind of the cross departmental talk. And I would just say that that's something I've also heard from principals that especially at the elementary level having teachers are giving teachers the opportunity to talk shop with other teachers, other departments and other schools very valuable to them. So it sounds like you already noticed that that was a great experience. I would encourage you to do more of that. thank you. >> Any other feedback

059of the State Thank I was in school today watch to kale a lesson for most kindergarteners and it was it was about the >> orbiting orbiting rotating and wobbling. kindergarten and then watching them spend you learned there from that next was rushed spin it as well. >> They was it was pretty cute of and. Everything dressed here pretty much principal said. And then the refi. time despite Yeah, that slight refining pacing. She mentioned that teachers want to do it all this light. You can't because it's so rich there's so much material. So thank you. Said the words and it was getting a skit from. She that concerts also. slightly different top in a middle school, special education, fairly new teacher. I'm curious, what are the resources special education teacher who is I think getting visits.

060Who are they getting them with And how often? to just put a few? although as I mentioned, we have individualized education facilitators nature. We have individualized education coaches who come and support the new teachers in the focus is on those providers. >> We had to putting on the type of a special education teacher. They are like they're working with more significant needs students. We have professional learning on the P 2 days that's targeted specifically teachers were teaching towards our extended comes which is a more significant needs to done. So we do have that we tracking. We have separate walk-through forms. We're tracking all of the information on for special education as well. So should not 12 price coming. That actually cause of through my team. great example. Yeah, we cross collaborate. Okay. >> are frightened.

061sorry. I important to okay. But I do want to get there. >> All right. Yeah. I think that the only question at as we go just reminder about acronyms because I'm hearing dei and even that covenant yes, I sometimes it takes me a moment even in the aisle to, you know, as we get our new board members yes, We don't think here's what this >> Any of the questions from the it's have to So that just going back to that on to site that we get >> So you would say that the second set small up and get back because it's got to become kids out And we are also all students are being more comprehensively. >> on on because of consistent back to snow else. Having just formative assessment in the classroom. If the

062grade level is it followed by certain that the b*** of the teacher says being backed by the fact like executive Cabinet Principles Plc's. So teachers are looking at principals are looking at it. We're looking at it every time and into the unit model comes. It's a the topic was or looked at the school level. We we lift up more to the in the model assessed in most time polls are getting some deeper analysis to what's actually estimate topic witness to make sense of like which standards are the ones. >> That really are trying to drive towards that are making the biggest change in And then there's a little bit of time issues with some of the want give and then the next day because the international assessment. So there's a little bit a don't get

063that last one. If its gonna standards have been assessed either. >> Topic was is to to the module. But yes, it's very consistent in the schools very attuned to the >> And just to have the data point only if you look at the October, 25, you could almost layover your actual see mass assaults last year. And you can see that there are about the same moving kids takes time and we have strategies to do the October. 24 is a sample size that is inconsistent with what the results were for. 23 or 24. We did not have 53% of our kids perform in a as that indicates for that snapshot in time. And so, although it does, can lend a color concern. What we see is now that we have a lot more assessments that tell

064us we are where we are. But the whole idea of the smaller and shorter cycle allows a teacher to address the high levered standard when MS to ensure that it is down foundational to move forward instead of us waiting for a year and then having to do the seabass results that say you miss something in September and that takes can always The last thing that I would emphasize >> being law, but Mr. Clinton us not a light years. On the One of challenges that talked about our students are not being given enough for components related to I think you talked about that and talk to like out I we them how continue that because in the meantime, just But I think because a game, it's being always like concerns expressed OT. Just don't have enough

065time >> Cleveland then booked. And much easier keeping just you know, can given that. So but students fall back fall behind and CMS, just think that victim component associated it. And then just when you see some of our students, how far behind the we continue emphasize that to Thank Do you have exit Thank you, guys. Thank all. ♪ >> You just by use somebody is us. Thank the second item of the agendas improvement and October 1st, just comfy this isn't up the >> I thought action and second and topic kind that will have that kind different things from. I think what the capacity of us each individual schools as I one of the >> Yeah. I'm excited to our deputy and our director choice Rome and the table. Our processes are so much tighter than

066they were 3 years ago. When I first got we were much more accurate interpretation even from the very first butts seats. Stay the first day of school of where we are today of their opportunities. And there are still challenges for a moment. Our portfolio still continues to grow. But I know that there will be concern around a table of why is it that more and more families are not in our traditional schools? And how is it that they continue to migrate to other choice opportunities as we get to the demographer slide. I often harken back to Shannon was here to deliver that news to us. So we are shrinking population. And this next generation. But we still have significantly more families who choose out of district 11. Then we have families having less children inside

067District 11. And so some might read that demographic slide to say, will always be decreasing. We still lose market every day. You know, our internal fighting our inability to. on a consistent message I have seen continue to get tighter on what it is that we say that we want to be is a district. We're super excited next week. I don't come to the board. And the summer is a program spotlight. But for we asked them marketing relationship to kick off our campaign on. We are 11 to help reestablish again that there are in the new normal set of options and choices for families inside District 11, knocking our door. Look at our schools continue to run. Well, I turned it over to Doctor Comfort. Good evening, work during Mr. Kerr like excited talk about some

068enrollment tonight. And as the superintendent said, some really things as well as some persistent challenges. >> So we'll talk about where we've made some strategic strategic investments. Were some of those that paid off for a look at global data as well. Some schools specific data and we'll talk a little bit about future actions. >> jump Yeah. the whole concept of the portfolio was like it's something that you know, I've been working on for about 16 months now. We've really increased kind of the options that our kids have always had magnet programs, insert schools, and that Montessori. super arrive, really expanded. >> On our our portfolio include charters and he's of our charge. A very unique right? So we have services each one that are very unique. Got our families inside are choosing for their child's

069education. >> One of the big moves at that. I mean, obviously with the support of the district is, you know, our charter schools have always been added right now. moving toward value that so my relationship with these charters is really tight. I worked with on a regular basis. I want them to see that they are part of this portfolio value. And I want to be there for the guy that they might in terms of the district. Got additional feedback with a portfolio that we have now with our traditional schools and with our charter schools exceptional, it matches what the market wanted matches. What research parents want choice and they want flexibility. And as we expand our options in the district, that's exactly what we're giving And I think we're seeing a lot of success with

070We're as the superintendent said, we also as the board knows we have brought in a marketing company that helped. >> What kind of a really communication or re messaging strategy from the district as a whole. That's something we drastically need. You're seeing direct support from Dr Wiese's office with marketing for schools as well as the work that Mr. Coe raised in the schools we continue to do the vision logo and branding work. You'll see a couple of slides. It's really clear schools that are clear about who they are and have a decent level of academic performance. We have no concerns with own. Where we are struggling is where one or both of those things is not true. And then we're also as the board knows in first year of this, you may special implementation that

071has made schools so much more aware of almonds and a really positive way in a way, which today the superintendent or meeting with the principal of Martinez and we're talking to are better academic strategy. And we're talking about, OK, I have this great level. I need some help. I got to do some things. And in typical years she has to wait until next That up. She 20 kids up. That means like it over $100,000. We opened up next to you for today. All right. So that's the flexibility and possibility of of school, especially when one that well and again is bringing a whole different level of attention to enrollment for schools across our portfolio. As as Chris already several just put some of this. Again, the portfolio is growing and the market continues to shift.

072And so we're going to continue the match. That market with a school options in the district, something think about. And this makes sense. But we don't talk about enough district. 11 is serving markets. London is down 3 now than we have in decades. here now is maybe not always in the exact type of school that everybody would like. But if you live in down here, we are now serving more kids. Then we have before we used to talk a lot about the net choice out rate lose about 10,000 kids. We would gain about 2000 kids. We got a net negative interest rate of about 8,000. That number has reduced because we're serving more kids who live alone are boundaries. So that's the growth of the portfolio. Okay. To protect our to talk about this. The

073demographer was spot on. But he can present a thing. I don't know that I'm that guy was right along. If we were not growing up are fully of these are the numbers we would be seeing. And when we talk about some traditional enrollment is the numbers were so. He also talked about these strategic retention goals. We've highlighted the areas where we focused work and where we've seen that our Catholic schools continue to grow or stay stable at the moment. Our preschool program has added far more 51 students are. Charter expansion has been significantly more than 900 are home school organization program tripled in size from last year to this year. 33 students last year up to 99 between our school programs this year. Now still needing work and workers focus now is incapable a circulation.

074We establish those regions. But now we'll talk about this actually a little bit of the capacity report. You're going to see we have a whole different level of support, accountability for within boundary Matriculation. We also are just now getting our footing stronger in the online space. Our smart online program is Our achieve program is we're starting to kind of find our footing. We had too many programs for well, not clear about who they were, what they served. I think we have good span where we still need help the condition of our buildings. Well, here at nation's faceless, that's where we still need help. That's where we haven't done or any of our work. Obviously, that's why we're talking about the most significant capital investment in the District District. Overall, the talking head count. There's 3

075counts enrollment. That's why the numbers are not always the same. There's what we were kind all a one count. There's the head count and then there's the fte counter. The fund account. We still don't know. The fund account were still submitting that to see. But in terms of the account, you're going to see that we're of overall. We're overall because we had a Colorado Notre tell you right now is are over and over all. Our traditional school enrollment is down roughly 450 kids. We'll show you a second. big portion of that is unfortunately what we have an engine guns. But we do continue to these kids and some of our traditional sex as well as some of our charter settings. We are now a portfolio district, meaning we think about that is not 2 separate

076things. like got so So strategy worked right with, you know, when we talked last year and the same eating talking and looking at some of the year is that we can seek a very specific to park district. >> And last year in this meeting, every member correctly, we were talking about the northwest region that included 2 feet homes and Coronado. And we were seeing just forcing a number of kids leaving after 5th grade to And when we spoke with those families as like. >> Absolutely. The best experience of my life K find its peanut. And then at the last Minute Maid says no lead the district based on certain things that they experienced, one of which was couldn't see a way forward. didn't. didn't feel connected to the next level. The secondary level. So we

077did a lot of work around connecting to PETA and homes in court And lo and behold, we saw positive effect in all 3 schools over there. That same albeit this year is starting in the Northeast because what we're seeing is an unusual pattern of departures, right? it is Jenkins's. Dow Doherty is stable. But what we're finding is we're seeing schools where the fluctuations a little than we anticipated. And so it sort of looks like the northwest last year. So what we're doing now is the scene model, more expansive. We want the northeast, for example, that region operate. But the K 12 schools, we need is when those those elementary families, it's great, the only logical choice is going to or Jenkins or some deal of an opportunity. their familiar with right now. I think there's

078big news about one. so we're trying to get all of our second year is to work down. So it's like when you walk into a large room with reception right, how we leave you feeling to table people, you know that we're trying to create. We just want to make a logical choice for these families we want to be too mil year. We want them understand school and so working in the Northeast there, enjoying it and starting that process to make sure yeah, I'm second grader at Freedom Elementary. I'm going get important. That's always going to We just haven't done that well. So this will be sort of the start of that process. And that model works well everywhere. So that so the next big push right obviously like Britain pointed out that this clearly the

079areas that we have either the strategies or the pathways where both were seeing a great deal of success. And so we really want to make sure that the schools that are struggling have a that's tangible to accessible because what we're seeing is the schools that have pathways are finding a great deal tracks and the ones that are still working through that are the ones that are struggling the most. I think it's really important emphasize that if you go the portfolio strategy, you have to come in. >> 2 schools having specific identities. So if you have a portfolio, then there should be choice and you have to define that choice for parents for then actively make it the counter to that is you go back to a completely boundaries system. just says this is your address.

080That is your school. That is not within the statute in state of Colorado. And as I say to people all the time, don't hate the player, hate the game that bottom bullet on the academic masterplan pathway schools next year. You'll see now year one of the decisions that were made from the board last year to create pathway middle school opportunities. So as our families leave are highly successful from an attendant from an enrollment perspective, Pathway Elementary schools, there will be a logical next place for them to go to. The other thing that has happened as Chris is highlighted, is this connection from the elementary all the way through to the high school? Parents have the right to choose whatever school they want. 70% of parents are most likely to go to their boundary high school

081if they stay within the district. So as we did 2 years ago, the Suzuki 1, 2, 3, violence at Bristol held their Christmas concert on stage. Of course, not. With the principal wanted to do at Bristol was to hold it in the cafeteria gymnasium on the little risers that he just bought because he doesn't want that cookie contest and all the things he does yet. It will have a cookie contest. The parents will come But when you put your first greater on the stage of Coronado with the violin, those parents will say the same thing. I said, well, my first grader at a violent Mike, it's going to be first chair for the Coronado Orchestra and you're more likely to see your child at Coronado. When you connect the school and elementary middle school to

082that, we we will go through the examples here, but particularly for our higher performing schools. We have great relationships between 5th grade and the middle school and 8th grade in the high school and all focus on the West side that several of the elementary schools use homes for instruction for 5th graders. And I know that Holmes uses Coronado all the time for instruction for graders. They're so close located that if you see in the morning you'll see 8th graders walking from Coronado back to homes. So they literally went and took a class. That connection gives parents isn't the choice, but it gives them the suggestion of a choice. And so what I'm really proud of the work, it's been the activation of us. Let's tell people where we think there's a great opportunity for their

083kid while we still preserve choice in that space. >> Okay. We're seeing some decreases school performance. Concerns continue impacting That's not the funding, but it continues to persist. Vision and strategy matter, but they will not overcome low performance. And so that's area of focus, obviously facility, uncertainty. The district responded so quickly. And you heard in the last week, the incredible academic work that Jenkins did last year to be our highest performing and growing middle school despite being in 2 buildings talking to a teacher last week from Jenkins that I was like, maybe we'll just do that every middle school this year to see if we repeat that, just a what you see as we saw a large decrease. These are not families who hung out with us and they're like, you know, I want to

084do this for your. This is families back in January. That just said we're not going to do this for kids. We have plans on how to recoup some of those things. A lot of those families were chores choice families from surrounding districts who went back to their neighborhood school. But that was the largest to to our our traditional. if you look at the little graphic, school you also see, we're seeing significantly less students move from our traditional high schools into our opportunity, all over opportunity. Schools are down enrollment minus achieve everybody else is down. And so that's because our school campuses are wanting to do a better job of serving all students. And there's a counter to right now are opportunities schools. Our reliance. On students coming from our comprehensive campuses. They don't yet have

085their own market share where they are really kids in as well. So they're very again impacted by the decisions that comprehensive. So we see less transfers. And right now and then because we're portfolio district, there are some charters that now East Lake is down as is James and I will draw the comparison. James Earl as performance was also. All right. our charter schools don't get a free out on They are suffering from the same thing. In fact, even more. So the traditional schools do, which is if you're not providing the experience that you promised, families, families will find something that nobody's immune to that that system. Ok, here's kind of our overall movement cross. You'll see there, like I said, with opportunities, schools where we've seen less movement in and then you'll see again, what

086we've already talked about, where we're stable, where we have some decreases as well as where we have some increases. This is our preschool data director in a question said, hey, are you increasing 64 kids but only one classroom. And so that's your packet we have across the district, still not 100% full in our in our preschool classrooms. But we're also doing something really cool. A trailblazer. We're adding a couple of preschool sections. So that's why another classroom. But we're also going to be piloting extended care. What we heard from our preschool director is families need care be on the left at a to 3 or 8 to 12 or 12 before like You need something earlier. And later. And so we're piloting a program. There were families first very affordable. You can pay. So there

087could come in that attend preschool. Then stay. And so we're going to see if really attracts more market in terms of the preschool population across the city because with up cases, that official is it as it is. It's 100 games now for kids, right? Because they kind of control of the data and then they send it out. So there's lots of systems trying to get a handle on preschool kids across the city. All right. Future actions. First couple of guarantees. The first one is what we said last year. We have to guarantee access to quality instruction. First academic performance has to be on par for school. Then strategy vision and living that. But we have to guarantee access to high quality instruction across every part of our portfolio. The new guarantee is a school for

088every student for a while. We were expanding programs that we say. We have a program for everybody now are is as such breath that we can say we have a school for everybody here, depending on what you're There is something in our portfolio for you. And so continue guarantee. In terms experiences, we're going to continue to highlight student experiences. I think the board is going to be really excited with what the U.S. them marketing campaign brings because it's all going to be from the lens of the student. And we know that that really motivates the community. We're going continue to expand on family school. Community partnerships. And then Chris already mentioned, the continuity within the area networks. brought that up to U.S. 4 years ago. we're just now going to be expanding that kind of

089across the system. And then you'll see in big, bold letters. My primary experience that here is a I have to improve the physical facilities in order to stay on par with surrounding districts. Families will look at the facility is not the primary driver, a choice that they will try to buy school and not going to take a look at it. It's not in the I trace research is really clear Let's back to yes. A look at one of the things we learned over the last 15 months in this office. I've got a great team that works with me is that we we have a really sound understanding of where these kids are going want to go in there. >> And all of reason that they're our soul and we have the resources and the bandwidth

090to do it, that the issue was, I don't think the activities happen soon enough because just was late and there. And as a result, we lost these kids up until this year. But the idea is we know that in the northeast, right? We know where they're going and why they're going right. So we have to adjacent district. 49 20 in the southeast was very different, very impacted area of the district. But we also know why they're leaving. And now that number is commensurate with northeast, right? It will probably thinks that areas more stable. it's it's close so that we know why people are departing all of it is within our power kind change our systems keep the families there. And so really the work is gonna come from building principals, the staff there. One of

091the things I've been talking the staff at the buildings is that they need to be an expert on their building. I don't care what school you're at it. You should know you should have a 60nd elevator speech. So when you're at that soccer game and someone says something asked that question in a disparaging the you have a retort that is that is clear. And it explains all of the things that your school offers, right? These are the things that really matter. So the narrative we get from these narratives, we can sort of deal with that. The program part of internal of the school. We know why families are leaving and yet capacity the program we want or we already have and they just don't know about So we really have out out to address this.

092You know, we look at Turns out and people coming in the district. It's actually pretty close, right? But the problem is we're losing more kids that we're getting and we're not losing. losing families that have K 5 experience here that are very happy in love with experience was. But they just don't what the next step. And so we need to do a really good job saying like this is going to be this is trajectory your child will take so they can see with their second grader and Freedom Elementary 100% going to has up And as we have that stay with And know the board received e-mail from a from a family member in the Steel North feeder system. >> And you heard specifically from that family member, you need to be telling more people about

093what you're doing. A Palmer. Now we talk about Palmer every week here, but we haven't done is going north. We're going to steal. Are gonna Columbia are going Taylor and sounded Saxton p tas and say you know what? We are vision aim for. Alright. The diploma school in downtown with that campus is going to look like. And so we are still stuck as a system in a semi past of space, then in spite of 3 years ago was going to centralize enrollment yet again this year. We have examples of individual buildings turning down extra enrollment because they felt that that that doesn't happen anymore. Every person that was kind of district 11 goes to that office. We still converse with permits outside a boundary to understand where we can, where we can fit. We still

094have to look at the sum of all those parts, the whole, greater I know that it's tough to have another kid in your classroom, but we can't especially with site based budgeting. You're going to be accountable to being down kids. It's a wonderful example to get to Martinez that today actually got we gave a condition or a little employment to a student teacher because we're going to into fde. They finished their military service on December 10th. They enthusiastically accepted the And yet there are schools no need to go back. But some of those thumbs down where people are going to have their partner conversations. It says I turned away greater and now works. Number of kids are wide number of kids short and we're going cause depositions. We have to be able to balance the

095books on the number of kids that we have. We have seen consistently and I am the first one to say that our charter strategy has been to bring back to see is I authorize charters into local authorization. It's a better use of money. It's more efficient for the state what those parents pay for action to goes back to their school of choice instead of the state having to backfill, let him through a low utilization and it allows for more local context of what we're doing. But families continue to see the flexibility and the mental illness of charters, more holistically is a place where they think that their child can thrive. Then for this constant we're going change one or 2 things inside a school that has been on a watch list for 5, 7 or

0968 years. we do need to continue to pay attention to the demand signal from parents. We are still the lowest quantity by ratio of charter schools to traditional schools in the big 5 inside El Paso County. And we're, I think, will normalize that the next couple years. Both spruce and East Hills are due to come online for next academic here. And when they get to scale them will be closer to about 80 20 split. >> Which is about the 20 is right. >> Use that to say way. This is the bat of analogy that the superintendent discusses her to this. so if you know, I eye, really all this showing is our moment was in a decrease. We level off or on the increase and the percentage of traditional charter students has changed. >> Right.

097As the superintendents that we used to be like a 92% district. And now we're about 85, 15, that's still low for the region. Perhaps we continue to balance that out a little That's all this is really showing is that we've come out of that, that kind of sharp decrease of the moment that he suffered for years and increase. But it is a different makeup of students. reason why that's significant if you go back because the word 5 year average up there. >> The governor has not done it yet, but every year is a school finance drops and they seek to balance that budget. is we're going to take away of average. We have been in enrollment average in 4 decades. We looked at the number of the last 10 years and we were paid somewhere

098in about 130 million dollars in excess for the number of kids we had over the last 10 years. We are a system that became addicted to that money, right? I understand what the moneys for its to offset changes to a system. You should have to close the school because 5 kids leave. But when you're in decade, plus of decreasing Roman averaging, you have to be held accountable to the number. >> We have significantly more staff by ratio and what we should for the number of students that we have by anybody's version of the board formula, whether that student staff ratio or where we are principles name, he's Raiders. We've taken hit at Central office over the last couple years and started to reduce that. We have held off on making those changes in the classroom

099because we believe that the more access the channel has to high-quality instruction, the faster they'll get back on track. We'll continue to try and protect that in the budget. But as we have stabilized and as that percentage ships, we're never going to be the behemoth of the central office I once had. certain employee told me that, you know, 10 years ago, we were the largest employer in Paso County. And I said I would rather be measured by the most successful student achievement district, then by the number of adults that we employ. And so this is shifting into space and every dollar as close to the classroom to improve the quality of the experience for the students and family has to be our goal. We manage those changes over the last couple years. Thanks to the

100support of the board with very little noise because we've been able to use mechanisms that have not felt so harsh. Sometimes when they're talked about their harsh. But as that percentage continues to change, those trends are going to have to change or so. We feel good about where we are. We We still to go back to bottom line of Shannon's slide. All right. to 3700. still think that there's 1000, the 1500 families. And if we can just change the definition of the opinion of this district and not not be teaching kids for in October and not mudslinging in the middle of our board meetings all the time. If we can take the joy that happens in the first hour, we celebrate students and staff and community and it's such feel-good space. If we can get

101our community who believe in us again, every parent has the right to choose. Parents will choose the school that's closest to their house and then they see positive things happening for students and we can shed ourselves of that negative missed that has kind of been hanging over this district for a decade. Plus, we're not firing people. We don't close schools. We're not cutting staff without thinking about how we get more money into classrooms. We have to get that message out in a way that families here and it resonates. And I really think that it is it is not to pat ourselves on the back. But Palmer was the catalyst for the bottom show. People that you read it will things with your own money to ask them to spend their money after the things that

102you want to do with scale. And really I know there's been a lot of challenges that we feel internally, but we're all kind of swimming pretty swing suite right now. we've got great e-mails about what happened in a Palmer. We came to the first planning committee with a for Palmer for us to be able to take a bolder and all the things that are happening around palm of the students are excited about we've turned that corner is a district. That's the message we need to be able to live or to get more people to choose to not leave. Going says next many families and goes on a single amendment meetings 0. Thank Trying to cross the It's a it's an opportunity for him go. And probably to shine. >> Thank you. Thank you for that

103presentation. I think we're going to be full year. Averaging isn't to You have to about it and to move stay home. So I'm not that we all definitely nice things because dot that he be moving. In fact, that action TV and Billy and after in the future based on state budgets, we have I mean, take away. I can't emphasize. Any harder than I've done in the past. The piping type choice is the purpose to school performance out that when you look at that, that's key reflection to be parents make the choice that we got to give them reason choose neighborhood school. But it's going to be a portfolio about. when all said and done the school performance and how that school this perceived that and a lot of comes from the state to pull up.

104That happens with that. We like testing and does what stocked the settlement that that that you share with on the school's out there. It's okay professional Grant schools perform very well. Students tend to to back us the school Stagnating or not performing both tackle thank my quick question about to the bull that if we had not being that going to be lot that are doing that. The school expanding preschool because week capture are toughing it out like preschool students that mind, the fact that this of all the way by a provider that after Christmas will not get the final universal Pre-K is the overall in a win for the system. But we do see that parents first choice. >> For Pre-K is closeness and then they transitioned to quality. We for for kindergarten. We have

105matriculated many of our families from Pre-K internal to the system. But a lot of times they will change the school. The Pre-K offerings and some regard there are basically 10 hour, a 15 hour. And what's basic 3 different offices also full-day offering as well. We've seen the get the students get to that. This result in up yesterday. One of the of families are making migrating more and more to the full day offering, which will create some stability our schools. But the first year that we offer universal Pre-K, we went with a little bit of each each school to figure out what that a man was. And this year we've I had find that a little bit to open up some more full K offerings, Bristol and still need capital investments for us to be able

106space there. There's just no space within the and the buildings. We have capital plans for them. They run between 2 or 3 million dollars for the improvement for when we get through and decide size and scope of the we will want to exercise that pretty quickly. It's a win for the school to have Universal Pre K again, even if only 50% of the kids stayed in that building. That's a kindergarten Roundup pipeline and ready to go And if you're doing a really good job and that gives them a little He sent a statement read. The other thing that's helped for us the other 3 big players in the city are not in the UK game. They didn't see it as an advantage. So 20 doesn't have any numbers compared to need there to 49. So

107we have been the big district of choice personal We can probably see how many choice and for that as well, Chris, we could probably similar to what happened 15 back when we had from time time and district 11 and other school districts have think about that because that's what state compensate now we have from time students shoes for kindergarten because we offer for time camp about that. But people are not Angels going to the fullest it's not really as much Pre K 8 and K concerned. The Matriculation point Israeli 5 to 6, 8, to connecting those 2 lines. Yes, questions from people? yes. Okay. So I need understand the >> red. And he said that we were serving more students that we have in decades. I know we didn't have preschool as pragmatic. Well, when

108I go back, numbers in 2021 23,000. So it's just 4 years. And I mean, you just out from there. So certainly we've been losing. And I appreciate that slowing that the prediction is next year will have fewer students, even but. >> So. >> Yeah, let let me clarify. I was also talking about boundary, right? So that's that's a a that's a detail understand that we had 24,000 because we lost a lot of kids in 2013 through and a lot of the kids that we lost were kids that were chasing so I didn't do the real math, but we are serving more in the district. That's because we're bringing in district 11 now out of the race charters because they still carry large majority of their students are district I hear the clarification. Thank you. >>

109And and I I think that focus on improving academic says because of a pack of I just I do worry about the continued edition of charter after charter after charter. I understand do once they're already out there. >> And they have a fantastic program to offer. Okay. Because there are certainly seeing some military academy, even other academics aren't that They offer something that we don't until high school. Certainly academy CL get the programming from day one. Kindergarten. So I understand those. I just worry continually and charters for the sake of adding charters and offer a choice. Let's just keep our fring the choice. If if the founders speaking as one of academy for guests to create a blurry sound the program in the District for kindergartners through 3rd graders to get gifted education. We out

110on school. Many of us would been at the private school existed before So I hope it we will continue to build on the programs, build on the pathways. more that it is a parent to. There's so much choice is difficult to choose, which is. Why we should also just said that's great neighborhood schools. So I hope that the focus remains on. Keeping our schools open and improving continuing to operate programming direct route. If I may. >> Completely agree. We I think I think the work you you just heard from the academic team is a testimony to the work we're trying to do improve programming, the launch of pathways. Which if you remember, I was I was kind of a primary person and something I wholeheartedly believe in the unique thing about the charter edition of

111the new charter is is the community will tell either going to show up or they're not. And and there there is that there has been a misconception on this district that if there wasn't a choice, it forces the student to and it's just really clearing. Our enrollment is evidence of that. If we're not providing the choice somebody else's and families have completely comfort and autonomy to find something else. And so perhaps the new charters. Well, I have a lot of hope for Dan and and I think they're gonna do wonderful things. If they then they will be held accountable in a way that most traditional schools never are in the sense of they will collapse and they will close as a reminder, the board we get close to yacht just last year because it wasn't

112speaking to the community. So absolutely we will continue to invest. And increase the program means and effectiveness of all schools in the district, including our traditional schools and largely the community will tell us if we've reached that point we're not interested in in in another unique school. >> And just as a follow-up, speaking of investing, like some of our charters spoke to this previously, like if they are and they are what they're lagging. Superintendent, I'm calling. I spoke to supports icing. We are still still planning to working some Chargers Your ship and Democrat. We offer our charters support and an art orders charters have the right to deny that support. But then they're ultimately accountable. >> To that by the TSA, which they signed the contract. And in the case of one with the one

113that closed last year, that's outside of their contract. They just could not actually closed their own books. this got there was financial so it wasn't a contract mechanism that was their inability to operate their school. If that standard, we're held to the traditional portfolio, we would be closing schools every year. And so they're there. And it's such an you know, it's a conversation or argument just a point that the law in Colorado allows for choice. We have proven for decades. I will stand by the decades that more families leave district 11. Then by percentage say we've any other district in all possible, which says something about our offering was not working. And I don't think it's because my job was up in the 20's. I drop my kids off across the street from Liberty, High

114School Rampart High school. There have been decades of people dealing as if there wasn't enough choice for the choice that fit for that. Your point about market saturation is the concern that comes with any new school We launched innovation school last year of which we believe there is great demand for of which people have shown up for. But there's not a wait list for All And so what is the market demand? We and I always talk to the board that most of your role is as the board of directors for the schools in which we operate every day. But you also have a role as an offer. Eyes are. And so it's kind of a dual at which is where is that portfolio going? And I issues the simplest analogy about of what I would

115call ice cream shop. But if you're going through buckets of gelato and you're running out a and you got for room in your freezer for 10 buckets. Nobody's buying the cotton candy might want to get another couple buckets that a lot because people are showing up for lot. I do know why. I do know why families choose charts because charters are crystal clear about what that experience is going to And they are excuses. Now, some people say that that's not equitable and the debt scams and that scares people away. But a charter do you believe in left-handed person writing? Because I And so you make a choice to go to the charter, which actually I believe in and boundary door constrained to find assignments of school or how you do not believe in school. And

116so in other cities, they have 100% lottery. Yes, if you live across the street from to be your first right of refusal pick it because there be a lot of demand single but actively sign up that says, I believe in up to trailblazer did this couple years ago, the head of kindergarten sign up where they put the kids like they were pecan other and see draft picking up a scholarship so that that makes pencils and a good sign, their name. That's and I pick trailblazer. >> For for kindergarten, that's a commitment to family to school both anybody who's been offense when I have a family meeting next week of the threat is if I don't with the superintendent on polling like it. Like that in half a generation generation ago, families believed and administrators teachers.

117have the mechanism to say we lost was a number for Jenkins, a 13232 families do not believe that either the building was safe, which we would still argue it was safe. It was a fail pass and fire inspection, which we immediately then corrected and put kids at no cost or displacement of families in different locations. And yet that was it her kids and that and over 10% of the families. So we don't trust you as me as a superintendent, Tony, as the principal or the teachers in the building. That is that is that is a. Market demand signal that there's not a school district in America is ready for like. That's the challenge that That's why, again, I know there are challenges that people feel with. Why did you go that extra work? Because I

118can't answer to a family while you leaving on that. That issue. What have happened Jake is a caught fire if Jacobs caught fire to the ground, not saying when kids are and are not making fire relationship do with 2 people leave because they don't want to go to Russell and to Doherty to stay in Jenkins community might not have been 132, but I but it's the one about 100 that would said no, I can go to the 20. I go to 49. It is oversaturated market overall a bit. If you're and utilization across the county as we're going to get to capacity now and I don't want be to punch, but we're in the 60's. I think it's no higher than 75 or 70% across the county for seats forever. Grateful. And so if there's

119choice, there's definitely markets. But again, I know you exercise choice for your 2 kids. And I know that you want charter school board that you felt very strongly about. I I stand by those 2 charter application. That's another point. A record. We did turn down Turner Turner applications over the last couple years as well. So it's not just every charter that comes up. If it doesn't meet our quality, then we don't approve So I think as long as we all of quality, we will start to see, especially as families that are new to Colorado Springs. We'll be like on one with that school. Looks great to point most of the into and portfolio offer OK, you asked to digital schools going back to see is this I might. hope is we have Thomas, that and

120came in person to the boat and they said that. Did you expect based my district and said, look but they are was and still >> That's kind of the particularly the as well. You mentioned the marketing campaign expected. It was work it will open next week but will brief and to the board as the program spotlight December, or is that just because that's December 3rd board. so right after Thanksgiving, OK, thank you. If you still have questions regarding and pain bison. But the capacity conversations to point out that, let's get on to capacity to put addition and then you can have a discussion after that. But the capacity to provide safe you read over time. So we've kind of of what I do want to give the preface to I really appreciate the simplicity of

121how the team has addressed this. >> It way too nuanced before that there were rooms that were off limits and some buildings but not off limits and others. >> So this standardized approach, you'll see that the overall percentage hasn't really significantly changed. But when you walk in building at the numbers are more consistent with your feeling. Then this idea let's say it's 120% feel when I never see anybody there. So I appreciate this change. The team is made is a precursor. So talking about Yeah, I just want to welcome Tony Carr, executive director school operations, Mr. Carter Security, our capital program manager agenda telling headed the capacity work this and the group that oversight. >> So here. She's out sick today, the superintendent said based on the direction from the board last year, we needed

122to standardize and simplify the capacity model. We had some schools following exactly as it should be. And you'll see some examples of that. And we had some really significant irregularities that just were not accurate or authentic. What's happened? So we go back to >> the previous model was based on And you can see based on different school levels and types of schools, you can get different credits. What it really created was what principal is the better salesman on eating specific credits and their schools. If you are a veteran principal and you knew how to work the system that you know how to organize your building, you could really significantly change your capacity. And if you are a brand new principal showed up and it's like there's nobody in that room that it didn't look good

123for capacity. >> And so basically what we've got is we standardized credit. very it's still very supportive. want to be very clear. 30% of spaces and elementary school are available for all of those 9 core teaching functions. So special education and specials and intervention and get to talented breakout rooms anything you can imagine as an elementary that you might need. We've given them a wide berth of opportunity and then because the buildings obviously a much larger we decrease that it's still a very robust offering of standardized credit for that middle school at 20%. And the high schools at 15%. Here's a couple of comparisons just to serve as an example of why we need to change. You'll see here London and steal. If you look at the footprint of those 2 schools, steel is actually

124according to security back a 70,000 square feet, less that yet had about 150 additional students on their If you look at their previous, you know, was a shun. It was basically the same. So that's now differences between Steele and a little. Of course, there are. But is there early 50% capacity difference? Absolutely not. So the way this kind reads, the Yellow bar, the yellow bars are if we were to use the standard capacity model all along the way, what you'll see is it's very consistent when we see these massive peaks and valleys, it's when it's based on credits and that individual principals ability to to kind of maneuver in the system. Okay. Here's another example. this we have Taylor Jack Swagger. What you what you can see is well, the enrollment haven't really changed to

125Taylor. There was a shunt drastically climbed from 20 to 23 to 23. 24, because of how these the credit crisis. Likewise, slider for 5 years ago. They have over 100% capacity is That was unsure given their moment. That is because they were utilizing. Those a couple of weeks that treadmills and I mean, as an indoor gyms that a lot of things going on, which is great, but it's not authentic to the true capacity of the building. And so now you can see what and standardize Taylor stays very consistent and swagger stays consistent and sees a decrease. When we saw in a moment decrease which makes sense. Probably the largest challenge that I had was that with Rose was not the campus. Over 100% utilization. This is a building that that what, what? How? 2500 high

126school students regardless of what they are, what time you go to raise a lawsuit? I there's never close to 1000 students. So there's no way that I was ever really be on 100% we addressed that last year just because again that I brought to the board, I just couldn't allow that to come in. And that previous session and now it's consistent with what a standardized crediting standardized process would provide. said there were some schools that have been doing it the right way all along. And so when overlay a new model to what they were doing is basically exactly the same. And so now with the standard process across the system, we will get really tight and consistent turns utilization capacity. Schools. Okay. Recommendations we have provided information to the board in previous years that we're

127going to study the use of portables Robin studying. It's time to get rid of the ones that we don't need it. We have a plan for that. take you on that this year. We're not taking away more doubles, better ingratiate and they need them for We're talking about or doubles that are in bad shape the building has plenty of capacity. And right now those are storage. Is there some other usage of space that we don't really need? Mr? Cameron described the enrollment report regionalize enrolled increasing activities were going to get really, really time on Elementary's. How many of your students are you sending to that future? Middle school? Yes, exists. We will continue to expand the portfolio. superintendent said 70% of families want to stay there for years. So we're going to be a really

128consistent and articulated and that K 12 as we also said it, you everything schools that have stable or increasing performance and have a vision and a purpose. How the best in home now comes right now. Number 12, 13, that's a wonderful staff. 12, 13 of art, pathway or schools with unique programming that understand who they are are stable or increasing in a moment. So we need to expand that purpose work that strategic purpose or vision and work to the remaining campuses. And then we've seen lots of benefits and we need to continue to see that. It's an expanding co-location opportunities, both with potential expansion actions as well as community partnerships. We have room in schools that can be benefiting the community. More than anything. We are in public service. And so our building should be

129available to the public. We had great success at the children starts children of all as well as the Zen Center the bottom floor of Galileo. We're going to continue look at co-location opportunities with a variety of entities moving forward to not only serve the community, but also take some of that pressure off of some schools who are experiencing significant if I were visible, that was 40% utilization. And he said, Hey, I'm gonna come and take the swing and that sure, I'm sure space and now takes the lead off of your doctor if your utilization. That's a gift. So we're going to look to expand those opportunities. And that's the capacity work. >> Can actually, Tony, because you're a Ford and most recent former principal, can you summarize we brief to the just last week. You

130kind of summarize that 7 their feedback. >> Yes, summary the comparison between the old model and and the feedback was around. This makes sense. It makes sense in the sense the first list of hero, the boys items that you could use and when you count that and then when you actually compare against teaching stations to the functional capacity role, rover com and that that other spreadsheet yeah, I I can handle challenge we're working with with principals and school staff is is all up there around jury school communities that need their vision and strategic work around the area. Articulation vertically for every student. Just 6th grade is tonight's grid and thinking about how they captured kids that live in the neighborhood right now as a low hanging fruit and thinking about how they stop families leaving

131as another low hanging fruit. We've been really good and working really hard at attracting but not doing those other 2 things in terms of choice to have a better utilization and just appreciate the time you guys to to be with the principles of topic. >> and to the community who may be watching because only because that is 2 additional fires to cars in vote. That site wants to be capacity coming. thinking that and then the big thing to get a couple beating by. But I'm assuming each of documents for the specific binding but going to respective school, that science espo it something up open it up questions. Okay. It's a to back to So first of all, I want >> For that first bullet cleaning up the >> portables that are no longer necessary. And

132it really >> Since claiming makes Thank you for That I have a question about what does it mean deeper levels of incentivized face accountability. Want to me? >> Yeah. So we're building some models where as a school, if you're an elementary school. So take that up to the homes transition where we used to see. >> I don't know. 85 1% of 5th graders. That should be not going to Now is the complete opposite of that. So that is holds responsibility. But it's also a responsibility, right? And so we want to build some type of incentive where if you if you're 85% or 80% of your students go to their feet middle school, we find a way through the spv model to recognize and reward the school or and on the Middle East side because there's

133accountability as the brings accountability would also should bring is incentive. And so we want to make sure that well, we focus on schools building that partnership that we also say if you do really you with some additional funding that your school can use for of your individual community. Thank question remind me of that. >> Contractual obligations that we have got Galileo team and swagger on. The partnerships. >> Those leases I can't remember out. >> No, they differ. We can get you exact answers for the ones. But, you know, basically we allow a community partners to use the space at estimate of our operational cost per square foot. And so they kind of pay for utilities ex per square foot to use this space and their partners in that space. We found patients 7 players when

134there are capital investment said need to be made, they need to bring those dollars to bear. So like for the Ascent Center at the bottom of Galileo, those were joint granted dollars that put in the fire doors to make sure the kids have separation from the ascent center and from school. That's there is. And those are negotiated over the amount of time that they stay there afterwards. >> It's exact same relationships you have is a district with you see Cs for CS We don't pay their rents. We just pay our fractional share of utilities and custodial paper towels and those types of things. And so we have the same relationship the superintendent said, just like we funded the capital investments for CS St the Ascent Center Joint initiatives funded the capital investments for what they

135needed in the bottom floor. But we don't charge them an ongoing wrecked because it's a community that. >> And then is about to actual patients. is it going 3 years and 5 years? they are there are terms of the contract. I don't know them off the There is a there's a link. The cases it will come back to the board for review and that I'm going. That's my understanding as some of mutually beneficial us select the friends of the eat at that play out that the salt. That's why recently cut some of with the community school that got or student Spencer all those progress. The thoughts of that you activate Back Cuba. So with the switch to the site, they spotted the model. How much of these cohabitation opportunities will be held by principle? >>

136And that will be held by the district. do they have kind of said amounts of what can go back and schools budget from Some schools in past have utilized rentals districts kind of ranges that often times sometimes goes the distance. Can you tell me a little bit more that Yeah. I want to speak for the superintendent, but I would say right now the co-location opportunities, whether beneficial to the school site. >> Or kind of drifting from the district level. I think we're very old >> schools, value, potential partnerships. >> And how they might benefit own community. Obviously, that would need to go through a vetting process. We can't just let individual principle former partnership doesn't make sense for the district are on the on the map of the board in terms of rentals, it's kind

137of a mixed bag. I do think personally I'm very open to turning all rental revenue over schools right now that we've got some manpower issue, right? We don't really want them spending the time managing that. And so we're still kind of in essentially rental space. They still get benefits. They get that they get a share of the total rental fee so they see somebody get a secondary schools that can be pretty lucrative. But we haven't yet got to the point where schools like, hey, this is my I feel I want to kind of oversee and manage it, maintain and do all of those things. And then we would get all of the funding. So it still >> I think the La County on I would add is that particularly space like, you know, we use

138it during the school day and somebody could use it. >> I'd like to get to community benefit I think all track and field should be open. >> For people to run, we had to give a staff member a key to be able to use to track it last because right now the relationship with community is it costs us a ton of money to clean up after community when they get access to places. But I would love to evolve with our city or anybody wants to run out of track and field as long as it's not school. Time for practice for me time which we published that anybody can go out there should. We funded by the community. We should be accessible by the community. But the risk of that and now right now because if

139you open up, you got to go clean up. Who was hanging out? Who left all to a bag? You know, that's the cleanest of things that you have to clean its a challenge that we have right now. But I would love to evolve, particularly as we enter into a van conversation when we think about the completion of Palmer that feel that should be accessible, everybody downtown prioritized for students but access everybody downtown. That's a great ideal. love to get I'd love to believe that our community can get there. And I even need morning walk that the custodial team has to do that. Clean up a couple of things. The risk a safety issue right now. We walk our schools down and we still have where we estimate we plan invest yesterday and the SRO was

140that way because somebody was trying to gain access to the building during the middle of the school day. Right? So it's hard for me to say everything's open, but yeah, I don't want to be in the business of making money, but there would have to be caviar's, right? So if you want to start a church and you want to start on a Sunday and a lot of torreon great. But you can't be a jurors are 10 years in a row. The rent free right? So I think we can create use and it is with the city to find a place where district but is seen as an opportunity for everyone in our community. Even if you don't go to school there. But you should go to school there. You I both just one of my

141question with capacity reports. If we saw if there's any current need to do discussion about. >> The zones for school boundaries owners not a minute they're Is there a need for that or not anything that yeah, we do look at that every year. We In fact, it's typically in that first bullet psychologist, but it's not there. >> We will. We will get that in there. We're not recommending any any boundary changes. >> Only that within the boundary changes the waitlist. I asked Danny my principles be the first one to get a wait list in your school. $5,000 contingency transfer the day at there. We have to show it to man saying on our system. But right choice overrides boundary. You're going where you want You know, want the district. It's very hard for me to

142find a space that we say no to people matter of fact, I you can probably get me on one hand and there's usually a cab it using. I can't provide the requisite IEP or 504 supports there or I am completely maxed out on the physical space at that one grade level. But boundaries are that's almost a term from yesteryear. Well, Joyce is wide open and again estimate. I know that our number is in the 60's for utilization and I think across the county I couldn't I do want to some serious money that it's not over 80%. So idea boundary seems to be a generation hit about that people used to stand in line too choice into dority like that was 2030 year spot. used to be long line outside choice window >> Hopefully he can

143get that some point in time. you that I do have questions. I sent him to Brandon. Thank you for answering those. They about why are passing? why just nice people that people and it was because information system this week that they're not in our student information system. >> a it's a lot to ask them to share all of that that detail information. So there are some charters that don't use our power. School says. >> thank you for that vary from cancer. And it all made sense. That's what I like. God knows important public's questions. It's like that. >> It's I don't see any of board at to having questions looking at the capacity to pull gist of report, not the specification of that. We saw that the improvement athletes in the capacity to put student

144did not out. When you look at schools do under achieving Schools nothing that surprising to me is Jenkins. Even we lost to 160 students, let step 13232, the it's still hast like over 200 students choice into that school from piece the most students choice and hopefully we can to boost And then the last thing that I would say is the team some point in time. And you look at this PlayStation planes and we have schools in the 40% and 35%, discussions and we need to We talk about cohabitation opportunities back. Part of that opportunity is when having a was a shunt rate of 30% is people the goals of the conversations that the board must have some point in time. You have you know, we've done the math 1000 times. I really appreciated the comments

145about the assumption is is that if you limit a choice. >> Then people will stay where they are going magically want them to go. >> School closures school collapsed school consolidation. >> You really have to run the map that says when you close the school, do the math. It says nobody stays within the district because school closure is very personal and very, very upsetting to families. And when there is around the city and I know that we complain about our traffic. But when you lived other places around the country, you can really Pasco County very little time. If you own an automobile and the most important decision a family can make is where you send child to school. So we get to a place where we feel that we're budget early restricted, we can come

146to the board with those recommendations, but they will be over the assumption that says there's 200 kids in a building which used to close We will do the planning that says you lose all 200 of those families. We can do everything we can every dance and tell them why you should go to north are going homes as those 2 former leaders are sitting here right now. But ultimately, when you tell somebody that their choice is now closed, they normally tell you. Thank you very much. I'm going to go exercise something completely different. So I don't believe were there and fiscal position right now. I think the bottom line how do we utilize the space that we have more effectively to the needs incentive actually eliminating the spaces that we is our recommendation right Thank you.

147But we will see with the SFA bills for the next year. >> Okay. >> sorry. School finance Thank you. And continue use it once and never use again. >> It's like okay with We at the end of agenda for evening. With make of the 6 mark so It just took us to next week. We have session and also the special by Friday. You will have the I checked out for those meetings. If they're just not topics that the board wants to discuss at this to carry, just mentions a reminder all I have working on kind of a. >> Read them for the superintendent's evaluation. And I believe the target is to bring that to you next week as kind of the full proposal. just for your own awareness, you should get a read that it's

148a few more boxes to check. First. >> What's the special meeting >> If you need most have been exposed to session to to go into contract. And the guy. >> I don't know if that any other topic in a special meeting something that any of you okay, just to get addicts into session we need so that we're not evaluating most testing the tool. You know, don't executive session for >> We believe that NATO's work of things You have about point be fun of Okay. talked to the superintendent about and make it's not the about mission, that that's just tool that U.S. and Europe thing we can talk. I think that Dust bowl, which is open to the public look at with was just for this board to wrap that up 40 seats. You know, there

149are a few things that touch the contract, but they're only because it's not like fundamental changes that make >> Yeah, I don't know. I think that session Okay. But that the other very cool.